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The purpose of this study was to explore the various ways teachers have experienced three types of reflective thinking to form the practical knowledge needed to carry out high-quality teacher-child interactions with child care teachers who work at day care centers. For this purpose, 20 child care teachers at day care centers located in Seoul, Gyeonggi, and Daejeon were selected. Based on their career experiences, the teachers were divided into five focus groups. Interview data was analyzed after focus group interviews were conducted with these five groups. The results of this study suggest that child care teachers have used various methods to experience the three types of reflective thinking processes proposed by Killion and Todnerm (1991): reflective thinking for high-quality teacher-child interactions, reflective thinking in the practice of high-quality teacher-child interaction, and reflective thinking about high-quality teacher-child interaction. The results of this study reaffirm the results of previous research that it is necessary to make active use of interactive images to support child care teachers to have reflective thinking about the teachers-child interaction Furthermore, the need to provide several forms of reflective thinking opportunities in the growth process of child care teachers was suggested. |
