• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.39-50
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• 2018

Objective: Social attention is paid to the issues concerning child care teachers' work multisibility and ambiguous legal status. Child care teachers are employees based on the "Labor Standards Act" and the "Child Care Act". They also play the role of kindergarten teachers based on the "Childhood Education Act" because of the Nuri curriculum. Based on the main tasks of the child care teachers who protect and nurture infants and toddlers, the Nuri curriculum education for infants is conducted. However, the duties and rights of child care teachers are disproportionate because there are many areas where teachers' professional roles do not suit their legal rights. Methods: The purpose of this study is to investigate how teachers perceive their own rights through field experience using qualitative method based on interpretative epistemology. Participants were 61 child care teachers working in the metropolitan area and used protocol description and focus group interview (FGI) for data collection. The collected data were derived as a central theme according to the data analysis method proposed by Creswell (2013). Results: Participants in the study described the 'Right and autonomy of education as a professional occupation', 'Right to request for improvement on working conditions, guarantee of living and to request for welfare system' and 'Right to guarantee of a teacher's status and adjustment of grievance.' They pointed out poor working conditions and welfare benefits at daycare centers, and emphasized that education and autonomy are necessary conditions to be strengthened for quality child care activities. On the other hand, they did not realize that 'Right to guarantee of a teacher's status and adjustment of grievance' was their right. And they have endured the infringement of this right. Conclusion/Implications: This study reveals the gap between teachers' responsibilities and rights, indicating the urgency of institutional arrangements. It is discussed that the social expectation for strengthening personality and professionalism as an infant and child specialist is increased and a practical alternative for the improvement of the right of teachers working in the child care field is needed considering the change of values about work.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.629-644
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• 2017

Purpose: This research aims at exploring what early childhood teachers experienced in the teachers' community for the national-level curriculum implementation while participating in group consulting. Method: The participants were 10 teachers working at the day care centers located in the capital area. They had joined this study for 9 months, sharing and practicing various strategies related to curriculum implementation through community-based group consulting. Result: First, the teachers came to understand the frame of curriculum from a different point of view. Second, the teachers focused not only on the contents of education but on the methods of education, and shared the forest of feasibility crossing educational plans and the reality. Third, they found various methods to solve the problems and learned transformation ways in the context of curriculum implementation. Fourth, it was verified that nevertheless, there was still complicated and situational dilemma in curriculum implementation. Conclusion: The community-based group consulting was meaningful for the early childhood teachers because it enables them to enhance their professional techniques for the curriculum implementation.

• Proceedings of the IEEK Conference
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• 2003.07d
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• pp.1637-1640
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• 2003

본 성적관리 시스템의 설계는 학생과 학부모가 쉽게 사용할 수 있는 환경구성, 간편한 조작 기능, 성적 관련 상담을 위한 상담실, 성적 활용을 위한 성적 검색, 성적 및 재학증명서 신청 및 출력할 수 있도록 구성하였으며 전체 구조는 로그인을 제공하여 관리자 화면과 학생/학부모 화면으로 분류되고 공지사항, 성적입력 및 변경, 성적검색, 성적통계, 성적 및 재학증명서 출력과 성적관련 상담실과 자료실 등으로 설계하였다. 웹 상에서의 정보제공 및 성적 관리의 표준화를 위하여 XML을 사용하였고, 성적관리의 편리성 및 자료의 활용성을 높이기 위하여 관계형 데이터베이스인 MS-SQL SERVER 2000을 사용하였다. 본 시스템을 현장에 적용시켜 본 결과 학생측면에서는 성적 정보의 획득으로 인한 학부모·교사와의 상담 증가 및 성적 증가와 교사에 대한 신뢰감이 증가하였으며 학부모측면에서는 자녀 교사와 상담, 자녀에 대한 관심도, 학교와 선생님에 대한 신뢰감이 증가하였고, 교사측면에서는 학생·학부모와 상담, 성적자료의 활용성 증가 및 업무가 경감되었다.

• Proceedings of the Korea Association of Information Systems Conference
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• 1998.10a
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• pp.56-63
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• 1998

정보화사회가 도래함에 따라 교육분야에서도 다양한 교수와 학습활동을 실현할 수 있는 방법으로 컴퓨터의 활용이 중요성을 지니게 되었는데 그 중 중요한 방법 중의 하나가 강의실 수업의 연장으로써, 보조학습수단으로써 인터넷 서비스 중 웹(WWW)상의 교사 홈페 이지를 이용한 학습은 전통적 교수-학습 형태에서 볼 수 있었던 폐해를 극복하고 정보화시 대가 요구하는 창조적이고 능동적인 인간성을 길러내는데 일조하게 될 인터넷에 올려진 교 사 홈페이지를 이용한 교수-학습시스템인 것이다. 본 연구의 목적은 현재 몇몇 학교에서 실 시하고 있는 인터넷을 통한 교사 홈페이지를 이용한 교수-학습시스템의 구체적인 성과를 알아보고, 이에 영향을 미치는 요인들과의 관계를 밝혀 교사 홈페이지를 이용한 교수-학습 시스템의 좀 더 적극적으로 활용되었으면 하는 것이다. 시스템활용의 편이성과 시스템의 활 용도 그리고 학생의 학습 태도 등을 성과변수로 설정하고 학생의 시스템 활용능력과 교사의 홈페이지 구성내용 그리고 학교측의 지원 등을 주요 요인으로 설정하여 설문조사를 통하여 분석한 결과, 설정된 성과인 시스템활용의 편이성과 시스템의 활용도 그리고 학생의 학습 태도에는 긍정적인 측면을 나타냈고 이들에 영향을 미치는 요인들로는 공히 학생의 시스템 활용능력과 학교측의 지원으로 나타난 바, 이러한 시스템의 도입은 상당히 긍정적이며 앞으 로도 다각적인 연구의 필요가 충분히 있다.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.1-10
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• 2000

본 논문의 목적은 두 가지이다: 첫째, 구성주의와 사회문화주의의 통합적인 이해를 통해 수학 교사 교육에서 사용할 수 있는 이론적인 잠재성을 토의한다. 둘째, 비고츠키의 사회문화주의에 대한 토의가 그리 많지 않은 상황에서 사회문화주의자들의 주장을 교사교육적 관점에서 설명한다. 학습을 개인적 타원에서 설명하는 구성주의와 학습을 사회적 차원에서 설명하는 사회문화주의는 그 발생 원리상 큰 차이점을 갖는다. 본 논문에서는 이러한 차이점에 대한 논란보다는 어떻게 이 두 가지 이론이 학생들의 수학 학습에서 교사의 역할에 대한 재조명과 이론적 지지 기반을 제공할 수 있는 가능성을 갖는지 다루고 있다.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.263-271
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• 2017

Teacher reeducation is required to be comfortable with the 'Integrated science' subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher's certificates, and developed ways to improve in-service science teachers' competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised 'Integrated science' curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers' competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers' certification and required teacher competencies for teaching 'Integrated science', we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised 'Integrated science' (Type A), in-service training courses for 'Integrated science' (Type B), and in-service teacher training certificate program for 'Integrated science' (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve 'Integrated science' teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in 'Integrated science' teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for 'Integrated science' teaching and ways to improve 'Integrated science' teacher training.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.27-51
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• 2012

This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.707-719
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• 2007

Teachers play key roles in classroom instruction. The perceptions and orientations of teachers about teaching have substantial effect on the practical context of science teaching. Analyzing science teacher's perceptions and orientations about Earth Systems Education (ESE) offers an opportunity to figure out how the goals of ESE might be dealt with. In this study, lesson plans developed by and in-depth interview results with two teachers were analyzed in terms of ESE perceptions. ESE orientations were also investigated in terms of teaching orientations and integration orientations. Research results showed that the teacher's deep understandings about 'Global Scientific Literacy (GSL)', the ultimate goal of ESE, precede the sound ESE teaching in the classroom. To enhance teachers' GSL, exemplary aspects of various integration, including networked integration, should be provided specifically to teachers. Also, the institutionalized approaches to developing ESE curriculum could help classroom teachers activate ESE teaching in their classroom.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.481-499
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• 2015

The purpose of this study was to investigate the influence of career, burnout, and play-teaching efficacy on the job satisfaction of childcare teachers. Participants of this study were 201 childcare teachers in work-site daycare centers from the Seoul and Kyonggi areas. Collected data were analyzed by one-way ANOVA, Pearson's product moment correlation, and multiple regression with SPSS ver. 13.0. Major results of this study were as follows. First, there were significant differences in total play-teaching efficacy and total job satisfaction according to childcare teacher's career. Second, there were significant positive correlations between childcare teachers' career and their play-teaching efficacy, and between childcare teachers' play-teaching efficacy and their job satisfaction. Also, there were significant negative correlations between childcare teachers' career and their burnout, between childcare teachers' burnout and their play-teaching efficacy, and between childcare teachers' burnout and their job satisfaction. Finally, the most powerful predictor on job satisfaction was burnout. Further, childcare teachers' burnout, play-teaching efficacy, and career explained their job satisfaction. This study primarily suggests that efforts heightening childcare teachers' play-teaching efficacy as well as reducing their burnout according to their career is important in enhancing their job satisfaction.

• The Journal of Korean Association of Computer Education
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• v.6 no.1
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• pp.87-94
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• 2003

Recently there are many tries and researches for using web agent in education. The agent is a computer program as a common name which takes a role like a proxy or a middle ware for accomplishing the given something on behalf of user. Lately the agent is being used in the various fields. The teaching and learning is the one of those. It is the web agent that support the teaching and learning on the web. It has a concept of the program or the engine is able to do teachers roles on the behalf of him on the web. Not only the web agent is able to do teachers roles on the behalf of him, but also it is a helper that helps learners on the web. The web based teaching and learning environment has the web agent offers the personal and the adaptive information, interface, or contents.