• Journal of the Korean earth science society
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• v.24 no.3
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• pp.135-140
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• 2003

The purpose of this study is to assess pre-service elementary teacher's conceptions of environmental issues. 141 pre-service elementary teachers from local college participated in this study. We discovered that most of participants understood the possibility of technological abuse that could lead to environmental destruction. They also well understood the crisis of the Earth's ecosystem. Nevertheless, it seemed most of participants were not ready to take action to save ti. In addition, they also showed stereo-typically biased opinions about science, technology and their relationship with environmental issues. It appeared to come from media-oriented environmental education. Since pre-service teacher's conceptions could directly effect future education, it is necessary to establish a more systematic educational system for environmental education, for both pre-service teachers and students.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.2
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• pp.49-72
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• 2018

The purpose of this study is to analyze the structure, and contents of the US national school library standards presented in the document National School Library Standards for Learner, Librarian and School Libraries made by AASL, and to provide basic information to refer to the direction and contents of Korean school library standards. AASL's National School Library Standards provide Learner Standards, School Librarian Standards, School Library Standards and Standards Integrated Frameworks that incorporate three previous standards, and emphasize the growth of learners and school librarians' competency by focusing on the educational activities of learners and school librarians. With the physical environment of the school library being somewhat established, it is necessary to establish standards for the educational content and competency of learners and teachers. And it is necessary to pay more attention to the materials including the contents of education.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.23-46
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• 2013

The purpose of this study was to obtain basic information for novice teachers' adjustment. The data from five novice teachers were collected by in-depth interviews of each subject, as well as reviewing a memo diary, journal and class diary. The results indicated that the novice teachers' experiences were categorized into difficulties in social relationships, heavy workload, stress related to making mistakes, obtaining support and assistance, adequate understanding of their field of work and so on. The model theory for their process of adjustment was found by grounded theory approach. The causal conditions include mistakes in performance of work and immaturity of managing social relationships. The contexts include age of the children, work conditions(i.e. time and space), amount of workload, unfamiliarity of new work assignments, personalities of colleagues, and high frequency of meeting parents of children. The intervening conditions are composed of a guidance program for novice teachers, support from colleagues, work rewards, and the personalities of novice teachers. The novice teacher use three strategies: trying to ignore, sharing difficulties and accessing support from friends or family, as well as willful efforts to transfer negative emotions into positive ones. The consequences of the strategies include: successful career progression, survival, and desire for leaving the field of work.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.600-608
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• 2011

The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.1-21
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• 2018

The purpose of this study is to explore secondary school teachers' perceptions of student evaluations, focusing especially on students' performance in the classroom. The study selected Germany as a representative country where teachers' performance evaluation strongly affects students' school pathways. The researchers selected 4 English teachers and conducted in-depth interviews with them. The results indicated that German English teachers perceived students' performance as an individual evaluation and provided each student with oriented learning materials and evaluation results. The second, they used formative evaluations to confirm and motivate their students' learning process as well as peer assessments. The third, the German English teachers showed strong empowerment in the evaluation process. The fourth, they motivated to participation in-class activities teacher through performance evaluation considering fairness. Based on the results, future studies should need to observe real settings in the classroom and students' perceptions of their evaluations. the study also suggested using practical performance evaluations to enhance students' motivation and participation in the classroom. This study identified limitations of the research and made significant recommendations for future studies.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.431-440
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• 2018

The purpose of this study is to investigate the characteristics of the K Teachers' Community, which brought about changes in the perception of SSI education by teachers with experience in SSI, and to explore its relevance to the development of SSI professions. This is a case study that describes in depth the characteristics of the K teachers' community. The study conducted semi-structured as well as in-depth interviews with six teachers who have more experience in SSI education activities for over 20 years. The K teachers' community has three characteristics. First, the K teachers' community formed identity by discussing the nature of science and technology, which allowed teachers to share a common orientation toward the goals of science education. Second, the teachers who participated in the K teachers' community formed professionalism and confidence in SSI teaching in the course of producing, sharing, and spreading SSI through its various practices. Third, the K teachers' community is continuously growing by opening themselves to external communities and co-evolution through solidarity. The success of K Teachers' Community may inform other teachers how the community of teaching practices can develop and maintain, and in turn can help the members of the community develop their professional identity as teachers.

• 대한공업교육학회지
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• v.35 no.2
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• pp.140-158
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• 2010

The purpose of this study was to investigate the influences of 5 intrinsic and 5 extrinsic factors on technology teachers' job satisfaction and commitment. The collected data from 108 technology teachers in Gwangju city and Jeolla Nam-do, were analyzed and tested at p<.05 or more by using Multiple Regression through SPSS program. The levels of the teachers' job satisfaction and commitment were respectively M=3.91 and M=3.69 at Likert scale. Among 5 intrinsic and 5 extrinsic factors, other factors except for two factors-work environment and salary were, even if a little, satisfied to the teachers. They were more satisfied with the intrinsic factors than the extrinsic. $R^2$=.515 was found between teachers' job satisfaction and the combination of 10 factors-achievement, work itself, responsibility, opportunity for growth, recognition, job safety, work environment, salary, supervision skill, human relation. $R^2$=.616 was between teachers' commitment with the combination of the factors. The combinations were respectively accountable for 51.5% of the job satisfaction change and for 61.6% of the commitment change. The relative importances of the factors were salary first, achievement second and others not for the job satisfaction, and achievement first, opportunity for growth second and others not for the commitment. The generalization of the above results is limited to improving technology teachers' job satisfaction and commitment at the secondary level in Gwangju city and Jeolla Nam-do.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.103-127
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• 2015

This study is based on the criticism against life contempt tendency in the educational environment of our society. The purpose of this study is to find out the perception and expectation about the realities and formations of partnership between the home and early childhood educational setting of parents and teachers. The ultimate aim is to build a foundation which transforms educational settings into warm educational communities. The research participants were 4 mothers whose children attended the setting and 4 teachers of the early childhood educational setting (8 participants in total). The research results were as follows. The perception of the realities about partnership of parents and teachers was sub-categorized into four categories: 1)"partnership": essential aspect in children's positive development, 2) practicing with vague concepts, 3) lacking the awareness of companion or partnership, 4) disturbing cooperation between parents and teachers from external issues and problems. The expectation of parents and teachers about formation of partnership between home and early childhood educational setting was sub-categorized into five categories: 1) building of community consciousness for better partnership, 2) developing empathy and communication skills between parents and teachers for mutual understanding, 3) considering various strategies to promote partnership with different styles of parents, 4) activating teacher training and parent education in link with local universities and on-line, 5) providing support from the national level to establish new relationships between home and educational settings. Consequently, it will lead early childhood education settings to be transformed into warm educational communities which orientate respect for life.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.1-13
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• 2011

The purpose of this research is to investigate ways to introduce mentoring system to support beginning and experienced teachers for their professional development. As an alternative to existing teacher training programs, we planned and implemented a mentoring system to examine its effects in developing professionalism among teachers-in-need, and those who have not met the teacher's evaluation standards. Mentoring is defined as being concerned with promoting the 'development of an individual to his/her full potential,' both professionally and personally. It is linked with professional and career development, and is somewhat characterized by an 'expert-novice' relationship. The mentoring system in science features group mentoring, where 3 prot$\'{e}$g$\'{e}$-mentor teams gathered together for instructional consulting using their videotaped classroom teaching. Through video-based discussions, teachers could share reflective experiences through collaborative investigations based on evidences revealed in classroom teaching videos. Using open-ended interviews with the teachers and video-based discussions, we extracted needs and goals of mentoring, the need of mentoring system to support beginning teachers, and the requirement of mentor quality in light of mentor's expected roles. Conclusions and recommendations related to teachers' mentoring and for the government's development of mentoring system are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.190-198
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• 2020

The purpose of this study was to investigate the changing trajectory of self-esteem and to explore contemporaneous and lagged effects of social supports(family, friends, and teacher) of 4th graders in elementary school to 9th graders in middle school. The subjects were 1,296 multiethnic students, who participated in the Multicultural Children and Adolescents Panel Study(MCAPS) from 2011 to 2016. The results of piecewise growth function showed that students' self-esteem was increased during upper grade in elementary school but soon deceased during middle school. Individual differences were found at initial, 1st and 2nd changing status. Students with higher level at initial status in self-esteem showed less increased pattern during elementary school but greater decreased pattern during middle school. In addition, supports from family and teacher showed contemporaneous effects across all 6 years while supports from friends showed such effects only for 5 years except 9th grade. Lagged effects of family were found in elementary school and significant lagged effects with supports from friends were found at 6th and 8th grade. The results of this study imply that the social support of family, friends, and teacher has an important role to encourage the self-esteem of multicultural adolescents.