• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.520-532
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• 2015

The purposes of this study were to examine what kinds of educational activities were carried out during the practice teaching based on CoRe and to identify the role of CoRe and its influence on the development of expertise of student teachers. This study was performed as qualitative case study. The subjects of this study were one practice supervisor teacher and two student teachers. Data were collected through recording CoRe discussion process, student teachers' instructional scene, and semi-constructed interview, and analyzed by an inductive method. Student teachers noticed their own misconceptions, and clarified the concepts based on CoRe during the discussion with supervisor teacher. They also supplemented their lack of knowledge and made up new strategies through the process of sharing their ideas. During the discussion, the supervisor teacher conveyed his teaching experience based on his own orientations toward science teaching. In this course, CoRe plays roles as follows. Firstly, CoRe played a role as guiding supervisor teacher's coaching process. Secondly, CoRe helped for the supervisor teacher to recognize their own PCK. Thirdly, CoRe served as a tool of helping their communication. In turn CoRe proved to be a useful frame for teaching student teachers during practice teaching. Student teachers were provided with a useful framework for preparing lessons by developing CoRe for the topic they teach. Developing CoRe with supervisor teacher at the planning stage of lessons enhenced student-teachers' subject matter knowledge and their PCK including knowledge of science curricula and knowledge of student's understanding of science. Also student teachers understood the components of PCK and experienced the positive understanding toward students, teaching activities, and themselves as a science teacher.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.409-415
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• 2005

세계적으로 로봇 산업이 차세대 신성장 동력 산업으로 급부상하여 인간과 상호작용 즉 HRI 연구가 활발히 이루어지고 있는데, 최근 들어 로봇의 교육적 활용 연구가 시작되고 있다. 이에 본 연구에서는 교사 보조 로봇의 수업에서의 활용 가능성을 보기위해 사전에 만화 시나리오를 통한 적합한 교과목 후보를 정하였고, 초등학생 6학년의 기대역할을 갖는 프로토타입 로봇을 설계 개발하여 후보 교과목 수업에 활용하는 실험을 실시하였다. 이를 통해 아동이 로봇에게 기대하는 역할이 실험자의 의도와 일치하는지와 교육적 효과 제고에 기여를 하는지를 알아보고자 하였다. 그 결과, 아동은 교사 보조 로봇을 자신보다 약간 높은 나이로 인식하고, 친근하지만 자신보다 우월하여 자신을 이끌어 줄 수 있는 역할을 기대한다는 것을 알 수 있었다. 또한 교사 보조 로봇 활용이 교사와 아동의 흥미 유발에 있어 매우 효과적임을 보여, 향후 교사 보조 로봇은 ICT 활용 교육의 또 다른 매체로서의 가능성을 확인하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.01a
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• pp.221-222
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• 2014

본 논문에서는 창의적인 S/W 인재 육성을 위한 교사교육 프로그램의 방향을 제시하고자 하는데 그 목적이 있다. 현대 사회는 S/W가 기반이 되는 사회로, S/W는 실생활 뿐 아니라 다양한 학문 분야의 발전에 큰 영향을 미치고 있다. 이러한 사회 패러다임의 변화는 창의적인 S/W 인재 육성 교육이라는 교육 패러다임의 변화를 요구하고 있으며, 교육 패러다임의 변화는 학습자 교육을 담당하는 교사 교육 패러다임의 변화를 요구한다. 따라서 창의적 S/W 인재 육성을 담당하는 교사 교육 프로그램은 학습자의 특성, 학습 맥락, 현대 사회가 필요로 하는 지식을 고려한 교육을 할 수 있도록 개발되어야 하며, 교사의 역할이 과거의 지식 전달자의 역할에서 학습의 조력자, 촉진자, 안내가 역할을 할 수 있는 프로그램이 되도록 해야 한다.

• The Journal of the Korea Contents Association
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• v.12 no.11
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• pp.539-548
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• 2012

This study investigated the effects of childcare teachers' role conflict and self leadership on psychological welfare. 64 day care centers located in Seoul and Gyeonggi-do were selected as its subjects and correlations and multiple regression analysis were conducted for 260 childcare teachers from the day care centers. The results of this study were as below. First, in terms of the relationships between childcare teachers' role conflict, self-leadership and psychological welfare, it has been shown that correlations of role stress, role ambiguity, action orientedness, constructive thought, and positive welfare were found in all sub-areas except for the sub-variables of natural reward and negative welfare, whereas correlations of role ambiguity, action orientedness, positive welfare were found also in all sub-areas except for the same sub-variables above. Second, after conducting multiple regression analysis, it has been noted that the variables that affected psychological welfare the most were natural reward followed by role ambiguity and role stress, whereas no statistical significance was found in all other sub-variables.

• 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.

• Journal of the Korean Society for information Management
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• v.35 no.3
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• pp.245-270
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• 2018

In order for school library to fully serve as a key educational element of a school, teachers' positive perception on the library's role is essential. Due to the lack of the perception, however, school libraries are not closely related to class activities in practice. Since teachers' perception on school library has been regarded as an given environmental factor in the field of school libraries, alternatives for revitalizing school libraries proposed in previous studies were not effective in practice. We developed a hypothesis that activities in school libraries have a certain impact on the teachers' perception, and tested the hypothesis and identified library factors to the perception in this study. Through a series of statistical analyses with the data from a questionnaire survey with teachers in elementary schools, we identified that the teachers perceived the library as non-curricular element, their perceptions were affected by the library. Consequently, the school library can influence the teachers' perveption. This study has implications to explore practical alternatives to improve the teachers' perception on school libraries by activities in school libraries.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.125-146
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• 2005

This study examined the interactive effects of physical environment of childcare centers and teachers' creative teaching approaches on the level of young children's creativity. To do so, the study conducted an assessment called TCAM(Thinking Creativity in Action and Movement) that was developed by Torrance to 182 young children. Also, it utilized questionnaires to ask 28 teachers concerning physical environment of childcare centers and their creative teaching approaches level. The findings of this study were: First, the gender of young children didn't affect the level of young children's creativity but the age of young children positively affected the level of their imagination that is the subordinate area of creativity. Second, the high level of physical environment of childcare centers positively affected the level of young children's creativity. Third, teachers' actively creative teaching approaches positively affected the level of young children's creativity. Forth, both physical environment of childcare centers and teachers' creative teaching approaches interactively and positively influenced the level of young children's creativity. Fifth, both physical environment of childcare centers and teachers' creative teaching approaches positively affected the level of young children's creativity. The result of this study implies that the level of young children's creativity increases when childcare centers demonstrate high quality of physical environment and teachers deliver creative teaching approaches actively.

• School Mathematics
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• v.19 no.2
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• pp.405-421
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• 2017

This study provides a concrete example of the development of the task in collaboration with the in-service teacher and the pre-service teacher. In the process, the roles of pre-service teachers and in-service teachers were analyzed and the possibility of cooperation was grasped. As a result, pre-service teachers and field teachers considered the level and interest of the students and considered mathematical contents in the process of developing the tasks. Each subject did not directly consider the interaction of the students and contents, but they could confirm the improvement of the tasks as their roles affected each other.

• Proceedings of the Korea Society of Design Studies Conference
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• 2000.11a
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• pp.30-31
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• 2000

본 연구는 디자인 교육에서의 시각적 조형 활동으로 인터넷을 인식하여 바람직한 디자인 감상 활동과 새로운 교사의 역할을 제시하는데 있다. 미술 수업은 가시적인 조형활동이 중심이 되는데 이러한 활동에는 시각적 정보가 중추적 역할을 한다. (중략)

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.199-219
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.