Students' Cognition Change on Early Childhood Care and Education through Reality Shock in their Student Teaching at Kindergarten

Abstract

The purpose of this study is to examine the reality shock that students experienced in their student teaching at kindergarten, and to explore their cognition change on early childhood care and education by interviewing nine students. The result of analysis shows two different types of changing process through their reality shock; 1) Students who built positive relationships with their cooperating teachers can focus on deepening their understanding of children, 2) Students who make negative relationships with the teachers focus on relieving their shock and thus lose motivation.