• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.197-205
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• 2019

The purpose of this study is to derive ways to support Integrated Science curriculum implementation by evaluating the results of Integrated Science teacher training programs conducted by the Ministry of Education to support the settlement of 2015 revised Integrated Science curriculum. Teachers' output from the teacher training programs and interviews with training instructors in the 2017 Integrated Science Leading Teacher Training program were analyzed to derive the features of the Integrated Science curriculum and support plans for the implementation of Integrated Science in schools. Teachers who participated in the 2017 Integrated Science Leading Teacher Training program developed teaching, & learning and evaluation plans through participatory training sessions, where the achievement standards most selected by teachers were [10IS08-03] and [10IS09-04]. Through the text mining analysis of these achievement standards, we explored the implementation realities such as reconstruction of achievement standards, teaching and learning methods, learning materials, evaluation methods, and subject competencies. In addition, we analyzed exemplary reconstruction models of achievement standards in light of best integrated instruction, student-participatory instruction, and developing science competencies. Based on the results, we propose teacher training support plans and further studies for the implementation and settlement of the Integrated Science curriculum.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.5-33
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• 2017

The purpose of this study is to analyze leading teachers' opinions on key competencies and subject competencies presented in the 2015 revised national curriculum and to draw implications for competency-based curriculum development and implementation. The research findings show that leading teachers are generally positive about the introduction of key competencies, subject competencies setting and its feasibility and recognize that the key competencies are highly related to the subject competencies of each subject. However, it is judged that the key competencies and subject competencies are not embodied well in every aspect of the curriculum documents. They also recognize that in the practice of competency education, supporting the development of teachers' ability to conduct student-centered classes in a culture that enables voluntary research efforts of the teacher community can be the biggest issue rather than external support such as development of competency-centered textbooks or consulting and supervision. Finally, we propose the need for support and policy that enable voluntary efforts for interdisciplinary cooperation and strengthening teacher capacity rather than developing competency-centered textbooks; specification of competency education in educational content, pedagogical methods and assessment; reconsideration of subject competencies setting; maintaining the relationship between key competency and items that guide educational goals.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.23-31
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• 2024

The purpose of this study is to present the direction of teacher training to the future society by analyzing the key directions for teacher training announced by the Teacher Education and Training Department of the Ministry of Education for the past three years (2021, 2022, and 2023). The research results are as follows. First, there has been no change in the background for teacher training over the past three years. The background for the promotion of teacher training over the past three years is to increase teacher expertise, respond to the future environment, improve the quality of teacher training, and secure momentum for educational policy. The details of the background for the promotion have also remained unchanged over the past three years. Second, the teacher training vision for the past three years is innovation in the teacher training system. To this end, the vision is to lead changes in the future educational environment in 2021, to lead future public education in 2022, and to provide customized educational support for individual students in 2023. In terms of training goals, in 2021, the goal is to continuously develop professionalism appropriate for the life stage of teachers and enhance teacher core competencies suitable for the future educational environment, and in 2022, to strengthen teacher capabilities appropriate for the future education system and secure social trust through enhancing teacher training. In 2023, the focus is on changing classroom teaching through strengthening teacher capabilities suitable for the future education system and improving teacher training. There are three main directions for teacher training over the past three years. First, customized training support, second, strengthening the future training system, and third, improving teacher training. These three are all similar over the past three years. In conclusion, there has been no significant change in the direction of teacher training over the past three years.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.597-603
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• 2023

This study evaluates the AI digital competencies of teachers and presents a step-by-step framework for teacher's AI digital competencies that can be utilized in training. To do this, AI digital competencies were analyzed from the perspective of utilization and disposition, linked with the Technological Pedagogical Content Knowledge (TPACK) perspective. Then, as a precedent for step-by-step teacher AI digital competencies, the 3-step competency of the British Education and Training Foundation and the UNESCO ICT Teacher Competency Framework were presented. In this study, teacher's AI digital competencies were divided into three stages: entry, adaptation, and leadership, considering precedent research and domestic conditions. The initial entry stage passed the validity test in the second round of the Delphi survey, and the other two stages passed in the first round. The final entry stage is described as a stage where teachers understand AI digital but have difficulty implementing it, the adaptation stage is a level applied to standard curricula, and the leadership stage is a level where AI digital is applied in advanced courses and teachers serve as models for others. Through the overall AI digital competencies presented in this study, detailed competency development is possible, and it can be used as a reference material for developing evaluation items.

• 한국벤처창업학회:학술대회논문집
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• 2024.04a
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• pp.157-160
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• 2024

KAIST는 다수의 성공 창업 사례와 국내 창업생태계에서 기술창업 발생지로 역사적 의미를 이어오고 있다. 최근 KAIST의 교원 창업이 매년 증가하고 있으며 딥테크 분야 창업으로 성장률과 생존율이 매우 높게 나타나 많은 주목을 받고 있다. 국가적으로도 매우 중요한 혁신기술창업 집적지라는 평가를 받고 있다. 대표적인 기업가적 대학인 KAIST는 기술창업 요람이라고 불리며 오랫동안 캠퍼스 창업생태계를 구축해오고 있다. 또한, 대한민국 창업생태계가 발전하면서 창업기업을 가장 많이 배출시킨 기관으로 혁신적인 창업문화를 선도해 오고 있다. 최근 KAIST의 신문화전략 1 Lab 1 Startup 비전을 수립하였고, 과학기술의 우수한 기술력을 바탕으로 연구실 R&D 기술을 혁신창업으로 이어지는 사업화를 위한 변화와 혁신을 주도하고 있다. 신문화전략 이후 몇 년 동안 교원들이 더욱 창업에 많은 관심을 가지기 시작하였고, 실질적으로 KAIST의 혁신 창업기업 수가 증가하였다. 이러한 결과는 신문화 전략 외에도 다양한 교원창업 성공사례 확산, 교원창업 활성화를 위해 제도개선, 아이디어 발굴부터 기술사업화 지원, 자금조달, 비즈니스 모델 고도화, 기술사업화 및 글로벌 창업지원, 창업 인프라를 제공하고 있기 때문이다. 하지만 KAIST의 창업을 한 교수를 대상으로 세부적으로 기술창업 성공 사례와 핵심요인에 대해서 분석한 연구는 매우 부족하다. 이에 본 연구에서는 KAIST에서는 교원창업 분야에서 성공적인 창업기업을 배출되고 있는 현상에 관한 사례, KAIST의 특화된 창업지원프로그램 소개, 교원 창업 성공 사례들이 어떻게 가능한지에 관한 요인과 그 이유를 탐색하고자 한다. 교수 창업 활성화를 위한 규정, 제도, 창업지원프로그램 등에 대해서 분석을 하고자 한다. 그러므로 본 연구에서는 대표성이 있는 KAIST N차(연쇄 창업가) 창업을 한 A 교수의 사례를 중심으로 어떻게 지속해서 창업하고 있는지, 성공 요인이 무엇인지, 어떻게 하면 교원창업이 활성화될 수 있는지 요인들을 파악하고, 연쇄 창업 방법론이 무엇인지 사례조사와 함께 선행연구 문헌 자료 조사, 인터뷰를 중심으로 연구하여 대한민국에서 실질적인 교수창업이 활성화될 수 있는 활성화 모델을 제시하고자 한다. 따라서 본 연구를 통해 교원창업에 있어서 실질적인 애로사항, 현황, 여러 번 인터뷰를 통해 핵심 요인과 원인을 파악하고자 한다. 국가적으로 대학 교원 창업 활성화 모델이 필요한 시점에 실효성이 있고 성과를 창출할 수 있는 활성화 모델을 제시하여 대학의 우수한 연구, 인적 자원을 활용한 혁신 창업 활성화 모델을 새롭게 제시하여 기업가적 대학으로 발전하고 교원들이 적극적으로 창업에 관심을 가지고 성공적인 성과를 창출할 수 있도록 체계를 만들고자 한다. 본 연구에서 제시하는 A교수의 N차(5개 창업) 창업한 사례 연구를 통해 대학 교원들의 혁신창업 활성화를 위한 정책적, 실무적 시사점을 도출하고자 한다.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.171-181
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• 2017

Each City & Provincial office of education has provided educational informatization training, which invites its partner country's teachers as part of 'e-Learning Globalization Project.' The purposes of this training program are, a) improving nation brand power by maintaining e-learning national competitiveness and strengthening influence, b) solving digital divide by sharing Korean best practices, c) establishing partnership through exchanges and cooperation, d) capacity building which support partner country's leading teachers can play key roles to spread educational informatization in their own country. It is necessary to reflect outcomes of training program until now and to find sustainable development plan, at 10th anniversary of Education ICT training program now. In order to fulfil purposes, qualitative research was conducted to analyze current status based on context, input, process, and product phases, and to find sustainable development alternative. In-depth interview(IDI) was conducted among supervisor, officials, and teachers from partner countries. Also, the result of IDI was analyzed by themes.

• Journal of Korean Library and Information Science Society
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• v.40 no.4
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• pp.93-111
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• 2009

This study aimed to analyze teacher librarians' perceptions of the importance and performance frequency of their roles inherent in the indicators and items for teacher evaluation and to determine their appropriateness. The results revealed that most indicators and items are appropriate for evaluating teacher librarians' job performance, but some items need to be revised to properly reflect teacher librarians' job tasks. Specific recommendations for their improvement were discussed.

• Journal of The Korean Association of Information Education
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• v.4 no.1
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• pp.98-108
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• 2000

Recently, web based virtual trainings in the teacher training are on the increase. However, we have evaluated only about hardware systems of virtual training systems and considered a question in their good aspects. Now, it is time we evaluate the problems of virtual training systems and search the solutions of them. However, we have no chance to evaluate of problems of each virtual training systems. Therefore, we will analysis management aspects some web based virtual training courses and propose the solutions of them.

• Korean Journal of Culture and Arts Education Studies
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• v.6 no.4
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• pp.87-110
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• 2011

The purpose of this study is to analyze how Korean Arts and Culture Education of School Policy Contents from the Kim Dae-jung government to Lee Myung-bak government are changed. The sequence will be examined by analyzing the Arts and Culture Education of School of Kim Dae-jung government to Lee Myung-bak government. Above all, the Arts and Culture Education of School Business and Policy Contents will be mainly studied. First of all, this study will be deal with two forms that present sequence analyze methode of each government Arts and Culture Education of School Policies. The criterion of the analysis of the sequence are repetition, difference, emphasis, development, and expansion. This study is analysed on the each government policy contents of the books published by Ministry of Culture, Sports and Tourism(MCST), Korea Arts and Culture Education Service, Korea Culture and Tourism Institute, particularly the Culture Policy white paper from 2001 to 2009, 2006 Arts and Culture Education Policy white paper.

• Journal of Technology Innovation
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• v.24 no.3
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• pp.29-52
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• 2016

As Industry-University Cooperation (IUC) has been emphasized for securing national competitiveness in a knowledge-based economy, the South Korean government has promoted related policies, including a financial support program for facilitating IUC activities. This study examines the effects of Leaders in INdustry-university Cooperation (LINC) program, which is one of the government financial support programs for IUC, on the performance of IUC by propensity score matching. The results show that LINC program positively influences the number of technology transfers and the number of faculty that participated in start-ups. The results of this study are expected to provide implications for improving IUC policies and the financial support program.