• Journal of The Korean Association For Science Education
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• 제37권4호
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• pp.693-703
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• 2017

In this study, 37 elementary, middle, and high school science teachers attending graduate schools of education were surveyed about their thoughts about the difficulty of teaching science units and teaching methods to teach these units to students. After experiencing the activity of making new teaching tools using scratch, we tried to confirm the development of TPACK among the teachers. Through the questionnaire survey for elementary, secondary, and high school science teachers, we selected the unit of Planetary Movement of the Solar System as a unit that is difficult for teachers to teach. We gave them the experience of instruction on tool making process for implementing a planetary operation model using scratch. Then, based on the questionnaires and class presentations, we analyzed the change of awareness about technology introduction and the development of their TPACK. As a result, most of the teachers showed changes of perceptions related to TK, TCK, TPK; the use of programming for creating teaching materials enhances teachers' understanding of the teaching contents; the teachers were convinced that students would develop the ability to construct models that fit observational phenomena; they thought that there would be a positive educational effect in the positive domain.

• Journal of the Korean Society of Food Science and Nutrition
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• 제45권3호
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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.

• Korean Journal of Child Education & Care
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• 제19권3호
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• pp.13-30
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• 2019

Objective: The purpose of this study is to analyze the annual operational status in the filed of art shown in daily teaching plan for 2-year old, provide the analysis results helping the reflective cognition and to provide the basic data for relevant researches. Methods: This study analyzed the 1 year portion of daily teaching plan of 6 edu care teachers, provided the analysis results to the teacher in charge and promote the reflective cognition. Results: First, the operational status of the art area shown in the daily teaching plan for 2-year old was analyzed by dividing it into arts experience, expression type, art supplies, basic planar material, planar painting material, three-dimensional expression material. Second, The reflective cognition in the teacher on the analysis results of operational status in the field of art for 2-year old was shown as limits such as the infant art missing art appreciation, concentration on art supplies, ambiguity of infant art and the uniformed art activity. Conclusion/Implications: The implications of this study are the facts that it identified the operational concentration in the field of art for 2-year old, it utilized the analysis data of the teacher's daily teaching plan as reflective cognition tell, it showed the diverse teacher's cognitions on the infant-oriented art education not the uniformed art activity application.

• Korean Journal of School Psychology
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• 제16권1호
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• pp.39-63
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• 2019

The purpose of this study was to explore how teachers perceive barriers to consultation with school counselors. For this purpose, the opinions of 16 teachers working in Seoul, Gyeonggi, Incheon, Chungcheong, and Daegu were collected through one-on-one interviews and qualitatively analyzed using the concept-mapping method. A second set of data was gathered to classify the similarity and importance of the teachers' statements through one-on-one interviews or the mail. The data was analyzed using multidimensional scaling and hierarchical cluster analyses. The results were as follows. The barriers to the consultation with school counselors as perceived by teachers were represented in 51 statements. Dimensional statement analysis revealed two dimensions: (a) 'School counseling's traits - School counselors' traits' and (b) 'Psychological difficulties - Environmental difficulties' Hierarchical cluster analysis identified 5 clusters: 'The responsibilities as homeroom teachers interfere with communication with counselors', 'Teachers lack of awareness of their ability to seek consultation with counselors', 'Teachers lack of trust in school counselors', 'Perceptions of the school counselors' role and lack of relevant experience with school counselors prevent teachers from seeking consultation', and 'School counselors are overworked due to the school counseling environment' The most important cluster was 'Teachers lack of trust in school counselors'.

• Journal of The Korean Association For Science Education
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• 제36권4호
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• pp.657-668
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• 2016

The purpose of the study is to explore the types and coping methods of dilemmas that pre-service science teachers experience during student teaching. For this, we collected 131 dilemma journals that 34 pre-service science teachers wrote during a four-week period of student teaching. Results show that first, there are five categories of dilemmas, they are, 'Which science teacher should I be?', 'What is good science teaching?', 'How should I build relationships with the people around me at school?', and 'Who am I as a student teacher?'. Second, pre-service science teachers' status as a students-teachers made them cope with dilemmas passively. Third, when they cope with the dilemmas, student-teachers considered the dilemmas as conflicts of irreconcilable alternatives rather than opportunities of conciliation and compromise, therefore, most pre-service science teachers choose just one alternative and only 20% of dilemmas are resolved by compromise choice. Finally, dilemmas which showed the features of science teaching are the dilemmas related to scientific inquiry teaching and science teaching-learning model. Based on the results, we discussed the implications for teacher education.

• Journal of Gifted/Talented Education
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• 제25권1호
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• pp.37-58
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• 2015

The purpose of this study was to investigate the characteristics of convergence education through the Delphi survey targeting 19 teaching professionals. The Delphi survey was completed three times, drawing key factors and expected outcomes which explain the characteristics of convergence education. The key factors of convergence education were classified as 'educational design', 'teachers' expertise' and 'educational environment'. Educational design focused on the qualitative characteristics of leaner's experience. Teachers' expertise was teacher's active and supportive roles in relationship with fellow teachers and learners. Educational environment was the psychological factors with which various subjects can realize convergence education. The expected outcomes were classified as 'learner's cognitive characteristics', 'leaner's affective characteristics', and 'teacher and educational system'. The expected outcomes of convergence education leads to psychological changes for learners to increase the advanced learning experiences and to pursue values of education itself. Compared to similar concepts, convergence education has some unique characteristics in which many of regular learners in educational settings and various topics are targeted. It also focuses on psychological factors of various subjects and qualitative natures of leaners' learning experience for the advanced learning. Especially, these results have significance in understanding the nature of convergence education, focusing on educational practices through teachers'perspectives.

• Journal of Educational Research in Mathematics
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• 제24권3호
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• pp.387-407
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• 2014

This study investigeted secondary math teachers' difficulties of technology in geometry class with grounded theory by Strauss and Corbin. 178 secondary math teachers attending the professional development program on technology-based geometry teaching at eight locations in January 2014, participated in this study with informed consents. Data was collected with an open-ended questionnaire survey. In line with grounded theory, open, axial and selective coding were applied to data analysis. According to the results of this study, teachers were found to experience resistance in using technology due to new learning and changes, with knowledge and awareness of technology effectively interacting to lessen such resistance. In using technology, teachers were found to go through the 'access-resistance-unaccepted use-acceptance' stages. Teachers having difficulties in using technology included the following four types: 'inaccessible, denial of acceptance, discontinuation of use, and acceptance 'These findings suggest novel perspectives towards teachers having difficulties in using technology, providing implications for teachers' professional development.

• The Journal of the Convergence on Culture Technology
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• 제4권4호
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• pp.241-247
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• 2018

This study investigated sense of community influencing satisfaction with center teacher and service use evaluation and mediating effects of school adjustment involving sense of community, satisfaction with center teacher and service use evaluation among adolescents in community child center. Secondary data analysis from the 2nd Panel Survey on Service Satisfaction with Community Child Center was performed using data of 438 the first grade middle school aged student in 2017. Correlation coefficient and step-wise Regression using SPSS 18 program 18.0. and Sobel test showed that the higher of satisfaction with center teacher and center service use evaluation influenced the more enhanced sense of community, and school adjustment had partial mediating effect among them. Therefore, to promote low income adolescents' sense of community, this study suggested the need to persist the sustainable relationship between satisfaction with center teacher and adolescents and to improve quality of service and to develop and apply the community action program connecting community child care center and school system.

• Journal of Science Education
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• 제44권1호
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• pp.1-14
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• 2020

In this study, we analyzed the written and drawn explanations of thirty elementary school pre-service teachers in order to examine their perception on the seasonal length of day and night. The main findings are as follows: First, pre-service teachers used the most common term in the description of the texts, such as meridian altitude, axis of rotation, and revolution, and there were more misconceptions in the drawn explanation than in the written explanation. Second, by analyzing the pre-service teachers' perceptions by combining written and drawn explanations, it is possible to detect scientific errors that the distance between the Earth and the Sun is closer when the axis of rotation is tilted in relation to the revolution and seasonal changes due to changes in the orbital radius of the Earth. In addition, there have been types of explanations such as seasonally changing meridian altitudes related to the rotation of the Earth but no change in the location of the Sun. Based on the results of the analysis, we discussed the lack of experience in constructing an explanatory system of specific phenomena using scientific knowledge, lack of observational experiences about natural phenomena, and lack of exposure to other explanatory systems that cause cognitive conflicts. We hope that it will be concrete and practical help to improve the understanding of pre-service teachers in the science domain of primary teacher training program.

• Journal of The Korean Association of Information Education
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• 제21권3호
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• pp.343-350
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• 2017

This current study employs multi-year design-based research to design and implement a course in teacher education in Korea. Specifically this paper reports our first attempt to work with 3 primary in-service teachers majoring in computer education. We have incorporated design thinking (DT) into the course design and investigated how primary teachers appreciate the role of DT and recognize the connection between teaching computational thinking and DT. This qualitative study reports the course design, its progression, reflections, and learning outcomes.