• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.433-452
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• 2009

This study investigated the teaching strategies of two exemplary American teachers regarding word problems and their impact on students' ability to both understanding and solving word problems. The teachers commonly explained the background details of the background of the word problems. The explanation motivated the students' mathematical problem solving, helped students understand the word problems clearly, and helped students use various solving strategies. Emphasizing communication, the teachers also provided comfortable atmosphere for students to discuss mathematical ideas with another. The teachers' continuous questions became the energy for students to plan various problem solving strategies and reflect the solutions. Also, this research suggested a complementary model for Polya's problem solving strategies.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.181-193
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• 2019

A workplace trainer is required to have profound theoretical and technological knowledge, sufficient experience and problem-solving ability in order to play the role of a competent trainer and assessor for the apprentices and experienced worker students who are participating in the Work-Learning Dual System of the company. This study has introduced a Degree-linked Highly Skilled professional Course in Korea and proposed an optimized standard education model for the training of high-quality workplace trainers. It is expected that this study will contribute greatly to the training of highly skilled professionals for efficient implementation of the Work-Learning Dual System and stable institutional settlement of the Highly Skilled professionals Course as the first empirical study on the training of highly skilled professionals.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.517-524
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• 2002

The secondary science teachers' professional needs and their preference for training method between off-line and on-line education were investigated. A nation-wide survey was administered to 145 science teachers from 106 secondary schools. The respondents showed high demands on all items. The prominent need was to motivate students learning science. To the contrary. their need for learning more about history and philosophy of science was the lowest. Veteran teachers and high school teachers had higher demands on designing evaluation items, but nonveteran teachers on evaluating the effectiveness of their instruction and updating their scientific knowledge. Teachers preferred the online education as a training method for most items except laboratory activities.

• 대한공업교육학회지
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• v.42 no.1
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• pp.1-29
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• 2017

The purpose of this study was to investigate the vocational identity through the reflection of the major experience as the teacher through the life history of the technical high school. In order to achieve the purpose of this study, two technical high school mechanical and career teachers were selected as research participants and in-depth interviews were conducted with them. The data obtained through the in-depth interviews were analyzed through six steps. Six major experiences of the participants were identified as results of the research: (1) the experience of trying to train the specialist of precision machining in the beginning of teacher's life, (2) experience as a skill competition team teacher, (3) experience of innovating public education by introducing new industry field, (4) experience of constant learning new field and sharing with colleagues, (5) experience in the rapid change of the status of technical high school, (6) experience in the prevention of students' safety accidents and maintenance of the practice field. Through these educational experiences, each research participant was forming one's vocational identity as a mechanical teacher. The vocational identity of the research participants were identified as follows: (1) identity drifting phase, (2) identity stability stage, (3) transition stage of the teacher role, (4) suspended stage to preserve identity, (5) identification sublimation stage, (6) identification of the true meaning of the teacher, and integration of the identity. Through these six steps, their identities were formed, strengthened and changed at each stage.

• 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.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.20 no.5
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• pp.163-173
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• 2020

In this study, on-site corporate instructors participated as student-cum-workers in a degree-linked high skills Meister course to improve job competency and practical ability as proposed in the Work-Study Career Vision. Evaluation questions were then developed and their validity was verified by assessing satisfaction related to expected goals in enhancing advanced training guidance and competency as an evaluator. Satisfaction assessment was conducted based on training preparation, training implementation, training effectiveness and training administration. The Delphi Method was adopted and a total of 48 items were developed in 6 categories under 4 main areas. There were 7 evaluation items on the satisfaction of training course development under training preparation, 21 evaluation items related to the satisfaction of Off-JT and OJT courses under training implementation, 16 evaluation items related to the satisfaction of increased competency as an on-site corporate instructor and the satisfaction of enhanced practical skills and skills application at work under training effectiveness, as well as 6 evaluation items to assess satisfaction with administrative support under training administration. The final conformity assessment was conducted based on the stability, content validity ratio, consensus and convergence indicators of the developed items. Results of this study do not only apply to quality management of the high skills Meister course which is being promoted as a pilot project for work-study programs, but also serves as a rationale that may be considered as a basic research tool in the collection of various opinions to derive overall system improvement factors for the work-study high skills Meister course.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.491-509
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• 2012

The purpose of this study is to analyze some Korean elementary pre-service teachers' Mathematical Knowledge for Teaching(MKT). For this purpose, we selected the MKT items on number and operations which were adapted for Korean in-service teachers by Lee(2011). The survey consisting of those items was administered to 76 Korean elementary pre-service teachers at Teachers College, J University. The results are the following: First, the respondents, elementary pre-service teachers, showed that the preference for the MKT items was very affirmative, but the percentages of correct answers to the MKT items weren't generally high. Second, the preference for the instructional consultation by experienced teachers was very affirmative. Third, the percentages of correct answers to KCS, SCK, CCK and KCT were 70.13%, 55.71%, 43.87% and 29.27%, respectively. Fourth, the percentages of correct answers to type 5, 6, and 7 were more than 60%, but those of correct answers to type 1, 2, 3, 4, and 8 were less than 60%. This means we need to strengthen type 1, 2, 3, 4, and 8 in education of elementary mathematics subject at Teachers College of J University.

• Journal of the Korean earth science society
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• v.26 no.5
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• pp.367-375
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• 2005

This study investigated the purpose and role of class evaluation standards and the reason to develop these teaching standards using literature review, survey, classroom observation and teacher interviews. Based on the teachers’opinion, we also investigated who should develop teaching standards and who will benefit most from the standards. In sum, the standards for teaching evaluation should help to form (a) the guidelines for beginners, (b) the directives for specialists, (c) the principles for grasping areas for improvements, and (d) the means for communicating with other communities. In addition, teachers should take responsibility for developing teaching standards as the basis for evaluating their own work and improving their own professional learning to provide quality assurance. The development of subject specific teaching standards is not possible without active participation of teachers as well as other stakeholders in education.

• Korean Educational Research Journal
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• v.41 no.1
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• pp.25-57
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• 2020

The purpose of this study is to analyze the characteristics of beginning teachers in elementary school as they experience the lifecycle of teachers, to analyze and comprehend the difficulties of these teachers based on their characteristics, and to propose a resolution strategy. The study is intended to assist beginning teachers in adapting well to their work and profession as teachers in order to contribute to the growth in quality of education; it is also intended to prepare beginning teachers to utilize their time in elementary school as a period of self-improvement to become proficient teachers. The difficulties in human relations that beginning teachers experience in school can be divided into three major categories: relations with administrators and fellow teachers, relations with parents of students, and relations with students. The standardized and uniform culture of a school and the administrators and fellow workers imposing such a culture are the reason for the difficulties that beginning teachers face, and the question of what kind of fellow teachers the beginning teachers will encounter in their first school exerts a serious influence on the growth of these teachers, who have just begun their career in education. Furthermore, the lack of skills to discipline students eventually leads beginning teachers to face difficulties in controlling students in the classroom, and the process of encountering and resolving various classroom problems contributes to the growth of teachers' proficiency. Moreover, the attitude of students' parents who behave toward them as novice teachers serves as the reason for beginning teachers to lose their confidence or face difficulties in their careers, and exerts an influence on student counseling and guidance. The resolution strategy that beginning teachers apply as they encounter such problems with the entities in the educational field is as follows: imitation, listening, and accepting the thoughts and to renounce. To resolve the difficulties that beginning teachers experience, it is necessary to allocate space and time to discuss their difficulties and possible plans for resolution during the beginning teachers' training period and initiate a mentoring system in schools. Lastly, it is necessary that the offices of education continuously conduct qualitative research on beginning teachers and publish casebooks on such studies.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.765-773
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• 2009

The purpose of this study is to identify secondary chemistry teachers' abilities to carry-out experiment lesson successfully. As far as the research method is concerned, literature reviews, analyses of abilities to carry-out experimentation from science textbooks, and a survey of science teachers' perceptions of experimental ability were employed along with the progressive discussions among the authors. In order to identify secondary chemistry teachers' abilities to carry-out experimentation, we divided the experiment lesson into three stages of preparation, conduct and arrangement, and management of lab, and added the stage of safety. Each stage is classified into sub-areas, and the sub-area consists of subordinate elements. The safety stage was included separately to emphasize the importance of the safety issue in lab and experimental activities. The secondary chemistry teachers' abilities to carry-out experimentation are the abilities to perform experiments in person, presupposing the instruction of experiment, and can be featured with the use of reagent and measuring instruments, the preparation of sample, designing experiment, correct experimental habit and skillfulness, data processing, analysis and reasoning, and management of lab and safety.