Exploring the Effects of Flipped Learning Classes for Pre-service Early Childhood Teachers: Focusing on Play Guidance Classes

Purpose: The purpose of this study was to examine the effect of pre-service Early Childhood teachers'flipped learning classes and the students' perception of the class, and to seek the direction of teachingand learning for the training of pre-service teachers. Methods: This study involved twenty-one students taking a play guidance class at E University. Theplay guidance class was operated as an intensive course for eleven weeks, and flipped learning wasutilized for seven weeks. First, a paired-sample t-test was conducted to verify the effectiveness of theflipped learning class. Next, text network analysis using the Netminer program and qualitative analysisof the contents of the reflection diary were conducted to examine the perception of the pre-serviceearly childhood teachers' classes. Results: First, the flipped learning classes of pre-service Early Childhood teachers were found to havepositive effects on self-directed learning, learning motivation, and cooperative self-efficacy. Second,because of text network analysis, play appeared as the most important word, followed by infant, class,learning, discussion, observation, teacher, and support as important words. As a result of qualitativelyanalyzing the reflection diary, it was confirmed that it was an opportunity for ‘reinforcing learning’,‘expanding experience’, and ‘experience of recalling the field’. Conclusion: It was confirmed that the flipped learning class is a learner-led class that reflects therecent changes in the educational field, and that it is a meaningful teaching and learning method totrain pre-service teachers in the field of Early Childhood Education.