Preliminary Child Care Teachers' Perceptions of Good Teachers and Good Teaching

This study tried to concentrate on good classes and good teachers as preliminary child care teachers, and conducted the research with the expectation that good educational values could be implanted in preliminary child care teachers in the future. The research participants were 24 college students. Quantitative statistical and qualitative research method were conducted to investigate the preliminary child care teachers’ perception of good teachers and good classes. As a result of analyzing by jamovi 1.6.23, the most frequent words used as good teachers were warm-heart (6.3%), love (5.4%), kindness (4.6%), listening attentively (4.6%), and respect (4.2%). A total of 47 words related to good classes were expressed, and 151 words including duplicate words were expressed. The words that appeared as a good class were pleasant (5.9%), full of laughter (5.9%), cooperative (5.9%), early young children-centered (5.3%), interesting (5.3%), and creativity (4.6%). As a result of analyzing the descriptive responses on the perception of good teachers, it was classified into a total of three categories. First, a teacher with good character. Second, a teacher who gives love and happiness. Third, a good interactive teacher. As a result of analyzing the descriptive responses on the perception of good classes, it was classified into a total of three categories. First, a class where safety is paramount. Second, an early young children-centered, play-centered class. Third, an interactive class. This study is meaningful because it was able to learn about the ideas related to the qualities and attitudes to be possessed as a preliminary child care teachers and the contents that are valued for good teaching through the preliminary child care teachers’ perception of good teacher and good classes.