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Objectives In this research, we would like to examine the phenomena related to the operation of the afternoon reorganization after-school course through the reflective journal of novice teachers in private kindergartens. Through this, we intend to seek measures to develop the professionalism of novice teachers who operate after- school courses and alternatives to strengthen support for the field operation of after-school courses. Methods Participants in the study are Teacher J, who works as an after-school teacher at a private kindergarten, and voluntarily wrote a reflective journal to overcome the difficulties in operating after-school courses. A total of 54 reflective diaries were prepared for 16 weeks from May 16 to August 26, 2022, and qualitative analysis was performed by adding data collected through wired calls and interviews with researchers. Results The afternoon reorganization after-school course, which appeared in the reflective journal of a novice teachers in a private kindergarten, was analyzed into subcategories of providing sensitive care, attempting various behavioral guidance strategies, and play in which infants participate as the lead. For a novice teachers at a private kindergarten who runs an afternoon reorganization after-school course, the meaning of writing a reflective journal is that I have the opportunity to look at myself, imagine the future, and enjoy reflection. Conclusions In order to improve the quality of after-school courses, it is necessary to understand the actual condition of various operations of after-school courses, and the process of reflective reflection should be encouraged to enhance the professionalism of novice teachers.
Yoo-Jung Sin (Fri,) studied this question.