• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.317-346
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• 2010

The purpose of this study was to investigate the changes in teachers' recognition of science class and children for the gifted, and the process of changes in their practical knowledge after the experience of science class and conversation with colleague teachers. Two elementary teachers, teacher A and B, were selected as subject of investigation, who wanted to improve their science class. They experienced the process of self-examination during their class and from class conversations. Teacher A has 10 years of teaching experience. She has been in contact with gifted children and observed them since undergraduate. She entered the graduate school since she came to be interested in science class and children for the gifted. While teacher B has only three years of teaching experience and had a first contact with the gifted after graduate school. The results of this study are as follows. Teacher A didn't change recognition of gifted children class by class conversation in short term because she had a firm faith in good class teaching and was rich in class teaching knowledge. And, her practical knowledge was applied to the next class by changing teaching method or by supplementing her class contents in concerned part through class observation and class conversation with her colleagues. Teacher B was characterized as being lack of class confidence and concerned more about subject knowledge. She was forming a new practical knowledge along with new class teaching knowledge. Teacher B was in trouble with applying new practical knowledge to next class. From such findings, it was concluded that the process of changing or forming of practical knowledge depends on the beliefs, values, experiences, or knowledges of each teacher. A reflection on one' own class teaching could be a good way to form a practical knowledge and improve teaching speciality, when it was concerned with self-reflection of their own class, class observation, and communication with colleagues. Thus, the reflection practice could be applied to the teaching program of teachers for the gifted to form practical knowledge through trial class, self-reflection of class, and conversation with colleagues.

• Child Health Nursing Research
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• v.19 no.1
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• pp.49-58
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• 2013

Purpose: The purpose of this study was to describe current status in management of children with atopic dermatitis and to examine knowledge and care practices of preschool teachers. Methods: A survey using a self-administered questionnaire was conducted. Knowledge and practice were measured with the questionnaire by Park (2011). Data were analysed using SPSS.WIN 20.0. Results: Of the teachers, 81.3% managed children with atopic dermatitis depending on parents' needs and 58.9% reported difficulties due to limited knowledge and expressed a need for continuing education and provision of educational guidelines. Preschool teachers had a mean score for knowledge about atopic dermatitis of .75 out of 1 point. Among three domains of knowledge, signs & symptoms had the highest score and management, the lowest. The mean score for care practices for children with atopic dermatitis was 3.4 out of 4 points. Among the four domains of care practices, food had the highest score and dress & bedclothes, the lowest. Knowledge and practice of the teachers were different according to responsibility in management and educational need. The correlation between knowledge and practice was not significant. Conclusion: These results suggest that educational programs and strategies should be developed to increase preschool teachers' knowledge and improve care practice for children with atopic dermatitis.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.347-358
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• 2017

The purpose of this study is to research on the professional development of pre-service chemistry teachers in terms of personal practical knowledge(PPK), and draw a discussion for pre-chemistry teacher education. A reflective discussion through a Community of Practice(CoP) activity has been conducted with 5 pre-service chemistry teachers studying in a college of education located in Seoul. The analysis of the results reveals that 'Subject-matter knowledge' is leaning toward massive chemical contents, 'Curriculum knowledge' is below the level of selecting, analyzing, and applying curriculum materials. 'Instruction knowledge', especially the knowledge of chemistry experiment and research, is not enough to lead secondary students' scientific experiment. 'Milieu of school knowledge' is stunted in growth for the reason of communication-deficiency between a college of education and a community, and among education- related groups. 'Self-knowledge' has been diminished not only because there is a bad influence from college classmates not wanting to be a teacher, but also a lack of communication in the chemistry-education department which can make pre-teachers' belief strong. In conclusion, it is especially needed for the chemistry-education department to strengthen pre-teachers' 'Self-knowledge' in order to develop PPK. This study suggests operating 'a professional community' that has a periodic meeting with pre-service teachers, teachers, professors, community people, education practitioners, and researchers. In addition, it would be effective for increasing pre-teachers' PPK to reconsider depth and direction of 'Subject-matter knowledge', to give an opportunity to examine curriculum materials critically and reorganize them, to improve the course of chemistry experimental subject to the way of improving pre-teachers' leadership in chemistry inquiry experiment, and to raise the quality of educational service activities.

• Journal of Korean Library and Information Science Society
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• v.51 no.4
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• pp.1-24
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• 2020

The purpose of this study is to explore the process of forming practical knowledge about library-based instruction of low-experienced teacher librarians. The study conducted interviews with six teacher librarians with less than three years of teaching experience. The analysis of the data collected focused on the teachers' self-knowledge and instructional knowledge, which are in the areas of practical knowledge. The results of the analysis of the study are as follows. First, the self-knowledge of teacher librarians was a teacher with leadership, who led students and teachers to reading education and information literacy instruction. Second, the self-knowledge of teacher librarians was most concretely formed in the process of pre-service teacher training, and the reflection on the teacher's image was taking place in the school field. Third, the knowledge of the instructional knowledge for library-based instruction was focused on library collaborative instruction, and various teaching methods were being learned and applied in school field. Fourth, there was a difference in the instructional knowledge of library-based instruction among teacher librarians. Through this study, it is suggested that the teacher training course and educational practicum activities should be changed by reflecting the contents of the actual school field, and the analysis of library-based instruction should be continued.

• Journal of the Korean Geographical Society
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• v.44 no.4
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• pp.577-603
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• 2009

The purpose of this study is to understand two geography student teachers' experience of practical knowledge on the geography classroom organization during their student teaching. I carried out a qualitative case study on the geography classroom organization and its practice. Data was gathered through participant observation and in-deep interview. The results are as follows: 1) I present portraits two pre-service geography teachers' lives, which represent typical case of intrinsic deep motivation and spontaneous interest in subject matter. 2) Their classroom are organized $9{\sim}14$ segment, its segment organizations in introduction close steps and main lesson step behave differently. The segment activities in close step behave most irregularly. 3) In the reflection rubric, the level of their reflection is middle, mostly concentrated on 'technical' or 'dialogue' level. On the basis of these findings, it can be concluded that a different way of understanding the relationship between knowing to teach and knowing about teaching is necessary.

• Journal of dental hygiene science
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• v.9 no.1
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• pp.99-108
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• 2009

The purpose of this study was to investigate the effect of oral health education practice and schoolteacher's self-efficacy on oral health attitude. The data of 217 dental hygienists was subjected to path analysis using AMOS 16.0. Oral health knowledge, attitude, self-efficacy and oral health education practice of schoolteacher were measurement variables of three path models. The goodness of fitness of Knowledge-Attitude-Practice model and Knowledge-Attitude-Self efficacy -Practice model were acceptable. The regression weights of two models were statistically significant. Oral health education practice of schoolteacher gave impact on oral health attitude by mediation of self-efficacy of schoolteacher. Self-efficacy of schoolteacher was a important determinant of oral health education practice. Oral health attitude and practice were supposed to be mutual determinants of health behavior models.

• Digital Contents
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• no.1 s.140
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• pp.78-80
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• 2005

한국데이터베이스진흥센터는‘지식정보자원관리사업’을 통해 구축된 지식정보 DB의 품질을 점검해 보기 위해, 매월 1종의 DB를 선정해 품질을 평가하고, 그 결과를 2005년도‘DB 서비스 평가’기획 시리즈로 연재한다. 특히 이번 기획 평가는 사용자 관점에서 DB품질을 조명해 보는 만큼, 지식정보 DB의 활용도 극대화를 위한 실천적 대안 마련에 도움이 될 수 있을 것이라 기대한다.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.472-482
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• 2017

The purpose of this study was to identify the correlations and influence factors of knowledge, attitude, and practice of soldiers on hand washing. This is expected to be basis for hand washing and health education in the army. Total of 420 soldiers were randomly selected and surveyed. The collected data were analyzed using beta regression model through R and SAS program. As a result, there was a statistically significant correlation among knowledge, attitude and practice of hand washing, and the degree of health education was analyzed as having no effect on knowledge, attitude and practice. However, the exposure degree of related health promotional materials had significant effect on them. Therefore, in order to promote the practice of hand washing in the army, continuous exposure of the publicity materials is more effective than the health education. It can be also positively influenced all on knowledge, attitude and practice hand washing.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.5-8
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• 2009

이 연구는 환자의 치위생학적 지식 및 실천 정도가 구강건강과 관련된 삶의 질에 미치는 영향을 측정하고자 평가도구중 하나인 구강건강 영향지수(OHIP)를 사용하여 평가하였다. 그 결과 예방적인 지식이나 일상에서 매일 사용하는 구강용품지식 및 사용방법 지식이 높아야 주관적으로 느끼는 삶의 질이 높게 나타났다. 그리고 진료 형태별 지식과 같이 경험으로 습득한 지식은 높을수록 주관적으로 느끼는 삶의질이 낮게 나타났다. 반면 심미치료중의 하나인 미백치료지식은 높을수록 주관적으로 느끼는 삶의 질이 높게 나타났다. 즉 예방적이고 심미적인 지식이 구강건강영향지수에 영향을 미치는 것으로 분석된다.