• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.736-745
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• 2005

The purpose of this paper was to develop and execute self-appraisal test items on secondary science teachers. Test items included 6 sub-fields-subject knowledge, teaching strategies, teaching skills, assessment, laboratory management, and professional development - and 77 items. Using these test items, science teachers were able to evaluate their ability as prescribed by a 5-point Likert scale. Furthermore, teachers were able to comprehend fields showing their highest and lowest scores among the 6 sub-fields. They could then place special attention on the lowest field insuring self-growth as a science teacher. Self-appraisal test items were developed by analyzing related references on teacher evaluation criteria and standards. 220 subjects composed the sample on which these test items were executed. The results of this study were as follows. First, content validity of the test items was 80.8%. The range of sub-field reliabilities was .76 - .86 and the reliability coefficient of the entire test was .95. The range of correlation coefficient between each subfield was .54 - .69 and that of subfields and entire test was .54 - .79. The correlation coefficient between professional development and the whole test was .79, the highest coefficient observed. Second, significant difference was found according to teaching experience. More experienced teachers had higher scores in all 6 sub-fields (p<.05). In addition, a significant difference according to gender was observed in subject knowledge and laboratory management (p<.05); male teachers had higher scores than female teachers. Also, the higher the level of experience, the higher the scores for subject knowledge (p<.05). Lastly, the teacher's major did not result in any significant differences.

• Journal of the Korean Society for information Management
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• v.29 no.2
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• pp.71-92
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• 2012

The purpose of this study is to analyze the effects of organizational communication satisfaction of teacher librarians on the informational and educational service and to draw implications for improvement of the school libraries' educational role. According to the results of the analysis, teacher librarians have preferred informal communication by conversation and face-to-face talk with superiors or co-workers and horizontal communication during their performance. Characteristics of teacher librarians, such as career, gender and school levels, have influential effect on user education, libraryassisted instruction, reading and information literacy instruction. The more teacher librarians felt satisfaction of the informal communication, the more textbook-related reference lists are offered. Horizontal communication have a positive influence on information literacy instruction. However, teacher librarians should utilize cooperative statements, committees and councils and actively participate in those horizontal communication methods to share the vision and aims of school libraries with the larger school community. Teacher librarians also should put more efforts into developing their leadership role and marketing strategies in order to overcome the weaknesses of informal communication.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.31-53
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• 2013

This study was to examine the effects of young child's temperament, emotion regulation and teacher-child relationships on young children's prosocial behavior. The subjects of this study were 374 3- 5-year old children and their teachers. The collected data were analyzed by t-test, correlations and pathway analysis. The results were as follows: First, girls' prosocial behavior was found to be higher than boys'. Second, boys' and girls' temperament were found to affect young children's prosocial behavior directly and indirectly through teacher-child relationship and emotion regulation. Third, teacher-child relationships was found to affect boys' prosocial behavior directly and to mediate between boys' temperament and emotion regulation and prosocial behavior. Additionally emotion regulation was found to be the most important variable predicting boys' and girls' prosocial behavior and to mediate between temperament and teacher-child relationship and prosocial behavior.

• School Mathematics
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• v.18 no.1
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• pp.61-83
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• 2016

There has been a continual need for change of teachers' assessment practices as shifting a paradigm in education. Teachers' appropriate perception of assessment influences quality of assessment and leads to change of teachers' assessment practices. This study aimed at investigate prospective elementary teachers' perceptions on assessment in mathematics. To this end, we conducted a survey with the questionnaire which was developed based on previous studies on assessment. The questionnaire was composed of 41 questions about purposes and roles of assessment, materials of assessment, reliability of assessment, methods and strategies of assessment. 95 prospective elementary teachers participated in the survey. As a result, we found that prospective elementary teachers had appropriate perception on roles of assessment, materials of assessment and strategies of assessment, whereas they showed somewhat narrow perception on reliability of assessment, purposes and methods of assessment. Based on the results, we presented possible explanations about prospective elementary teachers' lack of perception on assessment and discussed implications for prospective elementary teacher education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.18 no.1
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• pp.117-146
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• 2007

This study analyzes the performance of school library rehabilitation project for the past four years. The project was launched in 2002 as a 5-year project from 2003 to 2007. Based on the analysis, the author suggests some considerations for the second phase of the project. First, librarians are the focal point to manage the library newly built and remodeled at a massive budget of 300 billion Korean won. Second, when developing curriculum employing school libraries, the curriculum should be differentiated by grade. class, textbook and even chapter. Third. the project should demonstrate the positive influence of school libraries on students' academic achievement so that the parents and community leaders voluntarily promote school libraries. Forth, the project should examine diverse users to successfully meet their demand. Fifth, the project should incorporate capacity building in librarian training course. It is also crucial that librarians themselves make visible effort to achieve an expert status before students and fellow teachers.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.319-324
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• 2024

This study attempted to examine the characteristics of discourse on the role of schools and to explore its implications. To this end, major daily newspaper articles during the pandemic, in which discourse on the role of schools increased rapidly, were reviewed. As a result, people made the following assumptions about the role of schools. First, schools are institutions that must provide equal learning. Second, schools are institutions that must provide caring education. These findings have led to renewed essential questions about the role of schools. It is also necessary to further subdivide and discuss the role of the school raised in the discourse. The results of this study implicated that all of these roles have the potential to bring about a structure that makes each teacher lean on passion and sacrifice without distinction between the role of the school and the role of the teacher.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.207-208
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• 2017

본 논문에서는 유아교육기관에서 유치원 교사들이 멀티미디어를 활용하는데 있어서 학습 능력 향상 및 소프트웨어 활용 기술을 향상시키기 위해 플립러닝을 진행하도록 한다. 이를 통해 최신 멀티미디어의 특성을 잘 활용한 교수자의 강의 보다는 플립러닝을 위한 참여자 위주의 수업을 진행한다. 새롭게 등장하는 멀티미디어 기술을 접해야 하는 과목의 특성과 창의적이고 융합적인 인재를 양성해야하는 유치원 교사의 역할을 접목하여 미래 사회를 이끄는 유아들에게 효율적인 학습이 이루어지도록 하는 데에 큰 의의를 둔다. 유치원 교사들은 멀티미디어를 활용한 교수매체 활용 능력을 향상시키는 것은 물론이고, 최신 미디어 기술을 수업에 적극 활용하여 4차 산업혁명 시대의 흐름에 맞는 교과과정을 운영하도록 한다, 따라서 본 연구는 유치원 교사들을 양성하는데 있어서 미디어 교육의 중요성을 알리고 이를 교과과정에서 운영할 수 있도록 플립러닝을 활용한 교육과정을 제시하고자 한다.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.221-233
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• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.45-53
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• 2006

The goal of this study is to examine the relationship between efficacy belief and role performance of childcare teachers, and also to utilize the results as the basic data for teacher education. The subjects were 205 teachers at 48 childcare centers located in Jeonlabuk-do area. The instruments employed included efficacy belief, teachers' role performance, experiences, and age. The data were analyzed by t-test, Pearson correlation, and Regression Analysis. The results of this study are as follows: First, the role of child carer was the vest performance through childcare teachers' role. Second, the role of instructor, counselor, researcher, and others was significantly different among the types of childcare institution. Third, the social position of ability and personal teaching efficacy belief were correlated positively with teachers' experience. The activeness, the social position of ability, general teaching efficacy belief, personal teaching efficacy belief, and the role of child carer, instructor, counselor, researcher, and others were correlated positively with teachers' age. Fourth, the role of child carer, instructor, counselor, researcher, and others was correlated positively with the activeness and the social position of ability, whereas it was correlated negatively with failure anxiety. Lastly, the activeness was the most powerful variable influencing teachers' role performance.