• Communications of Mathematical Education
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• v.16
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• pp.219-243
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• 2003

현재 진행되고 있는 제7차 수학교육과정에서 고등학교의 통계부분은 많은 변화가 일어나고 있다. 이 시점에서 고등학교 의 통계영역에 대해 고찰 해보는 것은 의미 있는 일이라 사료된다. 여기에서는 제7차 수학교육과정에서의 고등학교 통계영역의 지도와 개선방안에 관한 교사의 의견조사 및 분석을 주제로 하여 먼저 제7차 교육과정의 주요내용에 대해 살펴보고 고등학교 통계부분의 제6차 교육과정과 제7차 교육과정을 비교 해 보면서 아울러 주요 외국의 고등학교 통계 교육과정에 대해 살펴보고 현재 진행중인 제7차 수학교육과정에서의 고등학교 통계부분에 대한 현직 수학과 교사들에 대한 설문조사를 통해 설문결과를 살펴보고 설문결과에 대한 분석 및 지도방향을 고찰해보고, 결론에서는 지금까지의 연구를 통해 현재 우리나라의 고등학교 통계교육에 대한 문제점과 개선점에 대한 본인의 의견을 서술하고자 한다.

• Journal of the Korean Society of Food Science and Nutrition
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• v.45 no.3
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• pp.420-436
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• 2016

The purpose of this study was to identify the status of task performance and working conditions for nutrition teachers in order to determine new ways to improve the current nutrition system and increase job satisfaction among teachers. From the 14th of July to the 26th of September 2014, email questionnaires were distributed to and collected from 311 nutrition teachers nationwide, including teachers at elementary, middle, and high schools. The results are as follows. First, over 90% of nutrition teachers indicated that their work was demanding. In particular, 63.5% of nutrition teachers at high schools worked more than 40 hours of overtime per month. Second, 73% of nutrition teachers provided nutrition education, but the percentage significantly decreased at upper levels of school. Nutrition teachers had difficulties teaching due to the absence of standard teaching materials and a lack of time due to excessive work. Teachers also wanted 30 hours of job training once per year during their vacation organized by the regional Department of Education. Third, around half of the nutrition teachers considered that promotion and transfer professions are necessary for systematic foodservice and education. An additional allowance was demanded by nutrition teachers at schools that serve two or three meals per day. Considering the results, alleviating the workload of nutrition teachers and more time preparing nutrition classes for student are required. Fair evaluation of job performance that considers work conditions of nutrition teachers should be considered.

• Journal of Science Education
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• v.32 no.2
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• pp.103-120
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• 2008

The purpose of this study was to compare science teachers' perceptions with students' perceptions about the important aims of laboratory activities in science instructions, to identify whether there was a difference between them. For the purpose, the two questionnaires were designed; for secondary science teacher and secondary student. The samples selected in each group were 108 middle school teachers, 109 middle school students, 104 high school teachers, and 110 high school students. The survey responses from each group were analyzed through multiple response method. The results indicated that science teachers selected the science process skills as important aim of laboratory activity whereas students selected the ability for creative problem-solving and the central tendency of teachers' responses about certain item-science process skill was relatively higher than students' responses about certain item-the ability for creative problem-solving. From these results, we found there was the difference between teachers' perception and students perception about the important aims of laboratory activities in science instructions.

• 대한공업교육학회지
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• v.32 no.2
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• pp.1-22
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• 2007

The purposes of this study were to measure the school-related adjustment level of technical high school students, and to determine the relationship between school-related adjustment and its related variables. The study was carried out through questionnaire survey method. The population sample for the study constituted 553 completed questionnaires from purposive sample of 600 first grade technical high school students. A survey questionnaire was developed by researcher, which consisted of 28 scales. Both descriptive and inferential statistics were employed for data analysis. Major findings of this study were as follows: First, school-related adjustment level of technical high school students was average. In sub-variables of school-related adjustment, 'compliance with the rule' was the highest, and 'relation to teacher' was the lowest. Second, five related variables were found to be a significant relationship with school-related adjustment level of technical high school students. They were 'orientation for freshman', 'student's department hope', 'teacher activity for student learning improvement', 'teacher support for student school life', 'parent's interest about school life'. Third, after multiple regression analysis, the proportion of the variance in school-related adjustment of technical high school students was about 42.2%. School-related adjustment of technical high school students was most explained by 'teacher activity for student learning improvement'.

• 대한공업교육학회지
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• v.43 no.2
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• pp.43-60
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• 2018

The purposes of this study are to compare practical ability of vocational education high school, investigate effectiveness of recruitment practical examination, and provide basic data that can be helpful to recruit teaching staffs of occupational training institution in the middle stage and strengthen practical guidance capability of teacher through the analysis by variables of teacher's background. To achieve them, concrete capability areas related to practical ability were conceived and differences of new teacher's abilities were compared between area that fulfilled recruitment practical examination and areas that didn't fulfill. The conclusions of this study are as follows. First, practical abilities among specialized subject teachers of vocational education high school were compared by existence of vocational education high school teacher recruitment practical examination. As a result, the average of practical ability of the group who was fulfilled by recruitment practical examination was somewhat high in all of 5 sub-areas for practical ability, but wasn't significant statistically. Second, the differences of practical ability by background variable among specialized subject teacher of vocational education high school were compared. As a result, the group who possesses national technology licence, existence of short-term teaching career, teaching course completion form of open teacher training showed higher average and it showed significant differences statistically.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.231-240
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• 2019

The purpose of this study is to understand of flipped learning of vocational high school teachers and to provide basic data of teacher training program development that can support flipped learning classes of vocational high school. We conducted surveys and focus group interviews to solve these research problems. The focus group interview is conducted on four flipped learning teachers who participated in the questionnaire. The results of this study are as follows. First, vocational high school teachers only heard the term 'flipped learning', but they did not have much experience in class. Second, it is necessary to learn contents and pre-learning for basic understanding of flipped learning, method of making learning contents of learning materials that focused on students' motivation and interest in the classroom. Also, we needed a method to induce participation in classroom activities, and a compensation method and evaluation method to maintain it. In addition, they requested specific flipped learning instruction procedures and various learning materials at each stage in accordance with the vocational high school situation. Third, I requested training contents and practice - centered training method that can induce interest and motivation as the training management method for the vocational high school teachers' flipped learning classes. In addition, it required step - by - step training according to the understanding level of flipped learning of high school teacher.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• The Optical Journal
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• s.116
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• pp.45-47
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• 2008

국내 실업계 고등학교에서는 유일하게 특성화학과로서 교육청 지원 하에 광기능 인력을 양성하고 있는 광주공업고등학교 광정보기술과. 이곳에 재직중인 백점동 선생은 광학업체에 근무하며 산학겸임교사로서 학생들의 광학기능사 실습을 담당하며 학교와 인연은 맺은 이래 현재는 학교기업운영을 총책임지며 학생들의 현장실무교육 및 최업을 담당하는 교사로서, 기업체(사회) 선배로서, 때로는 학생들이 고민을 털어놓고 편하게 기댈 수 있는 든든한 맏형 역할을 하며 광기능 인력양성에 땀을 쏟아 붓고 있다.

• 대한공업교육학회지
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• v.45 no.1
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• pp.84-102
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• 2020

During the period of rapid industrial growth, specialized high schools were important vocational education institutions trained specialists and technicians. But now, specialized high schools turned into high schools where the low-ranking students who were pushed out of the competition for admission due to a decline in the education population, changes mostly in labor demand in the labor market, and discrimination against skilled workers. In order to solve this problem, the middle school 3rd grade teachers in charge of the middle school can provide early career guidance, so that they can decide to go to the specialized high school according to their aptitude and talent rather than their grades. The purpose of this study is to investigate the relationship between general characteristics and perception of middle school 3rd grade teachers, and the rate of decision to enter specialized high school. In 2018, The middle school 3rd grade teachers in charge in Daejeon metropolitan city were selected. The results of this study were as follows: When 3rd grade teachers in charge are the male teachers 21.01%(M=.2101) of their students go to specialized high schools. When they are teachers who have not graduated from college of education(M=.2110), with doctoral degree(M=0.3064), of their students go to specialized hight schools. Finally, there was a significant positive relationship between perceptions of high school teachers (β1 = .245, p = .000) and high school graduates (β2 = .149, p = .027). The regression equation derived from this is y = -0.56 + 0.037 * β1 + 0.025 * β2 10.1% (R² = 0.101).

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.39-49
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• 2010

The importance of web accessibility becomes important due to a legal obligation to comply with web accessibility. However, there are few educational programs developed on web accessibility for vocational high schools in Korea. In this study, to explore the future possibilities of web accessibility curriculum the survey with information teachers of 97 vocational high schools was conducted along with review of the curriculums of the domestic and foreign web accessibility educational programs. The survey results indicate that (1) the information teachers have only basic conceptual understandings on web accessibility and (2) they have little intention on teaching web accessibility at their vocational high schools due to current educational conditions and the lack of web accessibility knowledge. The results of this study could be employed as references for the web and web accessibility educational courses at the vocational high schools.