Exploring the meaning of education to enhance disability awareness among pre-service early childhood teachers participating in introductory special education courses -focusing on reflective journal writing and small group discussions-

The purpose of this study is The purpose of this study is to identify explore the educational meaning of improving disability awareness for pre-service early childhood teachers and to provide insights into the educational significance of reflective journal writing and small group discussions, as well as related class design. Participants in this study consisted of 27 pre-service early childhood teachers enrolled in the course. During the class, reflective journal writing and small group discussions were conducted before and after class, based on weekly learning topics. Data were collected, including reflective journals, in-depth interviews, discussion task performance data, researcher logs, and class outcomes. Based on the qualitative analysis, the educational significance of improving disability awareness for pre-service early childhood teachers can be summarized as follows. First, the meaning of education that transforms the fear of teaching children with disabilities into understanding and knowledge about them. Second, the meaning of education that fosters empathy for the challenges faced by children with disabilities, their teachers, and their parents. Third, the meaning of education that fosters mutual growth among teachers and children with disabilities. Fourth, the need for disability experience education was recognized and a sense of community was cultivated. The study provides that the collaborative process of reflective thinking and discussion in the teaching-learning process has a more positive impact on improving disability awareness.