• Korean Journal of Culture and Social Issue
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• v.8 no.2
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• pp.1-15
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• 2002

The present study investigated gender differences of dating violence among adolescents and related variables, and examined the difference in trait anger and anger expression between those who have inflicted dating violence and those who have not. Results indicated that female adolescents(41.9%) reported experience of inflicting dating violence more frequently than male adolescents(29.1%) did. The girls were more positive toward violence than the boys, while the boys were more expressing aggression at school than the girls were. Adolescents who had inflicted violence toward their dating partners had singificantly higher frait anger and anger-out than adolescents who had not. Logistic regression analysis indicated that father to mother violence, community violence, trait anger, and recipient of dating violence are predictors of dating violence for male, while father to mother violence, community violence, history of violence, and recipient of dating violence are predictors for female.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.302-314
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• 2019

This study is a hermeneutic phenomenological study on the experiences of 10 beginning science teachers who have been building positive or negative identity as teachers for the first 3 months. This study was conducted by four steps of the phenomenological qualitative research process suggested by Yeu (2015) based on the study of hermeneutic phenomenology suggested by van Manen (1990). The main data of this study is the transcription data of the telephone interviews collected in consideration of the working area of the research subjects. The main theme is found by categorizing and conceptualizing the meaning of the phenomenon revealed in the data and the process of confirming the legitimacy of the main theme. The results of this study show that the experiences of beginning science teachers that could affect their positive identity as teachers have common moments when they realize that 'I am a necessary person for someone'. On the other hand, the teachers create negative teacher identity when they doubt their teaching competency, particularly when they are not confident about their attitudes toward students or when they are unable to engage students actively in lessons. The results of this study provide important implications for pre-service science teacher preparation program in Korea.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.129-156
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• 2012

The purpose of this study was to examine the meaning of the diverse experiences of preservice early childhood teachers during their participation in a career portfolio production program. A career portfolio production program was implemented during a nine-week period of time, and data were gathered to explore the meaning of their experiences in that process, which involved their journals, the report of their coaching professor and small- group interview data. The collected data were analyzed by encoding. As a result of analyzing the data, their experiences were categorized into eight categories: perceiving the flow of time, gathering scattered experiences, finding oneself amid chaos, being aware of being together, building psychological wellbeing, imagining one's own future as an early childhood teacher, mapping out one's future and making one's way to the world. The meanings of their experiences were reclassified into three stages: beginning, development and wrapping-up stages, in which there were two, four and two meanings respectively. The findings indicated that they were mostly cognizant of the meaning of their own experiences of producing career portfolio while they participated in the program step by step.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.243-254
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• 2016

The purpose of this study was to examine the effects of collaborative learning and explore the learners' experiences in three dimensions: cognition, emotion and motivation. Another purpose of this study was to make an in-depth examination of learners' experiences during collaborative learning. Data were collected from 44 students at N university who participated in collaborative learning for 7 weeks. The results were as follows: First, collaborative learning had significant effects on the higher group of collaborative tendencies on academic achievements. Second, collaborative learning had no significant effects on their epistemological beliefs, the higher group of collaborative tendencies and the lower beliefs involving simple knowledge and tentative knowing. Finally, learners amassed cognitive, emotional, and motivational experience during collaborative learning. We suggest that the for the effective implementation of collaborative learning.

• Journal of Industrial Convergence
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• v.22 no.7
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• pp.49-59
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• 2024

This study aims to deeply understand and analyze the meaning of the various conflict experiences experienced by middle school physical education teachers in the physical education field through a phenomenological method and to explore the essence of it from an educational perspective. Regarding the research method, the research participants were four current middle school physical education teachers, and this study was conducted using Colaizzi's phenomenological research method, one of the qualitative research methodologies. The research results are as follows. First, general conflicts were categorized into student guidance and human relationships as conflicts between teachers and students. Second, job conflicts were categorized into teacher culture and communication as conflicts between teachers and teachers. Third, relationship conflicts were categorized into role expectations and power exercise as conflicts between teachers and parents. In conclusion, by analyzing in-depth the aspects of conflict experienced by middle school physical education teachers, it is necessary to effectively resolve various conflicts and, in particular, create a more positive educational environment by minimizing conflicts in the educational field.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.500-512
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• 2014

The purpose of this study is to analyze the view of pre-service teachers' about middle school teacher's role using reflective writing. Pre-service teachers considered meaning of education is sympathy and discovery. Therefore they considered middle school teacher's role is discoverer of dream and subject master. The consideration of pre-service teachers' about education and middle school teacher's role was affected by their schooling experience. The conclusions drawn from this study are follows: First, the view of pre-service teachers' about teacher's role must not judgement according as former grouping on teaching profession. Second, The view of pre-service teachers about middle school teacher's role is different with reality. So middle school management should be improve to minimize foreseeing dilemma. Third, To do improve pre-service teachers' reflecting thought, various opportunity should be supported. Forth, it is need the institutional improvement and reflection for pre-service teachers' curriculum.

• KLA journal
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• v.40 no.2 s.315
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• pp.14-24
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• 1999

이 대담 시리즈는 학교도서관에 대한 도서관계 안팎의 관심을 높이고 현단계 학교도서관 운동이 나아갈 길을 모색해 보려는 취지에서 시도된 것이다. 과거 학교도서관 운동을 주도하였거나 오랫동안 학교도서관 현장을 지켜온 인물들을 찾아 그들의 경험과 의식 속에 쌓여 있는 역사를 끌어내어 오늘을 비추어 보고 내일을 전망하는 계기로 삼을 것이다. 이번 대담에서 만난 사람은 전교조 5.6대 위원장을 역임한 정해숙 선생이다. 선생은 1966년 전남여고에서 사서교사로 첫 발을 내디딘 후 목포여고, 광주농고 등을 거쳐 1989년 해직 당할 때가지 광주 전남 지역의 학교도서관 운동에 크게 기여한 분이다. 10년간의 해직 교사 생활을 마감하고 1998년 9월 1일 부로 광주 기계공고에 사서교사로 복직하여 얼마 남지 않은 교직 생활을 사서교사로서 봉사하고 계신다. 이 대담을 통하여 선생께서는 학교도서관 문제 뿐만 아니라 우리 나라 교육의 전반적인 문제와 관련하여 깊이 있는 성찰을 보여주신다. 대담 일시 : 1998년 9월 24일 오후 9시-11시 30분 대담 장소 : 경주 교육문회회관 커피숍

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.635-645
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• 2014

The purpose of this study is to identify elementary school teachers' perceptions, practices, and background factors related to introducing students' everyday experience in science teaching process. The participants of this study were four elementary school teachers who have different features such as major, teaching period, gender, growth area, and age. The data was collected through semi-constructed and in-depth interviews. The results of the research are as follows: Teachers mostly used students' everyday experience during the introduction phase of science lessons for the purpose of motivation. They hold a positive view of using students' everyday experience during science lessons and thought that science teaching needs to actively use more of students' everyday experience, while in actual practice they disregarded or only passively introduced students' everyday experience. The various background factors found to affect teachers' practice are as follows: positive memory on their science class; educational experience of their own children; their own childhood environment; their learning style; their insufficient knowledge or enthusiasm; perceived educational value of everyday life in science education; teacher's duties; importance of students' achievement; difficulty in guiding experiment; reaction of students on introducing everyday experience; characteristics of science textbook and teacher's guidebook; lack of lesson time; realization of national common basic education; characteristics of their students; demands from parents or students; effect of introducing everyday experience. In addition, we found that the teachers behave not in accordance with what they thought due to external factors related to their profession and that, for a more active use of students' everyday experience in their teaching, teachers need support from textbooks and teachers' guidebooks.

• Korean Journal of Family Social Work
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• no.56
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• pp.169-196
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• 2017

Korean unwed mothers and their families often experience discriminatory and unfair treatment in their everyday lives. However, there has been little research examining discrimination against unwed mothers and its effects on these women's lives. Therefore, further studies are needed to identify and assess types and degree of discrimination against unwed mothers. This study aims to investigate and develop a reliable and valid measurement scale of experiences of discrimination for Korean unwed mothers. For developing the scale, the researchers constructed a concept and sub factors, and the pre-scale of 75 items of discrimination experiences of unwed mothers by conducting a literature review and focus groups interviews, Validity and reliability of the scale were tested by carrying out an item quality analysis, a exploratory factor analysis, a correlation analysis, a criterion validity test and a reliability analysis, The scale of 21 items was constructed with three dimensions. This study is significant that it provides the scale of discrimination for Korea unwed mothers with high reliability and validity to identify and verify types and degree of discrimination experiences of unwed mothers.

• Journal of the Korean Society of Food Science and Nutrition
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• v.45 no.3
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• pp.420-436
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• 2016

The purpose of this study was to identify the status of task performance and working conditions for nutrition teachers in order to determine new ways to improve the current nutrition system and increase job satisfaction among teachers. From the 14th of July to the 26th of September 2014, email questionnaires were distributed to and collected from 311 nutrition teachers nationwide, including teachers at elementary, middle, and high schools. The results are as follows. First, over 90% of nutrition teachers indicated that their work was demanding. In particular, 63.5% of nutrition teachers at high schools worked more than 40 hours of overtime per month. Second, 73% of nutrition teachers provided nutrition education, but the percentage significantly decreased at upper levels of school. Nutrition teachers had difficulties teaching due to the absence of standard teaching materials and a lack of time due to excessive work. Teachers also wanted 30 hours of job training once per year during their vacation organized by the regional Department of Education. Third, around half of the nutrition teachers considered that promotion and transfer professions are necessary for systematic foodservice and education. An additional allowance was demanded by nutrition teachers at schools that serve two or three meals per day. Considering the results, alleviating the workload of nutrition teachers and more time preparing nutrition classes for student are required. Fair evaluation of job performance that considers work conditions of nutrition teachers should be considered.