• Korean Institute of Interior Design Journal
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• v.24 no.5
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• pp.70-77
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• 2015

현재 기술과 정보통신의 발전은 학생들의 학습과정에 커다란 변화를 가져왔다. 그러나 현재까지의 연구들은 주로 수업에 활용 가능한 기술개발에 치중되어 있었으며, 교사들이 수업을 위해 활용하게 되는 다양한 기술과 교수법에 대한 연구는 부족한 실정이다. 따라서 본 연구에서는 수업을 진행하고 있는 교사들을 대상으로 교사의 기술사용과 가치, 기술 숙련도를 이해하고 이것이 학생들의 기술통합교육에 어떠한 영향을 주고 있는지를 파악하고자 하였다. 연구자는 특히 디자인툴들이 빈번히 사용되는 디자인 교육에 있어서의 선생님의 기술통합교육의 중요성을 조사하고자 하였다. 연구방법으로는 디자인 툴을 이용하여 스튜디오 수업을 진행하고 있는 국내 7개 대학의 스튜디오 수업 담당 교사들을 대상으로 3주에 걸쳐 설문과 면접을 실시하였다. 추가적으로 조사 대상 교사의 수업을 듣는 학생들을 대상으로 교수법에 대한 설문을 병행하였다. 스튜디오 수업의 디자인 과정에서 학생들이 기술툴들을 다양하게 활용하기 위해서는 교사의 학습법이 매우 중요한 요소였으며, 교사들이 디자인툴의 사용에 익숙하고 그것의 활용도를 폭넓게 이해하고 있을 때 학생들의 기술통합수업이 가능하였다.

• 대한공업교육학회지
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• v.36 no.2
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• pp.111-130
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• 2011

The purpose of this study was to identify a causal relationship among commitment to change, needs of technology education innovation, communication and self-efficacy of technology teachers. A total of 300 copies of questionnaires were used for data analysis except for 117 copies like the one where insincerely responds to any question was found. To ensure the reliability and validity of questions, I performed technical statistics like average, standard deviation, skewness, and kurtosis via PASW 18.0, item-total correlation and the totality, and reliability analysis. I undertook a confirmatory factor analysis via AMOS 7.0 to ensure the validity of items together with a structural analysis to perform a path analysis among variables and assess the suitability of model. The major finding of this study were as follows: First, because fit index of hypothetical model generally met standards in this study, a hypothetical model was judged appropriately. Second, needs of technology education innovation had a positive effect on communication and commitment to change of technology teachers. And, communication among technology teachers had a positive effect on commitment to change of technology teachers. This result means that communication among technology teachers is important to activation of technology education. Third, self-efficacy had a positive effect on commitment to change of technology teachers. This result means that it needs to raise self-efficacy level through teacher education.

• Journal of The Korean Association of Information Education
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• v.11 no.4
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• pp.425-432
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• 2007

Each university runs curriculum for pre-service teachers to improve teaching skills and designing classes and realizing them. Pre-service teachers can have opportunities of designing and realizing charming classes in the course of practice teaching. We can say that if pre-service teachers can practice simulation for effective teaching skills, there can be some advantages: improvement of class environment, consolidation of instructors' abilities, and thus a ripple effect of for those within the whole community. The purpose of this study is to introduce and indicate the direction of simulation for pre-service teachers and beginners alike, thus training and expecting them to improve effective questioning skills through systematic education courses.

• Korean Journal of Human Ecology
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• v.10 no.1
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• pp.1-13
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• 2001

본 연구는 가정과 교사교육자(전국 국 사립 대학의 가정교육과에 재직하고 있는 교수)들의 교육과정 관점을 조사함으로써 실천적 비판 중심 가정과 교육과정 개발을 위한 기초자료와 교사교육자들을 위한 세미나 프로그램 개발을 위한 유용한 자료를 제공하고자 한다. 본 연구의 결과는 다음과 같다. (1) 가정과 교사교육자들은 하나의 두드러진 교육과정 관점을 선호하지는 않았지만 인지과정중심 교육과정에 가장 높은 선호도를 보였다. (2) 석사과정에서 가정학 세부영역을 전공한 교사교육자는 가정교육학을 전공한 교사교육자보다 학문중심 교육과정과 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (3) 박사과정에서 가정교육학을 전공한 교사교육자는 가정학 세부영역을 전공한 교사교육자보다 개인중심교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (4) 가정교육학 관련 교과목을 가르치는 교사교육자는 가정학 세부영역 관련 교과목을 가르치는 교사교육자보다 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.877-893
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• 2016

The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teachers teaching practice and characteristics of the mentoring and interactions was investigated by analyzing conversations between mentor and mentee teachers during the collaborative mentoring. Three mentoring conversation records and transcripts during mentoring program were collected. An analytical framework of mentoring conversations was used in the analysis of mentoring conversations and RTOP was used for lesson analysis to determine the development of teaching practice. The results show that the types of interactions during mentoring varied according to the mentoring teams. Mentors who encouraged reflective thinking induced a higher level of teaching in their mentees. The mentor qualification standard was determined from the relationship between the characteristics of the interaction and the improvement in beginning teacher's teaching practice. To be an effective mentor, the mentor should be able to 1) lead the interaction in a manner that encourages the exchange of opinions, 2) induce reflective thinking and ability to achieve reflective practice following reflective thinking, 3) provide clear explanations and suggest detailed methods, 4) lead conversations that encourage reflective thinking with questions about teaching supported techniques.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.427-433
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• 2021

This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.

• 대한공업교육학회지
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• v.42 no.1
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• pp.125-139
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• 2017

The purpose of this study was to provide a basic research data for increasing the satisfaction by analyzing perception of middle school beginning technology teachers 'technology home economics' class for free semester program. In order to investigate the class operation status, the survey questionnaires from 100 teachers were collected from middle school beginning teachers who teach technology home economics subject currently and analyzed by statistical program(SPSS ver.18). The main results of this study were as follows: First, there was no statistically significant difference to contents and satisfaction of lesson between teachers who experienced free semester program and not. In comparison of male teachers and female teachers, male teachers thought that free semester program was more helpful for student's 'career exploration' than female teachers, and there was statistically significant difference. Second, in the teacher's response according to have practice space and not, the satisfaction average of teachers who have practice space was higher(M=3.64) than those who have not at 'career exploration' and there was statistically significant difference satisfaction. Third, among the teachers who have experienced free semester program, male teachers were having more difficulty 'determining the assessment criteria' than the female teachers and there was statistically significant difference. Fourth, to improve the satisfaction of technical lesson, technology teachers asked to solve lack of practice material, increase of lesson-time, lack of practice space and lesson contents etc. Fifth, technology teachers asked free semester program seminars and information because free semester program lesson contents was given by internet and research groups of technology education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.7 no.6
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• pp.1249-1256
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• 2006

Informationization level is a very important factor for evaluating the national power and modernization. Informationization propulsion is also important strategy for economic and social development. National informationization is depend on educational informationization and educational informationization is depend on teacher education informationization(TEI). So China steadily carry out the teacher education informationization. In this study, We are concerned about the significance, necessity, general rule and process of TEI. The propulsion systems of TEI are infrastructure, data developing, knowledge and usage of information technology, systematic study, standard and evaluation of TEI.

• 대한공업교육학회지
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• v.36 no.2
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• pp.25-46
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• 2011

The purpose of this study is to develop a teacher-training program to improve the Technology Home Economics teacher's educational activity effects. To accomplish this goal, this study developed a training program for the Technology Home Economics teacher through the literature study and the research. The conclusion drawn from this study is as follows: First, it needs to develop a systematic teacher training program to raise the professionalism related to the Technology Home Economics teacher's instruction. Second, the developed program for the Technology Home Economics teacher organizes the 46 subjects and 121 educational contents, and this educational program is worthwhile to be facilitated when a teacher-training institution like the Ministry of Eduction, Science and Technology, local education offices and universities organizes a teacher-training program. Third, as the result analyzing teachers' training demands about the educational contents of a Technology Home Economics teacher-training program, it was appeared that the most demand was 'development of professional activities for the Technology Home Economics teacher', and following demands were the 'production of various evaluation tools', the 'effectively epilogue strategy', and the 'technology to increase the learning motivation' in order. Therefore a training program for the Technology Home Economics teacher should deal these educational contents importantly, and a future teacher-training program developer need to refer to them.

• 대한공업교육학회지
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• v.39 no.1
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• pp.189-208
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• 2014

The purpose of this research was to investigate the critical issues and practical strategies that Korean technology teachers perceived. To accomplish the purpose of this study, a qualitative study was conducted to identify critical issues and practical strategies of Korean technology education targeted on Korean technology teachers. A purposeful sampling for choosing technology teachers was used for this study with three selection conditions: 1) 'Excellent Korean technology teacher' award winning teachers, or 2) technology teachers actively involved in both on-line and off-line teachers' association, and 3) leaders in local technology teachers' association. This study conducted exploratory in-depth interviews with selective 15 technology teachers regarding critical issues and practical strategies of Korean technology teachers. The interpretation of the interview content was conducted by two researchers using the thematic analysis which analyzed the frequency of concepts, words, and meanings held from collected data. In the conclusion, critical issues researchers identified were 1) curriculum problems, 2) education environment and facilities problems, 3) teachers' problems, 4) students' problems, 5) related research institution and college problems, 6) social problems. Secondly, Korean technology teachers agreed with following practical strategies 1) separating technology education from home economic education, 2) sharing practices on managing and improving educational environment and laboratory for technology education, 3) actively involving in technology teachers' group, 4) motivating students using hands-on activity 5) improving the quality and the quantity on technology teachers preparatory institution, 6) advertising the values of technology education to the public. Lastly, the positive factors to succeed technology education were 1) technology education satisfying social needs and 2) technology teachers' will or passion toward improving their technology classrooms. The negative factors to hinder technology education were 1) low self-respect of Korean technology teachers and 2) rejection or retarded acceptance toward social transition. Several recommendations based the conclusion were suggested as 1) implementing supplementary study toward selected critical issues and 2) conducting exemplary case studies regarding concrete practical strategies for improving challenges of Korean technology education.