• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.307-320
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• 2019

This study explores how an elementary school homeroom teacher who continued to lecture, can use diversified science teaching methods for learner-centered instruction. Using an auto-ethnographic approach over the course of a year, self-memory data, facebook diaries, class diaries, and interview data of an elementary teacher's day-to-day preparations and practice of elementary science, in the context of a Korean elementary school, were collected. The data was analyzed through cultural historical activity theory, examining how the interplay of key elements (i.e., the subject as a homeroom teacher with instructional expertise, norms, community, division of labor, tools, and goals) was characterized within and across distinct two-activity systems, and how these elements shaped the teacher's teaching methods into either lecture format or diversified teaching. The study revealed that a non-cooperative community, lack of division of labor, and norms that neglect preparation for science class were the elements that perpetuated the lecture format, and that a contradiction between goals and tools occurred in the activity system. However, these elements were able to be transformed into a cooperative community, shared labor, and norms that saved preparation time for both science class and diversified teaching methods, and those changed elements facilitated the teacher in using diversified teaching methods (e.g., experiments, subject-integrated classes, field work), thereby mitigating the contradiction. This study also discusses that diversified teaching methods can be facilitated when dealing with norms, community, and division of labor elements in an elementary school context as well as improving individual teachers' instructional expertise.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.4
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• pp.341-360
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• 2012

This study is part of a larger project that investigated the patterns of children's use of educational graphic novels (EGNs), a publication format that has been popular among young readers in Korea since 2000. In-depth interviews with elementary school teachers and school librarians uncovered tension and gaps between these adult professionals and children's enjoyment of the format. Interviewees' views on EGNs ranged from limited tolerance to a potential candidate for high-interest / low-vocabulary reading. All teachers and school librarians urged for guidelines and criteria for selecting and evaluating EGNs for children.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.281-299
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• 2013

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

• The Korean Journal of Coaching Psychology
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• v.4 no.2
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• pp.27-56
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• 2020

The purpose of the study is to investigate the effect of an emotion coaching program using animation(the program) on infant peer competence and communication with teachers in charge (teachers). To this end, 30 infants aged 5 years residing in the Seoul area were selected to form 15 experimental groups and 15 control groups. An emotional coaching program using animation for 15 children aged 5 years in the experimental group was conducted 7 times a week for 50 minutes each. The main contents of the program were organized to name the emotions of children aged 5 years old through various emotion scenes, to recognize my emotions and to empathize with the emotions of others. To verify the effectiveness of the program, peer competence and communication with the classroom teacher (social competency test) were conducted before, after, and after (4 weeks after the end of coaching). As a result, both peer competence and communication with the classroom teacher were significant. And the program continuity was verified. Finally, the implications and limitations of the study through the results of this study, and suggestions for future research were discussed.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.835-855
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• 2013

The purpose of this study was to investigate the predictive validity of behaviroal characteristics checklists that are widely used in Korea for identifying mathematically gifted students. Three most widely used checklists were selected and implemented to classroom teachers who could teach and observe gifted students in regular classes. The predictive validity of the tree checklists were explored by generating the correlations between their ratings using those three checklists and the performance levels of gifted students, which were measured by teachers in gifted classes. Findings of this study are the followings: First, all three checklists could statistically significantly predict the performance of gifted students in gifted programs, and the checklist B showed the highest predictability. Secondly, without the assistance by those checklists, teachers could not predict the performance level of gifted students. Lastly, teachers that were trained for educating gifted students could very effectively predict the performance of gifted students with the aid of those checklists while teachers without appropriate training could not at all even with the aid of those checklists.

• 프린팅코리아
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• v.11 no.11
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• pp.50-56
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• 2012

2012년 10월 11일 오후 3시, 전국에 소재하는 3개 고등학교 인쇄(관련)과를 대표하는 교사 5영(서울공고 : 김래성 3학년 담임교사, 정다현 그래픽아트과장, 서울북공고 : 태종필 학년환경부장, 김용식 디자인출판과장, 포항여자전자고등학교 : 조영권 교무기획부장)이 충남 천안시의 한 카페에서 자리를 함께했다. 월간 프린팅코리아가 인쇄분야 전문 인력 양성의 토대가 되는 고등학교의 전공 통폐합 관련 문제점을 살펴보고, 대안을 모색하기 위해 준비한 특별좌담회에 참석하기 위해서다. 좌담회가 시작되자 참석 교사들은 누구 할 것 없이 일선 교육현장의 어려움에 대해 토로하고, 대안 마련을 위한 불꽃 튀는 갑론을박을 전개했다.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2010.05a
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• pp.141-142
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• 2010

• Journal of Music and Human Behavior
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• v.13 no.2
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• pp.1-16
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• 2016

The purpose of this study was to examine how primary school teachers use music for classroom teaching and management and how they perceive the effects of using music in their classroom. A total of 190 questionnaires were collected from primary school teachers and 119 responses were analyzed after excluding four responses from music teachers who are not in charge of a classroom. The results demonstrated that a greater number of respondents reported the use of music for classroom teaching than for classroom management. With regard to music use for classroom management, teachers most often attempted to enhance positive emotions of their students by playing children's songs. For classroom teaching, music was frequently used to increase students' motivation for learning. Also, while first through third grade teachers tended to use music frequently for both classroom teaching and management, fourth through sixth grade teachers mainly used music for teaching. Although most of the respondents perceived the positive influence of music on their children, they reported difficulties in using music in their classrooms. Respondents indicated the needs for music-related training or provision of materials to support teachers for effectively using music. Future studies are needed to develop music resource materials that could be readily utilized by teachers in a variety of contexts in primary school.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.163-185
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• 2017

This study set out to investigate the joint homeroom teacher system with two regular teachers at early childhood education institutions in a realistic manner, thus contributing to its application to the field, establishing a system of teachers with professionalism, and providing basic data to create and manage the collaborative capabilities of teachers. For these purposes, the investigator collected and analyzed data from 13 semi-structured individual and group interviews with 16 teachers at K Kindergarten in Gyeonggi Province, eight field observations, and four participant observations for about three months from April to July, 2017. The data were analyzed in the stages of qualitative data analysis involving keyword categories, classification, and discovery of sub-themes. Based on the findings, the study categorized the collaborative management of the joint homeroom teacher system with two regular teachers into "job performance," "difficulties," "institutional supports" and "changes." These findings lead to an expectation that the introduction of the joint homeroom teacher system with two regular teachers will establish a foundation for higher quality of education through the process and changes of collaborative management between two teachers with professionalism.

• Journal of Industrial Convergence
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• v.19 no.1
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• pp.43-51
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• 2021

This study aims to implement analyses of types of conflict perceived by teachers and coping methods. Researchers analyzed 561 survey responses of elementary and secondary teachers using independent t-test and ANOVA. Results are as follows. First, regarding perception of teacher conflict, there were statistically significant mean differences by teacher role, status, and location for conflict toward colleague, parents, and policy, by teacher role and status for conflict toward students, by location for conflict toward administrators, and by teacher role and location for conflict toward staff. Second, in regard to coping methods, gender and teacher status in coping methods for students and gender and teacher role in coping methods for policy showed different aspects in the number of responses. Researchers suggested principals' understanding organizational conflict and enhancing conflict management skills and teachers' discussing strategies for conflict resolution.