human development and family studies

Transition Center, 2 Lower College Road, Kingston, RI 02881

401.874.2150 (ph); 401.874.4020 (f)

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Hyunjin Kim

  • Assistant Professor
  • Transition Center, Rm 210
  • Phone: 401.874.5961
  • Email:


Dr. Hyunjin Kim is an assistant professor and the program coordinator of early childhood education in the department of Human Development and Family Studies. An early childhood teacher educator, Dr. Kim studies early childhood preservice teacher education and early childhood policy and practice. She is particularly interested in preservice teacher’ s psychological factors such as motivation, teaching efficacy, and passion related to their perspectives on educational policy and practice.


Early childhood teacher education, early childhood policy and practice, teaching and learning in urban settings, family-school-community partnerships, pre-k and kindergarten


  • Ph.D. in Curriculum and Instruction, University of Wisconsin-Madison
  • Special Areas: Early Childhood Education and Elementary Education; Official Minor: Educational Psychology


Kim, H., & Cho, Y. (2014). Preservice teachers’ motivation, teacher efficacy, and expectation of reality shock. Asia-pacific Journal of Teacher Education. 42(1), 67-81. [SSCI] DOI: 10.1080/1359866X.2013.855999

Kim, H. (2013). Prosocial behavior among children with and without disabilities: Centering on teacher’s perception on the teacher – child relationship. International Journal of Early Childhood Education. 19(2), pp. 73-92.

Kim, H. (2013). Passion on teaching beliefs and efficacy. Academic Exchange Quarterly, 17(4), 20-27. Selected as Editor’s Choice available online at 

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.

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