• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.4
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• pp.187-200
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• 2012

Korean government imposed a free education policy called "Nuri-Curriculum program" available for children under age of 5 ever since march 2012 due to consolidation of national responsibility. The policy presents providing of cost-free and high-quality education/childcare services to people. Nuri program services will expand to applied age of 3-5 children from march 2013. however, because to gain successful outcomes from the program requires well-trained professional educator, it is necessary to standardize education infrastructure in order to improve employees' professionality. Therefore study suggests followings: fisrt, establishment of desirable role-model. second, unification of the training process. third, unifications of administration system and qualification standard. fourth, readjust curriculums to focus on basic knowledge of human life. fifth, clarify the duty of educator and systematize curriculums. sixth, consolidate base criteria.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.441-456
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• 2019

In this study, we investigated pre-service science teachers' design for lessons using analogies in the perspectives of PCK. Three pre-service science teachers at a college of education in Seoul participated in this study. After the workshop of instructional analogies in science education, they practiced lessons using analogies in teaching practices. We observed their lessons and collected all of the teaching-learning materials. Semi-structured interviews were also conducted. The analyses of the results reveal that they dealt with mapping and unshared attribute only when using main analogies in their lessons and these processes were teacher-centered. There were some cases where they failed to adequately deal with analogies including concepts beyond the curriculum. When dealing with unshared attributes, they did not tend to accept students' opinions although they thought that unshared attributes are strongly related to misconceptions. Their understanding of assessment using analogies was not high. Assessment was relatively well done when they use student-centered analogies such as physical analogies or role-playing analogies. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.233-251
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• 2024

Meaningful learning occurs through an active process of engaging with the content in a lively interaction between teacher and student. In this study, we explored teachers' learning, challenges, and changes as they learned and practiced responsive teaching (RT), a practice that supports students to put their ideas at the center of their lessons. As a result, we found that teachers initially embraced RT from different perspectives and struggled to implement it in ways they understood. We then explored RT more deeply by focusing on the case of a teacher who was teaching science herself, and found that her experience was both rewarding and confusing. However, by the end of the learning process, the teachers were able to define RT in their own ways, which strengthened their commitment to implementing RT in elementary science education. Based on this teacher learning process, it was suggested that teachers should be viewed as curriculum experts, that they should learn and explore collaboratively through a community of teachers, and that they should be researchers who continue to explore various practices in the field.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.500-512
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• 2014

The purpose of this study is to analyze the view of pre-service teachers' about middle school teacher's role using reflective writing. Pre-service teachers considered meaning of education is sympathy and discovery. Therefore they considered middle school teacher's role is discoverer of dream and subject master. The consideration of pre-service teachers' about education and middle school teacher's role was affected by their schooling experience. The conclusions drawn from this study are follows: First, the view of pre-service teachers' about teacher's role must not judgement according as former grouping on teaching profession. Second, The view of pre-service teachers about middle school teacher's role is different with reality. So middle school management should be improve to minimize foreseeing dilemma. Third, To do improve pre-service teachers' reflecting thought, various opportunity should be supported. Forth, it is need the institutional improvement and reflection for pre-service teachers' curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.721-729
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• 2018

As is the case with South Korea, if the authority for decision making on curricula is concentrated on the state level, the perspective of the understanding on the curricula could be said to be essential. And, such an understanding on the curricula can be important not only to the theorist of curricula but also the teachers in educational institutions. Also, there have been a number of studies to examine the awareness of the teachers on education reform. However, the studies on the resistance factor was mainly focused on the relationships with traits of individuals, covering factors such as their habits, maturity, character, and age, etc. But, it was difficult to find consistency in the results of these studies. Therefore, in this study, the researcher selected the teachers as the key factor of the execution of the curricula and examined the awareness of the teachers on education resistance and the negative views thereupon in the relationship between the knowledge, attitude, skills, and education execution, with a view to find another meaning. The subjects of this study were selected among the teachers in middle or high schools located in Gangnam, Songpa, and Joonggu districts of Seoul. The survey was conducted online with 15 institutions over three weeks from April 13 to 30, 2018. The data gathered were analyzed using SPSS 20.0 and AMOS 20.0, in order to validate the hypotheses through frequency analysis, confidence analysis, factor analysis, structural equation model, and sobel-test. The result of the analyses showed that the factors that affected execution of curricula were the skill system, knowledge system, and attitude of the teachers, in that order, with a positively significant influence. And, significant differences were identified between the factors depending on high or low resistance among teachers.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.209-210
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• 2019

정보 교과가 아닌 타 교과에서 교육 도구로써 프로그래밍의 교육적 효과가 증명됨에 따라 프로그래밍을 수업에 도입하기 위한 다양한 연구가 진행되었다. 김성원과 이영준(2017)은 TPACK 이론을 도입하여, 테크놀로지 도구로 프로그래밍 언어를 도입하고, 예비 교사의 수업 전문성 향상을 위한 프로그래밍 기반 TPACK 교육 프로그램을 개발하였다. 개발한 교육 프로그램을 수업에 도입하였지만, 예비 교사는 여러 가지 어려움을 느끼고 있었다. 따라서 본 연구에서는 프로그래밍 기반 TPACK 교육 프로그램을 개선하기 위하여 예비 교사에게 선행 연구에서 개발한 교육 프로그램을 적용하고, 프로그래밍 기반 수업 설계를 하는 과정에서 예비 교사가 겪는 어려움을 조사하였다. 연구 결과, 예비 교사는 예비 교사는 프로그래밍 학습, 프로그램의 설계 및 구현, 교과 특성에 맞는 프로그램 개발, 프로그래밍 언어의 한계로 프로그래밍 기반 수업 설계에서 어려움을 겪고 있었다. 향후 연구에서는 이러한 어려움을 해결하기 위한 교육 프로그램 개선을 진행하고, 개선한 교육 프로그램을 예비 교사에게 적용하여 효과를 검증하고자 한다.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.61-72
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• 2004

본 연구는 예비 초등학교 교사들이 수학과에서의 ICT활용 교육을 이해하고 수업설계 부분을 강화한 ICT활용 교수 ${\cdot}$ 학습 과정안을 개발하는 능력을 키우기 위한 목적을 지닌다. 구체적으로, 예비 초등학교 교사들의 필수과목인 초등수학교육방법에 관한 강좌에서 수학과 수업 모형을 공부하고 ICT의 적극적인 활용 사례를 분석하며 기존의 과정안에 관한 비평 능력을 바탕으로 한 학기 프로젝트로써 초등수학 5학년과 6학년의 과정안을 개발한 사례를 논의한다. 교육과정 운영 및 과정안 개발 측면, 예비교사들의 ICT활용 교육에 관한 인식 등의 측면에서 연구${\cdot}$개발의 결과를 서술하고 본 연구로부터 얻을 수 있는 시사점에 대해서 논의한다.

• 대한공업교육학회지
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• v.43 no.1
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• pp.58-75
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• 2018

The purpose of this study was to analyze the extent of possession of competence to organize and operate NCS-based curriculum among vocational teachers in specialized vocational high schools, their educational needs and demands. To this end, the questionnaire was used as a research tool. The draft of questionnaires was developed based on the element of competence to organize and operate NCS-based curriculums, and was modified, supplemented through review of four experts in the field of vocational education. The questionnaire survey was done by distributing questionnaires (online) among total 71 vocational high schools located at Gyeonggi-do and collecting 433 questionnaires and then analyzing 340. The findings were as follows. First, whole average of the extent of possession of competence to organize and operate NCS-based curriculums was 3.63. Seen by the average of each area, 'analysis of needs and environment' was 3.59, curriculum organization 3.54, its operation 3.74 and its assessment and feedback 3.57. Second, educational needs for competence to organize and operate NCS-based curriculums of vocational teachers in specialized vocational high schools was 1.47.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.143-156
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• 2010

사회가 변화함에 따라 수학교육과정도 변화를 거듭하고 있으며, 이러한 변화에 잘 대처하기 위해서 교사는 수학교육의 방향에 대한 깊이 있는 성찰과 함께 수학, 교육학, 심리학 등 수학교육과 관련된 학문에 대한 이해가 필요하다. 이러한 교사에 대한 시대적인 요구에 능동적으로 대처하는 방안으로 Wittmann(1984)은 수학교과의 특성상 변하지 않는 요소들을 교수단위(Teaching Units)라 하고, 수학교육을 통합시키는 개념으로 교수단위이론으로 제시하였다. 교수단위는 수학에서 가르쳐야 할 내용들을 목적, 자료, 활동, 배경 등의 4요소에 따라 작은 단위로 조직화한 것으로, 이를 통해 수학연구자나 교사는 가르쳐야 할 내용에 대한 구조적인 이해와 체계적인 조직화를 도모할 수 있게 되어 나아가 사회의 변화에 대응할 수 있게 된다. 본 연구에서는 2007년 개정 수학과 교육과정 도형영역의 교수단위를 학년별로 추출하고, 추출된 교수단위의 특징과 제목을 분석하였다. 이를 통해 교수단위가 수학교육과정연구에 어떻게 활용될 수 있는지 그 방안을 모색해 보았다. 도형영역의 교수단위(TU)는 특징과 제목에 따라 '개념알기형', '개념적용형', '관계알기형'의 세 유형으로 분류할 수 있다. 현재의 도형영역 교육과정은 대체로 개념알기형, 개념적용형, 관계알기형의 순으로 구성되어 있으며, 개념적용형이 개념알기형보다 조금 더 많다. 이는 도형영역 교육과정이 학습한 개념을 다양한 방법을 통해 여러 활동에 적용시켜 봄으로써 도형의 개념을 좀 더 명확하게 알게 되는 초등학생의 발달단계를 고려하여 구성되었음을 알 수 있다. 이러한 교수단위(TU)는 수업자가 도형학습주제에 맞게 수업을 재구성하거나 학생들의 수준에 맞는 수준별 맞춤자료를 제작할 때 유용하게 활용될 수 있으며, 더 나아가 수학연구자들이 새로운 교육과정을 수립하고자 할 때 기초자료로 활용될 수도 있을 것이다. 교수단위는 고정불변의 것이 아니고 계속 보완되고 진화될 수 있는 모델이다. 따라서 앞으로도 많은 수학연구자나 현장교사의 참여로 교수단위가 보다 더 체계적이고 조직적으로 연구되어야 한다. 또한 추출된 교수단위를 교사나 학생들이 보다 편리하게 활용할 수 있도록 컴퓨터용 소프트웨어로 개발하려는 후속 연구가 필요하다.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.73-85
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• 2005

The purpose of this study was to present the activating schemes of nutrition education in elementary school curriculum. We examined the nutrition education status and perception of teachers on nutrition education in elementary school. This study was carried out using a self-administered questionnaire and subjects were 263 elementary school teachers in Gyeonggi province. All data in this research was analyzed through SAS program, and the frequency and percentage on each question were calculated. Data for each group was analyzed according to sex and teaching career and the groups were treated for significance by using chi-square test. Most of teachers taught the nutrition education as a part of practical In curriculum and thought that student's interest and participation on nutrition education was high. And the teachers understood that nutrition education at school curriculum is very necessary and effective. But most teachers had no experience or teacher training Program for nutrition education. They thought it was difficult to carry out nutrition education in school because of their poor nutritive knowledge, and lack in educational materials. Moreover, it is revealed that the teachers supposed that the activation of nutrition education in school requires schools to provide nutritive guidance to students in cooperation with the homes.