• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.10
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• pp.287-296
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• 2017

This paper investigates status of the in-service education for curriculum, and seek tasks of the curriculum administration. The major contents are the difference between in-service education and in-service education for curriculum, status of the in-service education for curriculum in curriculum development, and tasks of curriculum administration. The in-service education for curriculum is a kind of in-service education. But the in-service education for curriculum classified dissemination stage and application stage. The in-service education for curriculum in curriculum development focus on the understanding of the basic matters in dissemination stage, and on the in-depth contents in application stage. There are seven types of curriculum administration in-service education for curriculum. This is the classification of the dissemination and application stage, the nature of guided and advice administration, the stress on the improvement of professionalism for teachers, the classify of the in-service education target for curriculum, the diversification of the in-service education format, the recognition as duties of in-service education for curriculum training, and the institutionalization for in-service education out of school.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.311-320
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• 2004

지난 97년부터 교사 및 학생들의 정보 활용교육 등이 강화되어 추진되면서, 교사에게는 정보소양 함양과 전문성 신장을 위한 다양한 형태의 연수가 이루어져 왔다. 특히, 기존의 출석수업 증설의 교사 연수는 연수시설의 부족과 시간적 제약 등의 문제로 인해 급변하는 정보화 시대에 대응하기 어려운 점이 있었다. 따라서 기존 연수의 문제점을 해결하고 디지털 정보사회에 적합한 연수체제 구축을 위한 대안으로 교원 원격교육 연수원이 도입 운영되고 있으며 해마다 그 수가 증가추세에 있다. 그러나, 이와 같은 양적 증가에도 불구하고, 정보교육 관련 원격연수에 대한 종합적 안내 체계가 미흡한 결과 현장의 교사들은 연수선택에 대한 정보제공이 적절하게 이루어지지 못했다. 또한, 2004년 4월 현재 53개의 원격교육연수원이 운영되고 있으며, 전체 교육과정 중 50%이상이 정보화 교육과정임에도 불구하고, 실제 다수의 교사들이 정보화 원격연수 기회를 접하지 못하고 있는 것으로 나타났다. 본 연구에서는 현재 운영되고 있는 원격교육연수원의 지정 인가현황과 연수원별 교육과정 운영현황 등을 고찰해 보았으며, 현장의 교사들이 정보교육 관련한 원격교육의 필요성은 매우 높게 느끼지만, 실제의 이수상황은 그렇지 못하고 있다. 다양한 원격연수 기관에 대한 인지도가 매우 낮게 나타났으며, 결과 다수의 교사들이 자신의 관심과 흥미에 맞는 연수의 기회를 받지 못하고 있는 것이다. 문헌 및 설문조사를 통해 이러한 문제들에 대한 분석과 함께 개선방안을 본 연구에서 제안하고자 한다.

• Proceedings of The KACE
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• 2018.01a
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• pp.99-102
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• 2018

이 연구는 초등 교사들의 SW 교육 연수 참여 시간에 따른 행태를 알아보기 위한 목적을 갖고 기존까지 진행된 초등 교사 대상 SW 연수에 대한 중간 점검을 하고자 하는 목적을 갖고 있다. 이 연구를 통해 다음을 제안한다. 1)여자 교사를 대상으로 하는 30시간 연수를 중점적으로 운영하고 적극 참여할 수 있게 유도하는 방법을 강구해야하고, 2)대도시와 읍면지역의 초등 교사들을 대상으로 SW 교육 연수에 관심을 갖게 할 흥미위주의 연수 프로그램을 강구해야하고, 3)교사의 SW 수업과 연구 활동의 저변확대를 위해 초등 교사들이 61시간 이상 SW 연수 프로그램에 참여할 수 있도록 종용해야 한다. 이 연구를 통해 앞으로 진행될 초등 교사 SW 연수 프로그램의 방향을 수정 보완하길 바라며, 보다 체계적인 연수 진행으로 인해 초등 교육 현장의 SW 교육 시작의 어려움이 최소화될 수 있기를 기대한다.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.331-338
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• 2005

본 연구는 과학영재교육의 질적 수준을 제고하는 데 핵심이 되는 영재교육 담당교사를 위한 연수의 효율성을 높이기 위하여 새로운 형태의 교사의 인식수준 파악과과 신념 변화 과정을 조사하고바람직한 교사연수 모형을 개발하는 기초 자료를 수집하는데 그 목적이 있다. 따라서 서울시교육청에서 처음 시도하는 교사연수 형태인 [파견연수] 전후에 있어서 과학교사들의 신념변화 과정을 설문지와 관찰, 인터뷰를 통하여 확인하고 논의점을 찾고자 하였다. 따라서 본 연구 결과가 우리나라 과학영재교육의 질적 수준을 향상시키고 영재교육 담당교사의 전문성을 효율적으로 신장시키는 연수 프로그램의 기본 틀로 활용될 것을 기대한다. 후속 연구로는 영재교육 담당교사의 전문성을 측정하는 도구 개발과 전문성 실태 분석 및 연구 결과를 토대로 한 연수 프로그램 효과 분석 및 효율적인 과학영재교육분야의 교사연수 모형개발이 필요할 것으로 생각된다.

• Journal of Science Education
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• v.36 no.1
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• pp.22-34
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• 2012

This study was aimed to discuss how to improve the professionalism enhancement program for teachers in charge of energy and climate change education based on STEAM perspectives. It analyzed the program according to the specialties of the teachers in charge of training, and identified the degree of professionalism enhancement of the participating teachers through the pre- and post-survey. Also, researchers described the strengths and weaknesses, opportunities and threats of this program that were found through the interviews with trainees by participating in the program in person. The results were as follows; First, teacher's training course in charge of energy and climate change education should be approached from the perspective of STEAM education. Second, teachers should have time to discuss their activities after they complete experience learning related with STEAM education. Third, it should be a 60-hour intensive course, but the burden for the teachers should be reduced by using online programs. Fourth, the training program should be planned based on the focus on improving the professionalism. Also, there should be enough time to prepare for the training program. Fifth, energy and climate change teacher training program should be practice-oriented, using hands-on experiences and experiments, in fusion education. Sixth, it would be better to run energy and climate change teacher training programs according to the level of schools. However, several courses could be mixed between different levels of schools.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.

• 대한공업교육학회지
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• v.40 no.1
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• pp.87-104
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• 2015

This study was carried out to evaluate on the job implementation of ITEC(Invention Teacher Education Center)'s in-service teacher training. To accomplish this purpose, teacher's perception on retention, usefulness, utilization, and enhancement were investigated after one year completing in-service teacher training. The populations of this study were 60 teachers completing in-service teacher training of the southeast ITEC. The methods of this study were survey research and qualitative content analysis. The subjects of survey research were 30 teachers and the case analysis objects were 12 epilogues of in-service teacher training. The mean of job implementation of southeast ITEC's in-service teacher training was 4.07 on a five-point scale. Teacher's perception on job implementation sub factors after one year completing in-service teacher training were as follows. The mean of enhancement factor was 4.39, usefulness factor was 4.11, utilization factor was 3.94, and retention factor was 3.82 on a five-point scale. The mean of enhancement factor and usefulness factor were relatively high level as compared with the mean of job implementation and the mean of utilization factor and retention factor were relatively low level as compared with the mean of job implementation. The results of qualitative content analysis about 12 epilogues of in-service teacher training, some significant instances were deducted that representable retention, usefulness, utilization, and enhancement factors directly and indirectly.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.917-934
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• 2014

Through the concern-based adoption model (CBAM), this study aimed to determine the differences in gifted-education OJT-received teachers' concerns about gifted education by stage before and after the OJT. This study surveyed 162 elementary and secondary school teachers who participated in 2014 gifted-education OJT hosted by City B's Gifted Education Promotion Institute, and of them, 102 effective questionnaires were analyzed to determine the difference in their concerns about gifted education by variable (gender, school grade, and subject) before and after the OJT. This study found that the OJT was essential to foster gifted-education teachers and to expand their basic knowledge and skills for gifted education, and that the OJT boosted the teachers' confidence and met their needs.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.379-398
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• 2014

This research examined to seek managing the way of effectiveness for training through the teachers' perceptions and the current status of in-service training for the gifted in arts. Conclusions based on the results of the analysis are as follow. First, it is analyzed that about 49.4 percent of respondents do not have any experiences of in-service training related to the gifted education in arts and there are also teachers who teach with no experiences of in-service training. Moreover, it is also analyzed that in-service training is generally being conducted with revolving to basic courses and the opportunities that teachers are able to develop programs for themselves are offered insufficiently. Second, in terms of management of in-service training, it is implied that accessibility to the training site and the active promotion of program, as well as sufficient provision of information, have to be considered in advance. Third, teachers have recognition that it is important to secure the diversification of training types, professionalism of instructors and managing directors for the effectiveness of in-service training. Forth, in terms of program, teachers show that the provision of educational programs, the diversification of training contents and the differentiated opportunities for developing programs according to basic, advanced courses, which can be applied to the field of gifted education in arts are most important. Furthermore, the convenience of transportation and the amenity of training facility are said to be important elements. Therefore, we suggest that, for increasing the effectiveness of in-service training for teachers of the gifted in arts, not only differentiated in-service training model and curriculum which can be applicable to the field, but also efficient environment suitable for the characteristics of the gifted education in arts.

• Journal of Korea Multimedia Society
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• v.5 no.5
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• pp.538-551
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• 2002

Even though the distance education via Web has a great advantage to overcome time and space, its problem that the management of trainees is not efficient compared with classroom and group education. This problem is a great obstacle to the objects and achievement standards of distance education, giving controversial arguments to the advocators of distance education. Distance educators need to monitor the trainees 'participation and responses continuously and offer appropriate feedback to the trainees. However, the existing distance education system only focuses on teaching and teaming activities, and as a result, the efficient management function of distance education is not available. Accordingly, the study attempts to find out the appropriate managing elements of distance teacher training in order to effectively achieve the goals of teacher training and the efficient management of distance education. Also, it proposes distance teacher training system that offers appropriate feedback to trainees, applying the derived elements of distance teacher training to the training processes. To verify the efficiency of the system, hypotheses on related items of distance teacher education and learning types are suggested, and the achievement of learning and its relations are investigated through questionnaire of learning types.