Skip to main content
Scenes from the Department of Human Development and Family Studies

Hyunjin Kim

Education:
Ph.D. in Curriculum and Instruction
University of Wisconsin-Madison

Special Areas: Early Childhood Education and Elementary
Education
Official Minor: Educational Psychology

Teaching Interests:
Curriculum and instruction in ECE, foundations in early
childhood education (ECE), policy issues and field
experience/student teaching in preK-3.

Research Interests:
Preservice teachers’ motivation to teach, passion for teaching, and sense of efficacy
Urban early childhood teacher education and multicultural education
Teaching practices for children of diverse cultural backgrounds and children with/ without disabilities
Family-school-community partnerships

Selected Publications:
Kim, H., & Cho, Y. (in press). Preservice teachers’ motivation, teacher efficacy, and expectation of reality shock. Asia-pacific Journal of Teacher Education.

Kim, H. (2013, in press). Passion on teaching beliefs and efficacy. Academic Exchange Quarterly, 17(4). Selected as Editor’s Choice.

Atiles, J., Jones, J., & Kim, H. (2012). Field experience + inclusive ECE classrooms = Increased preservice teacher efficacy in working with students with developmental delays or disabilities. Educational Research Quarterly, 36(2), 62-85.

Kim, H., & Lee, S. (2012). Preservice teachers' perspectives on parent-teacher partnership: Interaction effects of motivation and constructivist teaching beliefs. The Journal of Korean Teacher Education, 29(4), 637-663.

Kim, H. (2012). Passion, teacher motivation, and sense of teacher-efficacy among Korean early childhood preservice teachers. The Journal of Korean Open Association for Early Childhood Education, 17(6), 1-27.

Kim, H., & Chung, H. (2012). Early childhood preservice teachers’ expectation about the first year of professional teaching in the United States. International Journal of Early Childhood Education. 18(1), pp. 53-72.

Kim, H. (2012). An exploratory study of early childhood and elementary education preservice teachers' causal attributions of student success and failure: Centering on teaching beliefs and teacher motivation. The Journal of Korean Open Association for Early Childhood Education. 17(4), 421-448.

Kim, H., & Song, H. (2012). A pilot study of early childhood preservice teachers’ perspectives on parent-teacher partnership. Korean Journal of Early Childhood Education. 32(4), 93-113.

Kim, H. (2012). A study of reality shock and teacher efficacy among inservice teachers: Focus on early childhood and elementary school teachers. The Journal of Korean Open Association for Early Childhood Education, 17(2), pp. 151-173.

Kim, H. (2012). The effects of inclusive-classroom experience on early childhood preservice teachers’ self-efficacy. Asia-pacific Journal of Research in Early Childhood Education, 6(1), pp. 163-179.

Kim, L., & Kim, H. (2011). Yearbook of urban learning, leaching, and research (ed.). American Educational Research Association. California State University - Los Angeles Press.

Lee, S. & Kim, H. (2011). Korean American kindergarteners’ use of multimodal forms across different genres: Scientific reports and rhetoric posters. International Journal of Early Childhood Education. 17(1), pp. 163-180.

Chung, H., & Kim, H. (2011). Reconceptualizing parent involvement. Academic Exchange Quarterly, 15(1), pp. 140-146.

Chung, H., & Kim, H. (2010). Implementing professional standards in teacher preparation program: Pre-service teachers’ experiences and perceptions of standards. KEDI Journal of Educational Policy, 7(2). pp. 355-377.