A Case Study on Curriculum-Based Instructional Activity Development for Enhancing Practical Competencies of Pre-Service Early Childhood Teachers

This study analyzed a case of pre-service early childhood teachers designing and developing lesson-based instructional activities in a curriculum course, focusing on their practical learning experiences. Participants were 44 second-year students taking the course, which ran for 15 weeks through a combination of lectures and team projects. Students worked in teams to plan, develop, and present instructional activities for young children, centered on the shared theme of ecological transition education. The results showed that the pre-service teachers strengthened their collaboration and teamwork skills through the process, while also effectively learning the knowledge and methods required for curriculum development. They reported positive gains in practical skills and problem-solving abilities needed in real teaching settings. These outcomes were further supported by self-reflection journal analyses. However, some students also faced challenges, such as selecting educational content, organizing instructional activities, and applying curriculum theories. Difficulties included unfamiliarity with theories, complex application processes, and conflicts during team discussions or topic changes. In conclusion, this study suggests that curriculum courses focusing on instructional activity development effectively enhance the practical competence of pre-service teachers. It also recommends expanding practice-based learning in teacher education programs to offer more opportunities for pre-service teachers to independently design and implement instructional activities.