Exploring Mock Lessons Experiences of Preschool Teachers Using Teaching Materials and Parishes

This study aimed to explore the meaning of lessons using educational materials andidentify areas for improvement. The participants were 19 preschool teachers from S Universityin G region. They created educational materials and conducted mock lessons during theireducational materials and research methods classes. The mock lesson process was analyzedusing the open coding method proposed by Strauss and Corbin (1990). The research resultsrevealed that the preschool teachers expressed a desire for perfect educational materials like products, the use and distortion of recycled materials, the dilemma of durability andconflicting views, and the use of educational materials as both interesting and educational. The results of the mock lessons aimed at integrating a play-centered curriculum revealed anorientation toward children and play-centered lessons, efforts to foster smooth interactionsbetween teachers and children, a desire to break away from formal classroom procedures,and efforts to seek learning through play. To realize the purpose of the 2019 revised NuriCourse, changes in the meaning and approach of educational materials are necessary. Therefore, not only the lessons related to the textbook parish but also the mock lessons ofother subjects must be improved in the direction of the 2019 revised Nuri curriculum, andfurther research on this should be conducted.