Early Childhood Teachers' Experiences and Needs in University Major-Related Clubs

This study aims to qualitatively analyze the experiences and demands of current early childhood teachers who participated in major-related club activities during their university years. Six kindergarten and childcare center teachers, each with more than one year of major club activity and over two years of teaching experience, were selected as study participants. Data were collected through in-depth interviews and progressively analyzed according to qualitative research analysis procedures. The results revealed that the early childhood teachers' experiences in major-related clubs were summarized into three main themes: ‘balance between autonomy and learning,’ ‘expansion and growth of interpersonal relationships,’ and ‘development of one’s own specialization.’ Additionally, the teachers expressed demands for major-related club activities to focus on ‘topics that enhance practical skills,’ ‘operation methods based on field engagement and discussions,’ and ‘the need for physical and financial support.’ This study highlights the significant role of major-related club activities in fostering self-directed learning and enhancing the professional competencies of pre-service teachers. Furthermore, it suggests that such activities can contribute to strengthening the competencies of early childhood teachers after entering the teaching profession. Based on the findings, the study proposes the importance and effective strategies for operating major-related clubs in the education of pre-service early childhood teachers.