• Communications of Mathematical Education
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• v.14
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• pp.453-468
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• 2001

수학교육의 발전을 위해서 우수한 교사를 양성하고 재교육하는 것은 대단히 중요한 의미를 갖는 과제이다. 본 논문에서는 수학교육과의 수학교사 양성 교육의 현황을 점검하고 문제점을 알아보기 위하여 다음 사항을 논하였다. 1. 수학교육과의 교육과정을 토대로 해서 이상적인 수학교사를 정의하기 위한 준거를 찾아보았으며 이로부터 이상적인 수학교사의 조건을 논의하였다. 2. 수학교육과 교육과정의 운용 현황과 수학교사 양성 제도로부터 이상적인 수학교사의 양성을 저해하는 문제점을 분석하였다. 3. 이들 문제점에 대한 대안을 제시하고 수학교사 양성 교육에 대하여 몇 가지 사항을 제안하였다.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.37-46
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• 2017

Since 2018, the level of informatics education that is mandatory in junior high schools depends on the subject matter expertise of Informatics & Computer teachers. The purpose of this study is to analyze whether secondary teacher training institutes provide curriculum that guarantees the subjectivity of Informatics & Computer teachers. In order to achieve the goal, this study first compares curriculum courses for educating Informatics & Computer teachers of Korea secondary teacher training institutes with subjects based on the content system of J07-CS, the informatics education in Japan. Second, we compare the basic subjects offered by the Ministry of Education with the vocational subjects. Third, we analyzed the basic subjects of each university. As a result of the study, the number of informatics-related courses opened by Korean secondary teacher training institutions was insufficient compared to the number of subjects in J07-CS. Even though the standard of comparison was limited to basic subjects, the content elements were insufficient, and the ratio of the basic subjects of each university was low. In order to achieve the goal of informatics education from 2018, it is urgent to improve the curriculum of secondary education teachers.

• Communications of Mathematical Education
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• v.15
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• pp.43-52
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• 2003

교육과정은 그 시대에 적합한 요구들을 반영하여야 한다. 제 7차 수학과 교육과정에서 이산수학의 도입이 바로 정보화 시대의 반영이라고 볼 수 있다. 즉, 이산수학의 도입은 수학의 변화가 수학교육의 변화로 이어졌다는 점에서 긍정적으로 평가할 수 있다. 그러나 새로운 내용의 교육과정 도입은 충분한 검증 절차의 부재로 인하여 부정적인 측면도 나타날 수 있다. 예를 들어, 교사양성 대학에서 이미 오래 전부터 개설되어진 해석학이나 대수학 같은 강좌와는 달리 이산수학의 강좌는 비교적 최근에 개설되어 졌으므로 대부분의 현장교사들은 이산수학 내용에 대한 지식이 거의 없다는데 있다. 이러한 문제점들을 바탕으로 우선, 교사양성 대학교육과정에서의 이산수학에 대한 충분한 연구와 우리 현실에 맞는 교재의 재구성이 요구되어진다. 따라서 본 연구를 통해 7차교육과정을 고려하여, 교사양성 대학에 적합한 이산수학 강좌에 대한 구체적인 예들을 제시하여 사범대학 학생들로 하여금 이산수학을 제대로 이해하고, 아울러 이러한 연구가 현직 교사연수에도 충분히 반영될 수 있도록 한다.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.301-308
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• 2007

21세기 교육환경의 변화로 인해 언제 어디서나 누구든지 쉽고 편리하게 자기 주도적 학습을 할 수 있는 도구로서 이러닝이 주목받기 시작하면서, 효과적인 이러닝 활용 능력을 가진 이러닝 전문 교사의 필요성이 확대되었다. 본 논문에서는 이러닝을 선도하는 전문 교사 양성을 위한 교육과정을 개발하기 위해, 국내 이러닝 전문 인력 양성 기관의 교육과정 및 전국 16개 시 도교육청 ICT 관련 연수 과정을 분석하고, 현장 교사들을 대상으로 이러닝 관련 요구사항을 파악하여 이러닝 전문 교사 양성 교육과정을 개발하였다.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.137-163
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• 2018

Regarding professionalism of primary teachers, a dispute over professionalism as classroom teachers versus as subject teachers has been amplified past decades. However, these controversies tend to be resolved mainly by theocratical, political, and systematic facets. In other words, discussions on professionalism of primary teachers have been explored in various aspects, but they have not much focused on teacher preparation programmes. Moreover, although from a comparative educational point of view some research focus on teacher preparation programmes in North Americas and European countries, comparison studies of the programmes in East Asian countries, such as China, Japan and Korea have been rarely conducted. The aim of this study is to compare teacher preparation programmes between Korea and China, and based on what the research found we attempt to understand Korean programmes from a new perspective. Selecting each of 13 teacher educational universities in two countries, we analyse documentations of the universities in which the educational aims, proportions of curricula construction, curricula requirements, and types of subjects are presented. Our research offers implications for future revisions of teacher preparation programmes.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.464-472
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• 1997

The purpose of training science teachers is to bring up the ideality and the most excellent science teachers whom our society needs. So, teacher training college curriculums of science education should be the ones that will train competent and respectable science teachers who have the technical and practical theory and knowledge through the process of high level academic experiences and activities. Accordingly, the training system and improvement plan for the problems in employment of science teachers in secondary schools should be as follows: 1. The employment examination for teachers should be abolished instead, the system of an apprentice teacher should be brought in, or private schools as well as public schools should bring in employment examination system. 2. With the modification of science teacher training curriculums, the cooperative studies of science major subjects and science education subjects should be strengthened and the connection between real needs of secondary schools and curriculums of secondary school science teacher training should be embodied. 3. Bringing up excellent science teachers should be facilitated through the establishment of administrative and financial aiding system about teacher training college.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.349-368
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• 1997

본 논문에서는 우리 나라 학교환경교육의 발전 과정을 태동기(1980년 이전), 성립기(1981-1991년), 정착기(1992년 이후)로 구분하여 간략히 개관한 다음, 전국 수준의 초.중등학교 학생, 교사, 교육전문직을 대상으로 한 환경교육에 관한 의식과 요구 사항 등에 대한 조사 연구 결과 및 이를 바탕으로 한 환경과 담당 교사의 현직연수와 양성교육에 관한 정책 대안을 제시하였다. 또, 1993년 이후 우리 나라에서 이루어지고 있는 환경교육을 위한 교사교육의 변화 및 발전 현황을 다음과 같이 요약하였다. 첫째, 중등학교의 교사자격증 표시과목으로 '환경'과가 1994년부터 추가됨으로써 현직교사 연수 및 교사양성대학에 환경교육과의 설치가 제도적으로 가능해졌다. 둘째, 제6차 교육과정(1995년부터 적용)에 신설된 중학교 환경 및 고등학교 환경화학 담당 교사 확보를 위한 자격연수(총 180시간)가 1994년 여름방학부터 시작되었으며, 이를 통하여 1996연말까지 환경과 부전공 자격 소지자를 680명 배출하게 되었다. 셋째, 중등학교에서 환경과를 담당할 교사를 양성하기 위한 환경교육과가 전국 3개 대학(한국교원대학교, 공주대학교, 순천대학교)에 설치되었다. 넷째, 1995년부터 전국의 각급 학교에 환경주임교사를 배치하여 학생의 체험적 환경교육을 유동하고, 일반교사에게 환경교육의 중요성을 전파하는 역할을 담당하게 하고 있다. 다섯째, 환경과 부전공 제도가 1996년부터 시작되었다. 대학재학 중에 전공과목에 대하여는 42학점 이상, 환경교육 관련 과목을 21학점 이상 이수한 학생은 환경과 부전공 교사 자격증을 얻을 수 있게 되었다. 여섯째, 교사의 자생단체로 지역별 '환경교사연구회'가 구성되어 환경교육 자체연수, 교재개발과 보급, 환경캠프와 답사 등의 활동을 전개하고 있다. 끝으로 환경교육을 위한 교사교육에서 계속 노력해야 할 사항을 제시하였다.

• Korean Journal of Comparative Education
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• v.28 no.6
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• pp.53-84
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• 2018

With the change of society and the rapid development of science and technology, the direction of future education and the functions of schools have changed. Also the roles and tasks of teachers are changing rapidly. As Germany entered into the 21st century, many discussions let to a consensus on the direction of future education and schooling withholding a sense of responsibility and solidarity for the education of all members of the society. As a result, standards for the training of general teachers and teachers for special education were presented. The purpose of this study is to compare the standard contents of teacher training for special education in Germany with the qualification criteria for special school, teachers in Korea, focusing on evaluation and giving as well detailed information on the examination of teachers for special school, as on basic subjects for the qualification of special school teachers for special education in Korea will be explored. As a result, the content of this study can be summarized by four items. The first one is dealing with the creation of a consciousness of solidarity and a sense of responsibility among the members of the society for the future education and the role of schools and teachers. The second item ist about including the capacity and competence of teachers in the restructuring of the school and in the minimum standards of teacher training for special education. Third, the specificity of each state (provincial and local) is considered in the content of standards for teacher training. Fourth, standards for teacher training are linked to each other, previous teacher education, trainee teacher education, and current teacher education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.4
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• pp.187-200
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• 2012

Korean government imposed a free education policy called "Nuri-Curriculum program" available for children under age of 5 ever since march 2012 due to consolidation of national responsibility. The policy presents providing of cost-free and high-quality education/childcare services to people. Nuri program services will expand to applied age of 3-5 children from march 2013. however, because to gain successful outcomes from the program requires well-trained professional educator, it is necessary to standardize education infrastructure in order to improve employees' professionality. Therefore study suggests followings: fisrt, establishment of desirable role-model. second, unification of the training process. third, unifications of administration system and qualification standard. fourth, readjust curriculums to focus on basic knowledge of human life. fifth, clarify the duty of educator and systematize curriculums. sixth, consolidate base criteria.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.72-79
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• 2010

The purpose of this study was to explore good college instructional practice in the industrial teacher education in order to improve the quality of instruction. The study that what is the good instructional practice have been relatively more researched on elementary and middle school than colleges. Research methods used in this study were an individual interview and focus group interview. Research results and analyses were three directions in good instructional practice to be in teacher's college, engineering college and teacher's graduate school. Based on the result of the study, some recommendations for future researches were made as follows: First, good instructional practice in teacher's college were to be interested in students and be enthusiastic class and practical training. Second, good instructional practice in engineering colleges were class to be a faithful college program for teaching profession orientation and practical training. Third, good instructional practice in teacher's graduate school were class to allow for an academic standard and subjects of special study of each students.