• Journal of Teachers' Pension
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• v.2
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• pp.209-241
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• 2017

본 연구에서는 2016년도 말 현재 사학연금의 연금부채 규모를 추정하고 이를 기반으로 연금기금의 적립수준을 평가한다. 연금부채 산정방식으로는 보편적으로 적용되고 있는 예측단위적립방식과 더불어 가입연령방식을 적용하였다. 예측단위적립방식은 발생주의 회계원칙에 가장 적합한 재정방식인 반면, 가입연령방식은 연금제도의 지속을 전제로 하는 공적연금제도의 특성을 가장 잘 반영할 뿐만 아니라 안정적 제도운영을 위한 비용 수준 역시 확인할 수 있도록 해주는 장점이 있기 때문이다. 예측단위적립방식과 가입연령방식의 적용 시 연금부채는 각각 114.4조원과 115.1조원으로 나타났으며, 연금부채 대비 적립기금 비율인 적립률은 각각 14.3%와 14.2%로 산출되었다. 또한 가입연령방식의 연금부채평가를 위해 산출한 가입연령별 수지상등 표준부담률은 현재 사학연금제도에서 적용하고 있는 부담률을 크게 상회하는 것으로 파악된다. 이러한 분석 결과는 연금재정의 지속가능성 측면에서 그 미래가 낙관적이지 못하며 이를 개선하기 위한 방안이 강구되어야 함을 시사한다. 다만 연금부채를 통한 재정진단 시에는 공적연금제도로서 사학연금이 지니는 특수성을 고려해야 한다. 우리나라의 공적연금은 제도의 도입목적에 따라 가입자의 부담수준에 비해 후한 급여체계로부터 시작되었기 때문이다. 따라서 민간 부문에서와 유사한 수준의 기금적립은 기대하기 어려울 수밖에 없다. 이를 감안하지 않을 경우 상기의 분석결과는 노후소득보장이라는 본연의 목적보다 재정안정화 수단만을 위한 근거로 이용될 수 있음에 유의해야 한다.

• Communications of Mathematical Education
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• v.24 no.4
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• pp.843-864
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• 2010

To get an undergraduate degree from mathematics education department, a student not only take a general educational technology course from education department, but also take an educational technology in mathematics education course from mathematics education department. We believe that these two courses can be integrated for preparing better mathematics teachers. For this purpose, we design an educational technology tool called JavaMAL microworld, and study strategy to integrate two courses harmoniously. This kind of approach is good for internationalization of researches on mathematics education by Korean researchers since most SSCI journal prefer an integrated approach in the educational technology related papers. In short, integrating general educational technology course and educational technology in mathematics education course is not only good to student but to professors. But just integrating two courses is not enough. Students must understand the needs and the usefulness of educational technology tool in the learning and teaching of mathematics, and must have such experience from their mathematics courses.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.317-326
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• 2022

In this study, three health teachers assigned to J-do were analyzed through the FGI research method to find out the difficulties, resolution process, and implications of new health teachers in adapting to teaching during COVID-19. As a result of the study, first, there were difficulties in relationships with parents, especially in the course of numerous calls and daily school status reports in the course of handling infectious diseases. After getting used to the COVID-19 work to some extent, beginning health teachers were burdened with having to think about health room work alone, difficulties in health classes for various students, and the burden of showing expertise as the only medical personnel in emergency situations. Second, new health teachers continued to share and communicate related information through online health teacher groups and YouTube to solve the difficulties of teaching. Third, this teaching adaptation process suggests that specific training to provide practical help to new health teachers is needed at the education office level, and it is necessary to support infrastructure such as class contents related to health classes.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.243-244
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• 2021

대학교에 민원, 문의 등 업무용 전화가 많이 오가는 상황에서 사용자가 원하는 부서, 교직원의 전화번호를 알아내기 위해 직접 검색하는 과정에 대한 솔루션을 제공하기 위해 본 논문에서는 대학 교직원들의 전화번호와 부서의 정보를 저장하고 있는 CSV 파일을 챗봇 시스템에서 요구하는 모양과 특성에 맞게 데이터를 가공하고 알맞은 정보를 제공하기 위해 사용자의 질의 문장을 해체 분석하여 필요 정보에 대하여 답변을 해주는 대학 교직원 번호 안내 챗봇 시스템을 개발하였다.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.145-161
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• 2017

The purpose of this study was to analyze the relationship among NCS basic vocational competencies, Teaching Personality Aptitude and DISC behavior type of pre-preschool teachers. The subjects were 110 pre-preschool teachers attended in D university located in Kyonggido. 'NCS basic vocational competencies scale', 'Teaching Personality and Aptitude scale', and 'DISC behavior type scale' were used in the collection of data. It used Pearson's correlation Analysis to analyze the data. The results of this study are as follows; first, there was positive correlations between dominance trait and mathematical competency. And, there was positive correlations between interaction trait and self-development competency. And there were negative correlations between support traits and NCS basic vocational competencies. Second, it was revealed that positive correlations between almost sub scale's of NCS basic vocational competencies and teacher teaching personality aptitude. Third, there was positive correlations between dominance trait and sub scale of teaching personality aptitude(e.g.: problem solving/ inquiry skills, judgment, creativity/practical ability, leadership, knowledge/information ability, planning ability, sincerity/responsibility). And there were negative correlations between support traits and sub scale of teaching personality aptitude(e.g.: problem solving/ inquiry skills, judgment, creativity/practical ability, leadership, sincerity/responsibility).

• Journal of Music and Human Behavior
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• v.15 no.1
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• pp.1-23
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• 2018

Recently, there has been a growing focus on the concerns pre-service teachers have as they move through different stages of their teacher preparation programs. Accordingly, the purpose of this study was to investigate pre-service secondary music teachers' concerns about music teaching and learning. The specific research questions were as follows: (a) What concerns are most common among participants? (b) What are differences in the concerns of pre-service secondary music teachers based on their stage of teacher preparation? (c) What are differences in the concerns of pre-service secondary music teachers based on their previous teaching experiences? A survey was distributed to pre-service secondary music teachers in a university in Seoul, and responses from a total of 93 participants were included in the final analysis. Data analysis indicated that pre-service music teachers experienced more concerns related to teaching tasks and student impact than themselves. Also, as participants progressed through their teacher preparation programs, self concerns decreased while task concerns and student impact concerns increased. Pre-service secondary music teachers who had previously taught in a school had fewer concerns than participants with no teaching experience. Suggestions for how teacher preparation programs can address the concerns of pre-service secondary music teachers are offered.

• Journal of Science Education
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• v.37 no.3
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• pp.538-549
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• 2013

This study investigated the preservice and inservice elementary teachers' perceptions on professionalism of teaching profession, professionalism of science teaching, and their self-efficacy on science teaching. For this study, 64 sophomore, 53 senior preservice teachers and 23 elementary teachers who were also graduate students were participated. The questionnaires consisted of 5 Likert scaled and descriptive items about the professionalism of teaching profession, professionalism of science teaching, and self-efficacy on science teaching. The results showed that some areas of the professionalism of teaching profession had significant differences between the grades in preservice teachers and/or inservice teachers. Most preservice teachers and teachers thought that they need to have professional ability, but not a few teachers thought it was not necessary to have professionalism of science teaching as a elementary teacher, even though their major was science education. The teachers who had higher perceptions on the needs of the professionalism of science teaching showed high self-efficacy on science teaching.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.342-349
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• 2020

This study investigated the effects of preschool teachers' ethical awareness and teaching flow on the teacher-preschooler interaction based on the participation of 345 preschool teachers in Chungcheongnam-do and Gyeonggi-do. The collected data were analyzed by correlation analysis and hierarchical regression analysis. The results of the study were as follows: First, both teachers' ethical awareness and teaching flow were strongly correlated with the teacher-preschooler interaction, and the correlation between sub-variables was also significant. Second, analysis of the relative strength of teachers' ethical awareness and teaching flow in the explanation of the teacher-preschooler interaction revealed that intrinsic motivation as a sub-variable among teaching flow was the most prominent predictor of the teacher-preschooler interaction, followed by ethics for preschoolers among teachers' ethical awareness as well as specific plans among teaching flow. The findings of this study suggest future directions for teacher education based on newly identified factors affecting teacher-preschooler interactions, desirable teacher-preschooler interactions, and implications for improving childcare quality.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.199-219
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.153-163
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• 2011

This study aimed to identify the difficulties that new science teachers in secondary schools experience. Subjects for this study were 190 science teachers attending qualifying training for 1st degree of teaching certificate. Using an open questionnaire, the difficulties these teachers encounter were collected, categorized, and compared between their first year and their succeeding years of teaching in terms of their school level, gender, majors and regions. Results showed that first year science teachers have had difficulties in areas including subject teaching, guidance, administrative affairs, human relationship and self-understanding. On their succeeding years, difficulties about subject teaching were reduced to half while other difficulties remained. New teachers in middle schools have experienced the most number of difficulties about guidance, while new teachers in general high schools have experienced the most number of difficulties about subject teaching. Based on these findings, some recommendations were proposed for new science teachers in secondary schools, school administrators, and training institutions.