• Journal of Digital Convergence
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• v.17 no.8
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• pp.131-139
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• 2019

This study is the purpose of effective safety education measures for special school teachers with intellectual disabilities on the status of safety accidents and preventive education. In summary, the results show that there is a statistically significant positive correlation between the safety education activities of teachers at special schools with intellectual disabilities, safety education environment, safety education recognition, safety education knowledge, safety resources and training experience, and internal and external factors. Overall, the experience of safety accidents by teachers is higher than expected, and the practice of safety education to prevent the occurrence of various places, times, and types such as classrooms, staircases, auditoriums, and rides. The practice of safety education to prevent this also indicated that the safety resources of special school teachers and opportunities for training experiences should be expanded more by presenting safety data, knowledge, awareness, and education activities in order.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.5
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• pp.165-173
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• 2017

In this research, based on the CBAM model, there is a research purpose to measure the degree of interest of the physical education teacher ahead of execution of the revised educational curriculum 2015 and to analyze the difference in degree of interest by teacher's background variation. For this reason, we conducted an an- nental survey of 200 physical education teachers in K-area middle school, high schools and analyzed the results. The conclusion of this research is as follows. Firstly, as a whole, the attention to the revised education curriculum has been very high in view, as a result, the physical education teacher at the middle / high school, 2015 about the influence and the result that the revised curriculum gives to the student in the physical education class Although the interest is very high, a systematic approach will be necessary for training and utilization schemes so that 2015 the revised educational curriculum can be executed appropriately. Secondly, since the interest in the revised educational curriculum by the whole number of classes 2015 is different, we need to develop and give a training program for revised curriculum 2015 customization by class number 2015. Training that departs from the one-way set form of transmission training and distribution method of materials depending on the class number may be different. Thirdly, in order to stabilize the revised educational curriculum 2015, it is necessary to develop a course example program corresponding to the level of interest of the physical education teacher.

• Journal of Science Education
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• v.38 no.1
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• pp.15-28
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• 2014

The purpose of this study was to analyze and compare the professionalism of elementary teachers in charge of teaching the science-gifted children, based on their personal variables, such as gender, educational career in normal class and gifted class, training in gifted education, academic degree, etc. For this study, the questionnaire was modified by referring to Choi's survey, and conducted to 98 teachers. The results of this study were as follows: In gender, the average of male teachers was significantly higher than the average of female teachers in their professionalism in gifted education. Regional difference was found in the teacher's professionalism, however, showed different aspects in the sub-domain. The teachers' professionalism in accordance with the career in education was no difference. In gifted education career, professionalism increased as high career in gifted education, especially, more than three years. As better educated, teachers' professionalism in responsibility and philosophical understanding for gifted education was increased significantly. The teachers' professionalism according to the degree of training related to gifted education was no significant difference. Overall, 'responsibility and philosophical understanding' and 'humanities-oriented quality' for gifted education were not greatly affected by teacher's personal variables in this study. Based on conclusions, implications for improving their professionalism in gifted education were discussed.

• Proceedings of The KACE
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• 2017.08a
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• pp.89-92
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• 2017

2015 개정 교육과정에 따른 정보과 교사 역량 개선 연구의 필요성이 제기되었다. 본 연구에서는 정보과 관련 교사자격증 표시과목 제구조화 방안과 함께 개선된 재구조화 방안에 따른 현직교사의 교육 요구도를 산출하고 이를 바탕으로 구체적인 교원 연수 방안을 제안하였다. 또한 정보과 관련 표시과목 재구조화 방안에 따른 관련 법령 개정의 필요성을 제시하였다.

• The Bulletin of The Korean Astronomical Society
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• v.43 no.2
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• pp.48.3-48.3
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• 2018

천문학회 교육홍보위원회 산하 해외교육지원단에서는 2016, 7년 1, 2기 원정대에 이어 3기 원정대 6명을 선발하여 2018년 9월 17-21일 5일 동안 캄보디아 시소폰의 Xavier Jesuit School에서 약 30명의 중등 과학 선생님들을 대상으로 천문연수를 진행하였다. 3기 원정대에서는 다양한 경험과 경력을 가진 대원들이 참여하게 되어 망원경을 활용한 실습 수업 뿐만 아니라 연수에 참여한 과학 선생님들이 직접 수업에 활용할 수 있는 기본 천문학 수업들을 포함하였다. 그리고 최신의 천문학 연구를 소개할 수 있는 현대 천문학 수업을 준비하여 참가자들에게 더 다채로운 천문학 세계를 소개할 수 있었다. 해외교육지원단에서는 캄보디아와 같이 천문학 교육에 소외된 나라의 천문교육지원 사업을 지속적으로 지원할 계획이며 특히, 각 지역의 과학 교사들에게 연수기회를 제공함으로써 교육자들을 통해 각 지역의 어린 학생들이 천문학을 접할 수 있는 기회가 많아지기를 희망한다. 또한 직접 연수를 받은 과학 교사들의 천문학에 대한 관심을 높이고 천문학 연구의 필요성을 인지할 수 있게 도울 예정이다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.533-557
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• 2011

The purpose of this study was to understand PCK to improve professionalism of teachers and derive implications about proper teachings methods. For achieving these research purposes, different PCK and teaching methods in class of three teachers(A, B, C) were compared and analyzed targeting division of decimals for 6th grade. For this study, criteria of PCK analysis of teachers was set, PCK questionnaires were produced and distributed, teachers had interviews, PCK of teachers were analyzed, division of decimals class for 6th grade was observed and analyzed, and PCK of teachers and their classes were compared. The implications deriving from comparative analyzing PCK and classes are as follows. First of all, there was a close relation between PCK and classes, leading to a need for efforts of increasing PCK of teachers in every field in order to realize effective classes. Secondly, self study and in-service training are needed to enhance PCK of teachers. Thirdly, more of expertises and materials have to be provided on the instruction manual for teachers.

• New Physics: Sae Mulli
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• v.68 no.11
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• pp.1240-1248
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• 2018

This study examined teachers' perceptions about the components of the teacher's capacity according to the 4th industrial revolution. This study involved 100 elementary school teachers: 26 with less than 5 years of educational experience, 24 with more than 5 but less than 10 years, 25 with more than 10 but less than 20 years, and 25 with more than 20 years. From the results of recognition analyses of six competence components, 'Knowledge and application ability of knowledge information', 'ability to appropriately study content', 'collaboration ability among school members', 'ability to maintain relationship', 'value and attitude required for community', 'ability to communicate with others' were found to be important for teachers. The result of analyzing the importance and the retention of each competency element showed that the recognition difference according to the education career and the degree of retention was insufficient compared to most important competence component. Thus, in-service education and training programs must reflect the competencies required by actual teachers in education and education-teacher training institutions.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.68-78
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• 2009

The purpose of this study was to investigate teaching anxiety and the professional development of beginning secondary science teachers. For this study, a survey was conducted among beginning science teachers (N=83) with under five years of experience, and in-depth interviews with these five teachers were carried out. The survey tackled beginning secondary science teachers' anxiety levels by asking about their difficulties in teaching science classes, and results showed that the teachers' levels of teaching anxiety marked high. Levels of teaching anxiety in physics among subjects and in chemistry among experiments marked highest. To overcome teaching anxiety, teachers searched for information on the Internet or received help from their colleagues and veteran teachers. They revealed that plans for professional development as science teachers included receiving in-service training and joining teacher communities. In addition, the best type of required training program for professional development appeared to be lectures about teaching know-how from veteran teachers.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.111-124
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• 2017

The purpose of this study was to determine the perception and understanding of Free Learning Semester (FLS) in home economics teachers and to provide basic informations for effective implement of FLS in future school curricula. Home economics teachers perceived that the objective of FLS was to help students explore their careers and make preliminary decisions. In addition, teachers thought that FLS should be run by active students' participation to find out their dreams and talents. However, teachers felt difficulties in obtaining information or documents related to implementing FLS. Moreover, there were lack of connected activities with local communities to operate FLS. Teachers recognized that it is necessary to receive FLS-related education. Regarding home economics teachers' role in FLS implement, they should provide career education with a perspective of lifelong career and nurture students' capability to lead their lives by themselves. In that sense, FLS should help students find out their dreams and talents, think about their career, set up lifelong career plan through home economics education, and nurture capability to lead their lives. In addition, home economics teachers should provide continuous career education in home economics education at academic semesters.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.480-500
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• 2022

In this study, the perception and demands on the use of realistic content were analyzed through in-depth interviews with elementary school teachers experienced in using realistic content in science classes. Specifically, the following questions were investigated: (1) What kind of realistic content and how do elementary school teachers use it in science classes? (2) What are the perceptions and difficulties of elementary school teachers regarding the use of realistic content in science classes? (3) What are the needs of elementary school teachers related to the professional development program for the use of realistic content in science classes? The study revealed the following results. First, elementary school teachers mainly used digital textbooks and realistic content provided by the "Science Level Up" site, and the content types could be classified into "exploration type," "visit type," and "production type," according to the purpose of use. Second, elementary school teachers mentioned the educational advantages of using realistic content to help students understand scientific content, induce interest and curiosity, and become immersed in a sense of reality. Several difficulties related to the use of realistic content were mentioned. Among them, the lack of high-quality educational content suitable for science classes and a lack of examples of specific class cases that use realistic content stood out. Thirdly, regarding the development of teacher expertise to use realistic content, elementary school teachers emphasized the need for information on quality realistic content; teacher training centered on specific class cases; instructional models that can be applied by realistic content type; and information on the purchase, use, management, and operation of necessary devices. Reflecting on these research results, implications for more effective use of realistic content in elementary science classes were discussed.