• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.57-69
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• 2019

Objective: The purpose of this study is to identify the strengths and problems of the current in-service education system, and suggest ways to improve it in the future by looking at the current status of in-service education to strengthen the expertise of teachers and directors of childcare centers. In particular, I would like to search the current status of in-service education, including on-line special job competency education, which is responsible for one of the pillars of in-service education, and present the problems and measures to improve them. Methods: To that end, the present study conducted an analysis of issues based on the previous research on in-service education of childcare teachers' education, and conducted a literature examination focusing on laws, policies, and foreign cases related to in-service education. Results: In-service education for childcare teachers was categorized into educational process diversification and professionalism, educational method diversification, qualification management, and educational support, which were again organized into 14 core tasks. In addition, as a recent phenomenon that has not been discussed in detail in the preceding study, the phenomenon of increased participation in on-line special job competency education at the site of in-service education was analyzed and the problems were presented. Conclusion/Implications: Based on the results of this study, I proposed development measures such as changing the term 'in-service education' and recognizing the diversity of job competency education, the credit rating banking system for job competency education, the provision of on-line job competency education curriculum (basic courses/enhancing courses) for collective education courses, the expansion of education support for promotion to a higher grade courses and the conversion of the mandatory evaluation system for in-service educational institutions.

• Journal of Korean Library and Information Science Society
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• v.51 no.4
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• pp.1-24
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• 2020

The purpose of this study is to explore the process of forming practical knowledge about library-based instruction of low-experienced teacher librarians. The study conducted interviews with six teacher librarians with less than three years of teaching experience. The analysis of the data collected focused on the teachers' self-knowledge and instructional knowledge, which are in the areas of practical knowledge. The results of the analysis of the study are as follows. First, the self-knowledge of teacher librarians was a teacher with leadership, who led students and teachers to reading education and information literacy instruction. Second, the self-knowledge of teacher librarians was most concretely formed in the process of pre-service teacher training, and the reflection on the teacher's image was taking place in the school field. Third, the knowledge of the instructional knowledge for library-based instruction was focused on library collaborative instruction, and various teaching methods were being learned and applied in school field. Fourth, there was a difference in the instructional knowledge of library-based instruction among teacher librarians. Through this study, it is suggested that the teacher training course and educational practicum activities should be changed by reflecting the contents of the actual school field, and the analysis of library-based instruction should be continued.

• Journal of Science Education
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• v.45 no.3
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• pp.317-325
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• 2021

The purpose of this study is to analyze the readability of the 2015 revised elementary science textbooks at the vocabulary and sentence levels, and to provide an opportunity to use vocabulary and sentences with an appropriate level of readability for writing textbooks in the future. To do this, the readability of the 2015 revised elementary science textbook was analyzed and the vocabulary and sentence level the readability of sentences defining scientific terminology were analyzed. The results were then compared to the readability of previous curriculum textbooks. The results are as follows: first, the grade average of vocabulary remained at 1.5-2.1, with vocabulary appropriate to the elementary school level being used on average. However, grades 4 to 5 vocabulary are distributed at a relatively high rate. Second, the sentence-level analysis shows that the sentence lengths for the third and fifth grades were relatively long and the percentage of simple sentences was low. Third, compared to other curriculum textbooks, it was confirmed that the proper level of readability was maintained at the vocabulary level, but that the sentence lengths and the percentage of simple sentences could adversely affect the readability of third-grade science textbooks.

• Journal of Christian Education in Korea
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• v.66
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• pp.343-382
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• 2021

This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.

• Korean Educational Research Journal
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• v.37 no.1
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• pp.1-18
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• 2016

'The Training for School Organization Management' is a essential teacher training system in order to develop qualification and ability of teachers who have to be the flexible to the recent changeable society. The concept which the school management issue is only belong to the principle is changed now. The thought that 'the school as a team' is broadly accepted. As a result, every teachers including the parents, community people are thinking the solution about the management issues of the school. The changes in the framework of these thoughts is from the recognition that the school management is no longer the preservation only to the manager such as the principle. 'the school linked to the community', 'the school which information is open to all public', the school which is thinking about the curriculum' are highlighted as an alternative which can solve the current education issue. The new curriculum of 'The Training for School Organization Management' is necessary to be in accordance to the new school curriculum because we have to run a new school system in the complex educational circumstance.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.179-193
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• 2006

The aim of this paper is to explore and understand, using in-depth interviews, the participant's enthusiasm for and involvement in studying mathematics and the deeper nature of his/her interest in mathematics teaching. In addition a larger aim is to understand how the individual's interest in mathematics and teaching are linked to his/her larger personal fulfillment. We conducted in-depth interviews with 4 pre-service teachers' subjective experiences focusing on deep motivation, pedagogical content knowledge, inner vision. Interviews focus much more on the participant's spontaneous feeling, consciousness, and state as these arise in the interview, and on past foiling, consciousness and state as they appear to the participant subjectively retrospectively in his/her memory. The output of this research consists of 2 portraits out of 4 individual participants, highlighting and conceptually developing the specific aspects under study; different ways in which individuals' involvement with the subject area affects their motivation, inner visions and academic efforts toward becoming teachers. Larger aspects of pre-service teachers' subjective experiences were sketched by contrasting the two cases. Several suggestions were put at the end to enhance mathematics education concerning curriculum development.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.1-26
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• 2008

The purpose of this study is to present the overall landscape of Comparative Education study in teacher training program at universities in Korea. The Comparative Education in Korea is relatively young without a lengthy tail on its name and still on the way of upgrading itself, however various efforts are gathering for the development of Comparative Education. With this understanding, this paper diagnoses the current status of Comparative Education in Korea by analyzing 1) the number of institutions which provide Comparative Education lectures for their teacher training program, 2) aims of Comparative Education teaching, 3) curricular and course titles, 4) teaching methods and textbooks, and 5) current issues and problems currently laid on Comparative Education in Korea designated by actual lecturers and professors who are in charge of Comparative Education lectures. The historical development of Comparative Education in Korea will be briefly presented at the beginning part of the chapter. To gauge the comparative position of Korean Comparative Education, the second half of this paper introduces the cases of Comparative Education at universities worldwide, presenting various countries' status of Comparative Education along with their developmental status. As the first research which pays an attention on the current figure of Comparative Education in Korea, it will form an impetus on why we should teach college students about comparative education and on what next step should be carried for further development of Comparative Education at universities based on the comparative understanding of other countries. Since it is in the transitional stage in terms of its development, it would be critical to have a self-analysis of the current status, which will help to lay the comprehensive understanding background for designating the future direction of its development.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.71-90
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• 2017

This study aimed to investigate structural relationships of social support between job satisfactions and educare teacher's vocational calling. This study conducted a questionnaire survey on 270 educare teachers in Chungcheong area (Daejeon and Chungnam). The survey was conducted from July 1, 2017 to August 14, 2017. And it used 257 responses(95.1%) for analysis data except 14 responses due to their unfaithful or unreliable replies. Research results of analysis were as below. First, direct effect of vocational calling on social support was statistically significant. Second, it showed that both vocational calling and social support had positive effect. Third, it was found that vocational calling had significant influence on job satisfaction through social support. In conclusion, it was known that job satisfaction became higher if vocational calling of educare teachers received social support. It is required to systematically establish social and psychological support system raising vocational calling of educare teachers.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.517-526
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• 2014

This study tried to analyze the effects of culture and arts activities as educational method in the classroom. Compared with other activities, the culture and arts activity enables learners to have unique aesthetic experience differentiated from scientific and logical experience. This study analyzed the effects largely into three aspects (intellectual, emotional, and practical aspects) in case learners have such aesthetic experience in the field of education. Through this, the study will become an opportunity to propose practical data concerning the educational effects of the culture and arts activity, and further to confirm the possibility and necessity of utilizing such activity as an education method.

• 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.