• 제목/요약/키워드: 교사인식도

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Roles of Childcare Teachers toward Child Abuse Prevention (아동학대예방을 위한 보육교사의 역할)

  • Lee, Eun-Ju
    • Journal of Digital Convergence
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    • 제14권8호
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    • pp.81-91
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    • 2016
  • The purpose of this study is to identify childcare teachers' self-reported perception of child abuse and neglect, reporting procedures, and reporting experience in Korea. The total average score of knowledge in child abuse and neglect was relatively high and most childcare teachers consider child abuse and neglect as a highly serious problem. About eighty six percent daycare teachers perceived reporting legislation toward child abuse and neglect, and most teachers in the study population perceived themselves as mandatory reporters. As the Child Welfare Act included a clause on mandated reporters, childcare teachers' role in intervening in child abuse cases has become more critical. In order to increase childcare teachers' reporting, education program should be designed for childcare teachers to effectively involve them in reporting child abuse and neglect.

A Study of Middle School Science Teachers' Perceptions on Science Lessons with Experiments (중학교 과학교사의 실험수업 실태 및 인식 조사)

  • Park, HyunJu
    • Journal of Science Education
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    • 제37권1호
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    • pp.79-86
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    • 2013
  • The purpose of this study was to investigate the middle science teachers' perceptions on science lessons with experiments. The study conducted a survey for 110 science teachers participating in inservice program. The middle school science teachers taught classes with lectures rather than with experimental activities. They had an experiment one to three times a semester in their lessons. They did an experiment to follow to what the textbook said, or to confirm it, like a cookbook style. The most teachers answered that they had over average ability to teach both lecture and experiment. Through the experiment, they expected students had interests and curiosity on science. Despite the advantages of experiments, there were many constraints to conduct experiments, such as teachers' excessive work, laboratory conditions, education environment, and others. It was demanded on continuous interest and investment in the variation of educational environment so that teachers can experiment more often.

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Elementary Teachers' Perception on Policies related to ICT for Future Education (미래교육을 대비한 정보관련 정책들에 대한 초등교사의 인식)

  • Lim, Sanghoon;Jo, Miheon
    • Journal of The Korean Association of Information Education
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    • 제20권2호
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    • pp.121-130
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    • 2016
  • A variety of educational policies have been implemented to educate outstanding individuals who will lead the future and to adopt supporting systems. For the successful implementation of educational policies, it is crucial to identify the perception of teachers as main agents of education. This study conducted a survey with elementary teachers in Chungcheongbuk-do. The purpose of this study was to investigate teachers' perception on the major policies related to ICT(i.e., STEAM, Smart Education, Software Education, e-textbook, and EdudataSystem). This study also compared the distribution of teachers' perception on the policies. The results of the study indicated that teachers had relatively positive perception on the importance and the necessity of the policies. On the other hand, it was found that the levels of teachers' training experiences and readiness for teaching related to ICT were relatively low. In addition, the patterns of teachers' perception on STEAM, Smart Education and Software Education were similar. Based on the results, the study suggested that appropriate support and educational strategies for effective implementation of policies should be established.

Elementary School Teacher's Cognition on Pre-taught Students (수학 선행학습에 대한 초등학교 교사의 인식)

  • Kim, Ji Eun;Jeon, In Ho
    • Journal of Elementary Mathematics Education in Korea
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    • 제17권2호
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    • pp.371-394
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    • 2013
  • The purpose of this study is to understand the public education system in Korea, that features many pre-taught students, and to figure out how elementary school teachers teach them. To accomplish this study, 204 elementary school teachers in Seoul participated in a survey and the frequency and percentage were made. In addition, to add more depth to this study 5 elementary school teachers had several interviews. We obtained the following results. First, elementary school teachers generally think that the situation with many pre-taught students have had a bad effect on public education and pre-taught students are drilled but cannot understand what they have learnt. They also answered that they have low morale when teaching pre-taught students. Second, a large number of elementary school teachers think the situation with many of the pre-taught students does not help the public math education system, which influences the teachers' teaching style. Teachers who answered negative on pre-taught students are running their math classes focusing on understanding math concepts and activities. On the other hand, few teachers who answered positive on pre-taught students did not care about the situation with many pre-taught students.

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An Analysis of Teacher's Perceptions on the Introduction of Information Education for the Lower Graders in Elementary School (초등학교 저학년 정보교육 도입에 관한 교사 인식 분석)

  • Lee, KeumHwa;Jun, WooChun
    • Journal of The Korean Association of Information Education
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    • 제26권4호
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    • pp.265-272
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    • 2022
  • According to the presentation of the new national curriculum, this study aims to analyze teacher's perceptions of the information education for lower grade students in elementary school. Before conducting survey, analyzing overseas and domestic researches were preceded. The questionnaires were collected by an online survey of 166 incumbent elementary school teachers after verification by an expert group. As a result, contrary to the basis of the information education curriculum to be strengthened, teacher's stagnant negative perceptions could be confirmed through various measurement variables. Before the introduction of a new national curriculum in 2024, it is a time when efforts to improve teacher's perceptions of information education for lower graders are particularly necessary.

Analysis of the pre-service teachers' needs for digital citizenship and perception of digital citizenship education (예비교사의 디지털 시민성 요구도 및 디지털 시민성 교육에 관한 인식 분석)

  • Lee, June;You, Suk-Kyung;Lee, Yun-Oug
    • Journal of Digital Convergence
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    • 제20권3호
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    • pp.93-103
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    • 2022
  • This study aims to explore the digital citizenship education of pre-service teachers through deriving the needs for digital citizenship of pre-service teachers and analyzing their perceptions. To this end, an online survey was conducted on pre-service teachers enrolled in a graduate school of education, and data from 245 respondents were collected and analyzed. The needs assessment was prioritized by synthesizing paired t-test, Borich needs assessment, and the locus for focus model. The results of the study were as follows; first, when synthesizing the analysis of needs, the priority of digital citizenship of pre-service teachers was 'self-protection'. Second, pre-service teachers were aware of the need for digital citizenship education and were willing to participate in it. They hoped that it would be taught in an extra-curricular program or teacher education courses. Based on the study results, the direction of education to strengthen the digital citizenship of pre-service teachers was discussed.

A Survey on the 3rd and 4th Grade Teachers' Perception and Teaching Practices towards Open-ended Question in the Elementary Mathematics Textbook (초등학교 3, 4학년 수학 교과서의 '열린 질문'에 대한 교사들의 인식 및 지도 실태 조사)

  • Park, Jeong-Ryun;Hong, Gap-Ju
    • School Mathematics
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    • 제13권2호
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    • pp.245-266
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    • 2011
  • In this study, we surveyed on the 3rd and 4th grade teachers' perception and teaching practices towards open-ended question in the elementary mathematics textbook in the revised 7th curriculum. According to the result, teachers understood the purpose of open-ended question in general, but they recognized some problems in terms of open-ended question itself, difficulties found when they dealt with open-ended question in their classes, teacher's guide and teacher training. This research suggests ways of improvement of open-ended question on the basis of the survey results.

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Church School Kindergarten Teacher Education Programs for Teachers' Perceptions and Needs Analysis (교회학교 유치부 교사교육프로그램에 대한 교사들의 인식 및 요구)

  • Kim, Sung Hye;Kang, Ran Hye
    • Korean Journal of Childcare and Education
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    • 제8권6호
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    • pp.77-97
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    • 2012
  • This study aims to analyze the recognition and demands of church school kindergarten teachers enrolled in a kindergarten teacher training program. 278 kindergarten teachers in the Seoul and Gyeonggido area were chosen as the research objects and questionnaires were distributed to and recollected from them. The questions cover 3 areas: the recognition, necessity and contents of the training program for kindergarten teachers. The data from the collected questioners were processed to bring in frequency and percentage by question and an X2 test was employed to see whether there was a difference among background variables. In addition, mean and standard deviation were used for the questions regarding the program contents. The results showed that the teachers had a deep interest in and awareness of the necessity of the program. Among the demographic variables, they turned out statistically different by academic career, education-related career and major. Second, the list of the demands they made for the training contents for kindergarten teachers showed that they wanted, in the order of importance; educating parents, understanding young children, handling techniques of troubled children, effective communication skills with young children, and understanding their traits and teaching methods by trait and spiritual training of teachers.

Mathematics Preservice Teachers' Conception of Teacher Discourse (예비 수학 교사의 교사 담화에 대한 인식 분석)

  • Lee, Jihyun
    • Journal of the Korean School Mathematics Society
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    • 제20권4호
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    • pp.465-494
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    • 2017
  • Teachers' conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers' conceptions of teacher discourse, through tasks analyzing and evaluating teachers' moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers' conceptions were congruent with dialogical discourse: they criticized teacher's one-way communication and ignoring students' voices; they supported teacher's questions probing students' thinking and receptive attitude to ward students' wrong answers. However, some deep and subtle facets of their conceptions were more congruent with authoritative discourse rather than dialogical discourse: they positively perceived teacher's closed, information seeking questions that funnel students' thinking to the predetermined procedure; they emotionally resisted teacher's questions which might facilitate dialogical engagement by allowing students to judge mathematical correctness of ideas from their peers. Preservice teachers' conceptions of teacher discourse explored in this research provide useful foundations on which to build continuous and coherent teacher professional development programs about classroom discourse.

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A Study on Variables Affecting Kindergarten Teachers' Adaptation to the Teaching Profession : Focused on Background Variables, Development Stage, and Perception of Accountability (유아교사의 교직적응에 영향을 미치는 제 변인에 대한 연구: 배경변인, 발달단계, 책무성 인식을 중심으로)

  • Kim, Sun Nam;Choi, Hye Jin
    • Korean Journal of Childcare and Education
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    • 제8권4호
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    • pp.53-76
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    • 2012
  • The purpose of this study was to find out the effect of background variables, development stage, and perception of accountability on kindergarten teachers' adaptation to the teaching profession. The researchers surveyed 224 teachers in public and private kindergarten. The results of the study are as follows: First, in terms of age, the older they were, the better teachers adjusted to the teaching profession. As for their teaching career, the more teaching experience they had, the better teachers adapted to the teaching profession, but there were no significant differences between 6-10 years and more than 11 years. As to the level of education, four-year college graduates or graduate school graduates adjusted better than two-year college graduates. Second, teachers in the Capability Development Stage and Growth-Enthusiasm Stage showed a higher degree of adaptation than those in the Entrance-Acceptance Stage. Finally, the higher perception of accountability they have, the better teachers could adapt to the teaching profession. Among the categories of accountability, the professional accountability affected most highly the teachers' adaptation to the teaching profession.