• Journal of Science Education
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• v.34 no.2
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• pp.291-305
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• 2010

The aim of this study was to survey the perceptions of the elementary school teachers on the smallscale chemistry(SSC) following its training session. The teachers participating in the survey were 266 teachers in the Gyeongnam province. They were given a questionnaire that focused on the nine areas of the SSC: Needs for the teacher training and its application, its benefits, issues of safety and danger as well as treatment of environmental pollution, its economic efficiency and the development of investigative skills. The designed questionnaire was checked by an authority, and the responses to each question were tallied and analyzed. The results are as follows. The biggest problems of the traditional experimental methods as rated by the teachers were, in the order of importance, the preparation time, the legal liability of teachers for the safety and accidents, financial issues, disposal of the experimental wastes and the lack of relevant data. Since most of the teachers had not experienced the SSC lab programs in the field, they responded positively to the questions of need for its introduction and training. The implementation of the experimental SSC lab programs should proceed in the following order: introduction into the textbook, teacher training program, after-school education and the invitation of instructors. The most useful materials for the SSC program were CDs, videos, books and various printed materials, in that order. The responses regarding benefits of the SSC program included its simplicity, convenience, time savings, diversity, qualitative and quantitative aspects, integration into the regular class and use of toys. In particular, the teachers mentioned the increased safety due to the small amount of experimental reagents needed and the durability of plastic instruments. The familarity from the use of everyday tools as well as easy access to and the low-cost of the instruments were other important benefits. The teachers in general rated the educational content of the program highly, but many also found it to be average. Some pointed out the lack of sufficient discussion due to the individual or pair groupings as a potential shortcoming. The potential for development of problem solving ability and improvement of skills was rated positively. The number of teacher who rated the development of creativity positively was just over the half. As for the area of improving investigative skills, many found its assessment difficult and confusing because of the lack of its systemic definition and categorization. Based on the findings of this study, I would like to recommend the application and a wider dissemination of the small-scale chemistry lab program into the elementary school science curriculum.

• The Journal of Korean Association of Computer Education
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• v.22 no.6
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• pp.35-42
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• 2019

The purpose of this study is to investigate secondary school teacher's perceptions and needs of computer and information literacy(CIL) convergence education and to suggest implications for promoting CIL convergence education in the actual school fields. We conducted a survey on teachers perceptions and the needs for CIL convergence education and analysed 227 secondary school teachers responses. As a result, we found that the perception of the necessity of CIL convergence education was very high while understanding level of the CIL convergence education and the actual frequency of teaching experiences were relatively low. In addition, CIL convergence education activities are mainly conducted through Informatics curriculum rather than various subjects. We identified that the main constrains of CIL convergence education were the burden on the progress of subject based curriculum as well as the lacking of teaching and learning equipments including computers. We identified that the needs for empowering teachers professional developments and constructing the physical and institutional environments of school sites were high. In discussion, we suggested the support strategies in terms of teacher professional development, institutional supports, and physical environments.

• KIPS Transactions on Computer and Communication Systems
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• v.7 no.4
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• pp.91-98
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• 2018

As the importance of computing technology is emphasized, Korea has revised the educational curriculum to teach SW education compulsory at the elementary and secondary school level. For successful SW education, it is very important not only to require an educational environment and educational materials, but also to obtain the capacity of the teachers who are responsible for SW education. However, due to the lack of research on specifically examining the present state of teachers' SW competencies, there are many deficiencies in establishing a concrete teacher's training and a support plan for SW education. This study is to develop test tools and apply to measure a common sense about a computer, the latest IT technology algorithm design and a programming ability for the purpose of evaluating the SW competency of current teachers. As a result of the study, the understanding of common sense about a computer and the latest IT technology is very high, on the other hand the algorithm design and programming ability were analyzed as low. Therefore, the implications for SW education teacher's training and a process of prospective teachers' training are derived.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.139-155
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• 2012

This study researched the trends of mathematics education in Korean mathematics class in the aspects of teaching and learning method, assessment and teachers' competency based on TIMSS 1995, 1999, 2003 and 2007. For the mathematics teaching and learning method, the differentiated instruction rate is higher. The activities focused on students not teacher are more, and frequencies of homework are higher but time spent for homework is less than the past. Especially, mathematics teachers link homeworks to instructions. And mathematics teachers uses more multiple choice items and more various assessment methods than the past. The average age of mathematics teachers tends to become older since 1995. The major of mathematics teacher are primarily mathematics and mathematics education. Korean mathematics teachers have less self-esteem for teaching mathematics contents and have more various interactions with peers. The rate of participating in-service training is more or less according to training contents.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.2
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• pp.295-311
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• 2023

The purpose of this study is to systematically measure the effectiveness of continuous education of librarians using the Kirkpatrick education evaluation model. A three-stage educational evaluation was conducted on 136 librarian teachers who participated in the 『Qualification training for librarian teacher level 1』 in the summer of 2022. The first stage was a satisfaction survey on the overall education, and the second and third stages were investigated before and after education, and the actual effect of education was measured by pre-post difference analysis. The second stage is learning evaluation, and the third stage is job competency improvement evaluation. As a result of the study, high measurement scores were calculated at all stages, and the before and after effect of education was statistically significant in the second stage of learning evaluation. In the third stage of the job competency improvement evaluation, the score fell after education, but it was not statistically significant. Significant results were derived from the second stage of evaluation, and future studies suggested that the evaluation model should be supplemented and that a balanced curriculum should be designed to produce valid results.

• 재활복지
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• v.21 no.4
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• pp.77-99
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• 2017

The purpose of this study is to prepare the basic information of teacher training through the special education teachers' present execution status and awareness on positive behavior intervention support for the student with disabilities. The results of the study as follows: First, the rate of teachers having high concern on students' behavioral management was 22.9%, and the rate of teachers taking median concern was 66%. And the teachers obtained the information on problem management including positive behavior support by publications or teacher training. Second, the importance of individual interventions valuated significantly which presented mostly more 4 point. But relatively the point of application possibility was lower than the point of importance evaluation. Third, the rate of application as 70% among total research participants presented to be used the most in all individual interventions on positive behavior support. And on the effectiveness, the teachers answered that 23 interventions were effective. But, on the facts of monitoring and assessment of behaviors, the special education teachers negatively evaluated the effectiveness. Results are discussed with previous research, contributions to future directions, and implications in interventions for students with disabilities.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.175-200
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• 2008

The study aims to assess needs of administrative and financial support for effective performance of teacher professionalism of gifted. For this end, practicing teachers of gifted education were nationwide selected for survey questionnaires. The first survey of five-scale Likert item was conducted in July 2005 with 236 teachers and the second survey of open-ended item was done in November 2005 with 123 teachers. All the respondents provided their perceptions to current status of administrative and financial support for gifted education and needs for their effective performance of professionalism. Suggestions for improving conditions of administration and finance in terms of effective performance of teacher professionalism in gifted education were as follows: First, teachers should be assigned as full-time for gifted education. Otherwise, their teaching hours and other related jobs should be, reduced Second, the financial support for gifted education should be increased, in particular, more in provincial areas than metropolitan cities. Third, appropriate grouping and counseling according to diverse differences of students should be done. Fourth, understanding of principals and teachers in general education as well as parents and general public toward gifted education should be improved through inservice education program and other education programs. Further, teachers of gifted education should be provided with more frequent opportunities for participating inservice programs in quality, share knowledge and experiences among teachers through network systems, and be given appropriate incentives for better performance of professionalism.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.649-666
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• 2015

The purpose of this study was to develop and validate a teaching mathematics anxiety scale for elementary teachers in South Korea. The sample consisted of 150 elementary teachers in 22 elementary schools in Seoul. A total of 21 items were developed and examined for the internal consistence. The results showed that the proposed scale was appropriate to represent the teaching mathematics anxiety of elementary 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.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.443-460
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• 2017

The aim of this study was to develop and validate a mathematics teaching efficacy scale for South Korean Elementary Teachers. The sample was consisted of 300 elementary teachers in South Korea. A total of 13 items were developed and examined for internal consistence. The results of this study showed that the proposed scale was appropriate to represent mathematics teaching efficacy of elementary teachers.