• Journal of Korean Library and Information Science Society
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• v.40 no.3
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• pp.249-270
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• 2009

This study is to search Korean teacher librarians' perception level of expertise and to grope for effective alternatives to promote their expertise, based on it. The result is as follows: Although Korean teacher librarians were well-educated on the information management and its related expertise, they consider that, in site, the expertise on school library education and its management is more important. As a result, this study suggests the law amendment of training teacher librarians, and the improvement of their selection system and in-service training.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.605-616
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• 2020

The purpose of this study is to investigate the teacher's perception of maker education and to suggest the direction of teacher education curriculum for maker education in order to explore the possibility of applying maker education to early childhood education. To this end, a survey was conducted on the perception of maker education for preschool teachers. As a result of the data analysis, the perception of the concept, meaning, and educational environment of maker education were low, while the effectiveness, importance, value, continuous application and development of maker education were highly recognized and the necessity of maker teacher education and the educational environment was suggested. Based on the survey results, the teacher curriculum composition was classified into basic and advanced courses. The basic course included basic contents to understand maker education and maker space. The advanced course included information on how to use various tools, materials and digital media, how to conduct and evaluate maker education to apply maker education. The teacher curriculum composition for maker education can suggest basic directions for developing teacher education programs and strengthening the digital teaching competency of teachers in the future.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.143-154
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• 2017

Science inquiry has long been emphasized in Korean science education. Scientific modeling is one of key practices in science inquiry with a potential to provide students with opportunities to develop their own explanations and knowledge thereafter. The purpose of this study is to investigate teacher's understanding of models in science and science teaching. A professional development program on Models (PDM) was developed and refined through three times of implementation while teachers' conceptions of models and modeling were examined. A total of 29 elementary and secondary teachers participated in this study. A survey based on model use of scientists in the history of science was developed and used to collect data and audio recordings of discussions among teachers and artifacts produced by the teachers during PDM were also collected. Three ways of ontological and two ways of epistemological understanding of models and modeling were found in teachers' ideas. After PDM, a quarter of the teachers changed their ontological understanding whereas very few changed their epistemological understanding. In contrast, more than two thirds of the teachers deepened and extended their ideas about using models and modeling in teaching. There were no clear relationships between teachers' understanding of models and ways and ideas about using models in science teaching. However, teachers' perceptions of school conditions were found to mediate their intention to use models in science teaching. The findings indicate possible approaches to professional development program content design and further research.

• Communications of Mathematical Education
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• v.26 no.4
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• pp.363-381
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• 2012

The purpose of the study was to examine teachers' gender difference in teachers' perceptions of the affective domain in teaching practice. This study was conducted with 327 secondary mathematics teachers in Gyeonggi-do by survey method. According to the results, female teachers showed more positive responses in perceptions of the affective domain and teaching practices in the aspect of affective domain at the stage of planning lessons, assessing students, and reflecting lessons. Especially, female group showed higher mean scores than male group in the perception of the value of mathematics at the all stages of teaching.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.427-437
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• 2022

The purpose of this study is to examine elementary school teachers' perceptions of digital textbooks to gain insight into the development of digital textbooks. To this end, first, eight functions of the digital textbook were set, and two to six detailed functions were set for each function. Afterwards, based on this function, 372 elementary school teachers across the country were asked to ask about their perception of digital competence, their experience of using digital textbooks after COVIE-19 and their perception of digital textbooks. A simple regression analysis was used to examine the perception of digital textbooks according to the perception of digital competence and a one-way distribution analysis method was used to analyze the perception of digital textbooks according to the experience of using digital textbooks. The analysis found that elementary school teachers' confidence in their digital competence had a positive effect on all components of digital textbooks. In particular, the teachers' higher confidence in digital competence led to the increased need for 'operation and management' functions. In addition, the teachers who frequently use digital textbooks perceived a higher need for digital textbook components except for 'searching' and 'Authoring Tools Support' than teachers who do not use them. This paper shows that it is necessary to positively induce elementary school teachers' perceptions of digital competence and encourage using digital textbooks to successfully increase the usage of digital textbooks in classes.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.344-364
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• 2021

The study explored how two elementary school teachers perceived computational thinking, reflected them into curriculum revision, and taught them in the classroom during longitudinal professional developed program (PDP) for nine months. Computational thinking is a new direction in educational policy-making including science education; therefore we planned to investigate participating teachers' perception of computational thinking to provide their fundamental understandings. Nine meetings, lasting about two hours each, were held with the participating teachers and they developed 11 lesson plans for one unit each, as they formed new understandings about computational thinking. Data were collected through PDP program while two teachers started perceiving computational thinking, revising their curriculum, and implementing it into their class for nine months. The results were as follows; first, elementary school teachers' perception of computational thinking was that the definition of scientific literacy as the purpose of science education was extended, i.e., it refers to scientific literacy to prepare students to be creative problem solvers. Second, STEAM (science, technology, engineering, arts, and mathematics) lessons were divided into two stages; concept formation stage where scientific thinking is emphasized, and concept application, where computational thinking is emphasized. Thirdly, computational thinking is a cognitive thinking process, and ICT (informational and communications technology) is a functional tool. Fourth, computational thinking components appear repeatedly and may not be sequential. Finally, STEAM education can be improved by utilizing computational thinking. Based on this study, we imply that STEAM education can be activated by computational thinking when teachers are equipped with competencies of understanding and implementing computational thinking within the systematic PDPs, which is very essential for newly policies.

• Korean Educational Research Journal
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• v.37 no.1
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• pp.47-66
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• 2016

The purpose of this study is to examine the analysis on the effect of incentive gap of teacher's merit-pay on organizational commitment and organizational citizenship behavior. The study verified the hypothetical path model and analyzed the effects of incentive gap of teacher's merit-pay, organizational commitment and organizational citizenship behavior. The subjects of the study are 762 elementary and secondary school teachers. The results of the study are as follows: Firstly, it was found that there are significant correlations among incentive gap of teacher's merit-pay, organizational commitment and organizational citizenship behavior. Secondly, incentive gap of teacher's merit-pay affects organizational commitment and organizational citizenship behavior. Lastly, S grade teachers of teacher's merit-pay are more organizational commitment and organizational citizenship behavior level were higher than A and B grade teacher. Therefore teacher's merit-pay have positive impacts to the teachers.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.191-206
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• 2020

The purpose of this study was to find an implication for a direction to improve professional development in mathematics by exploring elementary school teachers' perception of the need for professional development in mathematics. To this end, 4 elementary school teachers were organized into one focus group, and group discussion materials were collected and analyzed based on cases of mathematics professional development needs. As a result of the study, the elementary school teachers' perception that the need for professional development in mathematics is both unnecessary and necessary. The perception of unnecessary was influenced by the easy level of elementary school mathematics content and the ease of teaching. Also, the perception of necessary factors were considering various aspects of mathematics teaching, changing the accumulation of failures in mathematics classes, maintaining authority of students, demand for class improvement due to social change, the impact of school work, the influence of the community of professional development and peers in school, and efforts to grow as teachers. Based on these results, the author discussed ways to promote teachers' participation in mathematics professional development by considering elementary school teachers' perceptions of the need of mathematics professional development.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.169-171
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• 2016

본 논문에서는 로봇 프로그래밍 교육에 대한 예비 교사의 인식 조사를 분석하고자 한다. 연구를 위하여 로봇 프로그래밍 교육프로그램과 예비 교사의 인식을 조사하기 위한 서술형 검사 도구를 개발하였다. 분석한 결과는 다음과 같다. 예비 교사는 프로그래밍 교육에서 로봇이 흥미, 자신감, 성취감을 얻을 수 있다고 말하였고, 문제 해결 활동을 할 수 있다는 점과 직접 구현하면서 만들 수 있다는 점 때문에 이해가 쉽다고 말하였다. 반면에 로봇이 조립과 분해가 어렵고, 비용과 시간이 많이 든다는 점, 부품 관리의 어렵다는 점, 조작이 어렵다는 점때문에 로봇 프로그래밍 교육에 대하여 부정적인 의견을 나타냈다. 이러한 부정적인 의견 때문에 로봇을 수업에 활용하지 않겠다는 예비 교사가 더 많았다. 마지막으로 예비 교사가 로봇 활동은 개별 활동보다 조별 활동을 선호한다고 응답하였다.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.492-500
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• 2009

The purpose of the study was to investigate middle school students' and teachers' perception of psychological learning environments as well as the differences between them. This study sampled 503 middle school students and the 16 teachers who taught them. 'Psychological Learning Environment Instrument by Science Teacher' was implemented to collect data. Frequency analysis and descriptive statistics, as well as t-test, ANOVA were used for basic analysis of data. There were statistically meaningful differences in students' perception of psychological learning environments by gender, science achievement, science preference and self-efficacy in science. However, there are no differences in teachers' perceptions of psychological learning environments by gender, age, career year and major. The difference between teachers' and students' perception of psychological learning environments was not large, showing no statistical significance. However, teachers' perceptions of psychological learning environments was a little higher than that of students.