생성형 AI 기반 성찰 활동이 예비 유아교사의 AI 리터러시, 반성적 사고 및 교직관 형성에 미치는 영향 탐색: NotebookLM 활용 경험을 중심으로

초록

This study designed and implemented generative AI (NotebookLM)-based reflective activities within an early childhood teacher education course. It also explored the relationships between these experiences and pre-service early childhood teachers’ AI literacy, reflective thinking, and the development of their teaching philosophy. A mixed-methods study employing a single-group retrospective pre-post design was conducted with 32 senior students majoring in early childhood education at a four-year university in Seoul. Quantitative analysis using an AI literacy scale was combined with content analysis of reflective journals and open-ended responses. The results showed that AI literacy scores improved significantly following the generative AI-based reflective activity. Content analysis further revealed that participants experienced a deepening of reflective thinking by examining their own thoughts, transforming their approaches to reflection, and broadening their perspectives. Participants’ perceptions expanded from a conventional, analog-centered image of teachers to a future-oriented philosophy that proactively integrates AI into the design of teaching and learning environments. They also recognized the need to critically evaluate AI-generated outputs and use AI purposefully. These findings suggest that integrating generative AI into subject-specific reflective activities within pre-service early childhood teacher education programs could serve as an AI education model that simultaneously fosters technological competence and internal professional development.

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