• Journal of vocational education research
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• v.36 no.4
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• pp.1-20
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• 2017

The purpose of this study is to identify the cognitive and psychological precedence factors of career preparation behaviors of university students and to clarify the structural relationships between the variables. First, the effects of reflective learning on university students' career preparation behaviors were examined and the mediating effect of grit between reflective learning and career preparation behavior was verified. The research analyzed 307 university students in the 3rd and 4th year. The results of the study have shown that the reflective learning had a significant positive relationship with all variables of grit and career preparation behavior, but non-reflective learning have an insignificance relationship with all the main variables. In addition, reflective learning has a direct positive effect on career preparation behavior, and grit has a mediating effect on the relationship between reflective learning and career preparation behavior. The results of this study indicate that the more original variables are further identified and extended to improve career preparation behaviors of university students. It is significant that they are provided with the basic data for the development of career and job preparation education programs that can be applied in the university education field. In addition, it has been confirmed that it is important for university students to improve their ability to critically reflect on themselves, their surroundings and circumstances in order to keep them engaged and to maintain their interests. Moreover, higher education institutions should provide fundamental and extensible method of practice and educational environment.

• Journal of Digital Convergence
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• v.14 no.2
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• pp.57-63
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• 2016

The purpose of this study is to draw implications about a practice of university faculty member's teaching reflection by considering the concept, process, and content of reflection as a theoretical basis of teaching reflection. The concept of reflection is based upon 'reflection-in-action' suggested by $Sch{\ddot{o}}n$, and the process and content of reflection is explained through Korthagen's Core Reflection model. The following three implications conclude: First, a faculty member should write a reflection journal by observing and reflecting consistently one's own behavior in a context of teaching. Second, the center for teaching and learning should provide an orientation and consultation about the content and process of teaching reflection. Finally, sharing lessons with the colleague faculty member is required to make an effective reflection for each faculty member.

• Korean Journal of Human Ecology
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• v.9 no.2
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• pp.245-256
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• 2000

The purpose of this study is to identify the types of professional teaching practice of Home Economics teachers who are working at Korean secondary school for changing their professional teaching practice and developing home economics curriculum. A mail questionnaire, Professional Teaching Practice(PTP) was used to survey randomly selected 525 Home Economics teachers. The professional teaching practices examined were customary-instrumental, interactive and reflective practices. Customary-instrumental practice was the predominant type of professional teaching practice used by Home Economics teachers. About 26% of the teachers used reflective practice, and 14.67% used interactive practice. Only the number of students was significantly related to their professional teaching practices. Five influential factors on teaching practices identified by Home Economics teachers emerged in the following order: examination-centered educational system, lack of class hours, lack of resource materials and facilities, demands from the Ministry of Education, school administrators, or parents, and large class sizes.

• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.11-25
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• 2016

This study aims to investigate the effect of reflection on learning outcomes in higher education. Undergraduates enrolled in 3 courses about computer education were involved in the study. They wrote reflective notes with guided questions over six times throughout a semester, and then their task value, learning engagement and academic achievement were measured followed by a survey and interviews to investigate students' responses. As a result, positive influence of the reflective activities was found in cognitive, behavioral and emotional learning engagement and learning achievement. For further studies, the development of reflective strategies for learning motivation and collaborative reflection was suggested.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.105-111
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• 2023

The purpose of this study is to find out what self-reflection, relationship reflection, gratitude and happiness reflection, and social reflection among the sayings of Confucius in the Analects of Confucius are reinterpreted in various ways depending on the times and what meaning they contain today. Self-reflection is the process of considering one's identity, values, emotions, thoughts, and actions. Humans grow through reflection because they can identify their own problems, acknowledge their mistakes, find opportunities for improvement, and set a direction for the future. Confucius pursued the life of a gentleman as a person who constantly reflects on his life and grows. We classified it into the four categories presented above and examined them. In an era of coexistence with generative AI, Confucius' reflective life and teachings are recognized as important values in modern society in terms of human-centered value orientation, mature human relationships, and continuous social value realization, and reflection on happiness is the best attitude to life.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.193-204
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• 2009

This study examines the effects of cyber learning counseling based on self-reflective activities on learning motivation and habits of elementary students. From the above processes, following findings could be drawn: First, the cyber learning counseling based on self-reflective activities turned out to have positive effects on promoting the motivation of elementary students for learning. Positive impacts were found in 4 sub-factors of motivation for learning, that are, attention, relevance, conviction and satisfaction that were enhanced after cyber counseling for learning was given. Second, the cyber learning counseling based on self-reflective activities were found to have positive effects on changing elementary students' habit of learning. After cyber learning counseling was carried out, Positive impacts were visible in sub-factors of learning habit which are the behavioral indexes of applying learning skill and student-initiated behavior.

• Journal of Venture Innovation
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• v.6 no.2
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• pp.1-19
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• 2023

This study was conducted to empirically analyze the impact of issue leadership and learning agility on the innovation behavior of startup employees. Issue leadership was subdivided into issue creation, audience engagement, and issue execution. Learning agility was subdivided into five factors: feedback seeking, information orientation, reflection, experimentation, and agility. The survey was conducted among employees working in startups. In this study, 300 valid surveys were analyzed. Hierarchical regression was used to test the hypotheses. The results of the empirical analysis were as follows Among the sub-factors of issue leadership, issue creation, audience engagement, and the sub-factors of learning agility, information orientation, reflection, experimentation, and agility had a significant positive effect on startup employees' innovation behavior. On the other hand, issue execution, a subcomponent of issue leadership, and feedback seeking, a subcomponent of learning agility, did not have a significant effect on innovative behavior. In addition, the magnitude of the effect on innovative behavior was in the order of experimentation, agility, issue creation, information orientation, audience engagement, and reflection. Therefore, this study on the effect of issue leadership and learning agility on innovative behavior concludes that issue creation, audience engagement, information orientation, reflection, experimentation, and agility play an important role.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.27-44
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• 2021

This study is to identify the concept of action from the critical science perspective and to explore the agency of home economics teachers for the purpose of teacher education. The context and various characteristics of home economics teacher' agency were identified in terms of philosophy and teacher education. The results of the study indicates, first, the concept of action refers to an activity of individuals involving one's own intentions, and include the ability to reveal a unique identity that aims to reach a set purpose and decision, and this can be identified by mutual meaning in the public sphere. Second, teacher agency is influenced by a teacher's professional experiences and cultural and structural aspects, and it can create an environment which can promote self-directed and cooperative relationships among individuals and communities. Therefore, home economics teachers should be able to reasonably judge, contemplate, and act through reflections on the circumstances and consequences in which their agency is exercised. Third, home economics teachers can reflect and think critically about the values, roles, and sense of purpose of home economics education based on agency. Teachers should focus on the process of achieving their agency rather than on completing it, and they can continuously develop it through a perceived shared understanding among teachers. Therefore, the conceptualization of the agency of home economics teachers is to understand the practice revealed in a teacher's actions. This requires environmental support in school settings because it acts as a mechanism for strengthening the thinking and reflection of teachers through the creation of interactive environments in which professional knowledge and experiences can be shared.

• Journal of Venture Innovation
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• v.4 no.3
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• pp.69-87
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• 2021

This study was conducted focusing on the innovative behavior necessary for the long-term survival of an organization in a business environment in which uncertainty and complexity are increasing. To this end, the relationship between issue leadership and innovative behavior of organizational members was investigated from the perspective of Signaling theory, Path-Goal theory and Job Demands-Resources theory. In addition, the mediating role of learning agility and sub-components of learning agility was empirically analyzed. For empirical analysis, a survey was conducted with a total of 252 team leaders and team members working in multinational companies (142 in Korea, 110 in the US). The results of this study are as follows. Issue leadership was analyzed to have a positive (+) effect on the innovative behavior of employees. Learning agility was found to play a mediating role between issue leadership and innovative behavior. On the other hand, the mediating effect was tested for each of the sub-components of learning agility, such as feedback seeking, information seeking, reflecting, experimenting, agility. As a result, all five sub-components were found to play a mediating role between issue leadership and innovative behavior. In particular, it was analyzed that the mediating effect of agility was the largest. Next, information seeking appeared to be large. Although there are some studies that have identified the mediating role of learning agility between issue leadership and innovative behavior, this study is considered to have academic implication as there are few cases of subdivided study. At the practical level, it is expected to provide implications for where to focus more when trying to improve an organization's learning agility and innovation behavior

• Korean journal of communication and information
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• v.74
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• pp.38-71
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• 2015

Based on the Foucault's governmentality, this study has described the self-government strategy that healing discourse is implemented during 2011-2013. Healing discourse's priority is the existence value of individual and full concentration about self is needed more than anything. In this process, people who need to heal and comfort are limit to de-politicized individuals. Healing discourse emphasizes that the current enhancement in order to become reflection and growth of self. Demands of reflection and growth is substitute the critics of the era and society, but also act as a specific code of conduct to individuals. While emphasizes the reflection and personal growth, healing discourse has top priority of the current value. However, in this process, criticism of the era issues and social structural factors are fundamentally excluded. People accepted healing discourse actively, decided empowering self by reflection and remorse. On the other hand, there is a crack and specificity in the dominant reception discourse likewise some subjects criticized that there is no realistic consolation, exposed the antipathy to the older generation, denied the way of problematized objectification. But this is a partial denial about healing as concrete technology, not fundamental resistance about neoliberal orders.