• 대한공업교육학회지
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• v.44 no.1
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• pp.190-208
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• 2019

This study was carried out to evaluate the job implementation of in-service training on career education & guidance teacher's career education in the National Education Training Institute. To accomplish this purpose, pre-survey & pre-survey, sucess case method, and return on expectation were investigated after 3 months completing in-service teacher training. The populations of this study were conducted for 136 career education & guidance teachers who completed in-service teacher training at the National Education Training Institute in July, 2018, and it was conducted by survey research and qualitative content analysis of job implementation. Among the 136 trainees who completed the training, 75 responded to the job implementation survey and 4 people participated in the successful case technique. As a result, the average value of job implementation was 4.17 out of 5 points, which was relatively high. The success case technique was analyzed by interviewing success cases and failure cases. Behavior change according to job implementation was the biggest role of Planner, followed by role of Instructor, role of Career educator, role of Learner. In addition, the case analysis provided the opinions of the interviewers in terms of motivation, competence, and environment for job implementation. In terms of the return on expectation, 85.3% of the respondents were positive, and the net promoter score was .85, indicating that the participants were satisfied with their willingness to participate in the training again. Based on the results of this study, we suggest that it will be required to study about new training methods and extra factor analysis.

• Journal of vocational education research
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• v.36 no.2
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• pp.95-121
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• 2017

The vocational competency development training teacher must complete the training course for the training of vocational competency development training instructor and get the qualification of the vocational competency development training teacher from the Ministry of Employment & Labor with the criteria set by the Presidential Decree. Therefore, it can be said that H_university 's educational performance, which is the only vocational competency development training teacher in Korea and that plays a role of mass production in the labor market, has a great influence on vocational competency development training. The purpose of this study is to identify the problems through the analysis of actual condition of vocational competency development training education based on CIPP model, Furthermore, it was aimed to suggest improvement plan of qualification training education. In order to accomplish the purpose of the research, the present situation of the training course for the vocational competency development training teacher training students was grasped. And We conducted a survey to draw out the improvement plan and utilized the results of 173 copies. We conducted interviews by selecting eight subjects for in-depth analysis and Understand the details of the results of the surveys conducted. As a result of the study, positive responses were obtained from the educational objectives and educational resources in the context factors. On the other hand, there were negative opinions about the curriculum reflecting the learner and social needs. In the input factors, positive opinions were derived from the educational objectives and training requirements. However, there were many negative opinions about the achievement of the learner's educational goals. In addition, there were many negative opinions of online contents education. In the process factors, positive evaluation was high in class related part, learner attendance management, and institutional support. However, negative opinions were drawn on the comprehensive evaluation of qualification training period, and the learner's burden due to lack of learning period appeared to be the main reason. In the factor of calculation, Positive opinions were derived from the applicability of the business curriculum for training courses for training teachers who are in charge of education and training in industry occupations. However, there were negative opinions such as learning time, concentration of learning, and communication of instructors. Based on the results of the study, suggestions for improving the operation of vocational competency training teacher qualification training are as follows. First, it is necessary to flexibly manage the training schedule for the weekly training course for vocational competency development training teachers. Second, it is necessary to seek to improve the online education curriculum centered on consumers. Third, it is necessary to seek access to qualification training for local residents. Fourth, pre - education support for qualified applicants is required. Finally, follow-up care of qualified trainees is necessary.

• Journal of Korean Library and Information Science Society
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• v.53 no.1
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• pp.31-54
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• 2022

The purpose of this study was to examine the actual state of the curriculum on how qualification training is organized and operated based on the operation case of the K University Education and Training Institute, which operated librarian teacher (level 1) qualification training was held during the summer vacation of 2021. As a result of the study, a total of 111 librarians participated in the actual qualification training, of which 50 librarian teachers (4 males, 46 females) were from elementary schools, 24 (4 males, 20 females) from middle schools, and 37 (5 males, 32 females) from high schools. In addition, the curriculum for qualification training consisted of core competencies and subjects that met the scope of the job of the 'learner strength development' and the 'librarian role statement', and the satisfaction ratio of the 111 librarian teachers who participated in the qualification training averaged 4.76 out of 5. Overall, the satisfaction was high, but it was suggested on the areas that were either the lowest or lower than average.

• Proceedings of the KAIS Fall Conference
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• 2011.12a
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• pp.307-310
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• 2011

본 논문에서는 전문대학 교육역량강화사업의 일환으로 수행된 교수의 산업체현장연수가 수업에 미치는 영향을 설문을 통해 분석하였다. 최근 활발하게 전개되고 있는 산학협력활동 중에 교수의 산업체현장에서의 재교육 차원의 연수는 학생들의 취업, 현장실습, 교수의 연구활동, 기술지도 등 지역대학의 내실을 기하고 경쟁력 기반구축과 밀접한 연관성이 있음을 확인할 수 있었다. 또한 지속적인 교수 산업체현장연수를 통해 전문대학 학생의 수업 만족도 및 현장적응능력을 향상시켜 현장중심교육으로 접근함을 알 수 있었다.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.343-356
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• 2004

The study aimed to assess the effectiveness of Korea-Israel science teachers inservice program. Thirty science teachers who participated in the inservice program responded to pre- and post tests of the survey instrument on (a) their perceptions to creativity fostering science education and understandings of current education status and reform movement, (b) degrees of changes about understanding of creativity and implementing teaching methods for fostering creativity before and after the program, and (c) their evaluative opinions on the program. Suggestions for improving the program were proposed as follows: First, a pre-service workshop for the program should be provided in order to clearly realize the essential purpose of the program through increase of participating teachers' understanding of facing conditions of education, school policy, reform movement toward science education fostering creativity. Second, for the content of the program, creativity is more emphasized. Appropriate content and sufficient time arrangement for creativity will develop teachers' conceptual understanding of creativity in depth. Third, classroom observation of exemplary science teaching for fostering creativity should be sufficiently arranged. Fourth, amount of content and time allotment to Israel culture, religion, and education system should be reduced.

• Journal of KIISE:Software and Applications
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• v.34 no.9
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• pp.848-856
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• 2007

The curriculum for teacher ICT in-service training has several problems in terms of running and managing training content. The majority part of the program consist of teaming software application manual. Additionally, the program is not organized and some contents overlap. Furthermore teachers are not obliged to participate in training. Especially, it needs to be revised because it is many difference between revised ICT curriculum and 'ICT skill standard for teacher(ISST)'. This study investigates the current curriculum for teacher ICT in-service training, analyzes problems in running and managing training content, and suggests need for revising the curriculum for teacher ICT in-service training.

• The Journal of Korean Association of Computer Education
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• v.22 no.4
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• pp.1-10
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• 2019

In this study, we analyzed the differences of SW education teaching efficacy(SE-TE) according to variables such as gender, region, training experience, and attitude toward SW education. As a result, there was no difference according to the region, but there was statistically significant difference in the other variables. The correlation analysis and the regression analysis showed that the training experience and the attitude toward the SW education had the most correlation and explanatory power to the SE-TE. These results suggest that the training should be designed in order to enhance the teachers' SE-TE, to increase the opportunities of training, to provide continuous training, to operate the training hours efficiently, and to improve the teachers' personal SW education teaching efficacy.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.349-368
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• 1997

본 논문에서는 우리 나라 학교환경교육의 발전 과정을 태동기(1980년 이전), 성립기(1981-1991년), 정착기(1992년 이후)로 구분하여 간략히 개관한 다음, 전국 수준의 초.중등학교 학생, 교사, 교육전문직을 대상으로 한 환경교육에 관한 의식과 요구 사항 등에 대한 조사 연구 결과 및 이를 바탕으로 한 환경과 담당 교사의 현직연수와 양성교육에 관한 정책 대안을 제시하였다. 또, 1993년 이후 우리 나라에서 이루어지고 있는 환경교육을 위한 교사교육의 변화 및 발전 현황을 다음과 같이 요약하였다. 첫째, 중등학교의 교사자격증 표시과목으로 '환경'과가 1994년부터 추가됨으로써 현직교사 연수 및 교사양성대학에 환경교육과의 설치가 제도적으로 가능해졌다. 둘째, 제6차 교육과정(1995년부터 적용)에 신설된 중학교 환경 및 고등학교 환경화학 담당 교사 확보를 위한 자격연수(총 180시간)가 1994년 여름방학부터 시작되었으며, 이를 통하여 1996연말까지 환경과 부전공 자격 소지자를 680명 배출하게 되었다. 셋째, 중등학교에서 환경과를 담당할 교사를 양성하기 위한 환경교육과가 전국 3개 대학(한국교원대학교, 공주대학교, 순천대학교)에 설치되었다. 넷째, 1995년부터 전국의 각급 학교에 환경주임교사를 배치하여 학생의 체험적 환경교육을 유동하고, 일반교사에게 환경교육의 중요성을 전파하는 역할을 담당하게 하고 있다. 다섯째, 환경과 부전공 제도가 1996년부터 시작되었다. 대학재학 중에 전공과목에 대하여는 42학점 이상, 환경교육 관련 과목을 21학점 이상 이수한 학생은 환경과 부전공 교사 자격증을 얻을 수 있게 되었다. 여섯째, 교사의 자생단체로 지역별 '환경교사연구회'가 구성되어 환경교육 자체연수, 교재개발과 보급, 환경캠프와 답사 등의 활동을 전개하고 있다. 끝으로 환경교육을 위한 교사교육에서 계속 노력해야 할 사항을 제시하였다.

• 월간낙농육우
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• v.36 no.1
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• pp.144-147
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• 2016

잠시 꿈결 같았던 시간이 지나갔다. 다시 돌아온 바쁜 일상 속에서 가끔 웃음 지을 수 있는 건, 아마도 이번 가을이 내 삶에 참 특별한 순간이었기 때문일 것이다. 잠시 쉴 수 있었던 시간이었고, 많은 생각들을 정리할 수 있었던 교육이었다. 내 인생의 전환점, 새로운 시작. 2015년 여성 낙농인 선진지 연수 교육을 다녀왔다. 몇 해 전 남편의 권유로 여성낙농인 목장경영 전문화교육이 있음을 알게 되었다. 하지만 어린 두 아이의 엄마로 육아를 병행하며 교육을 받기 쉽지 않았다. 그렇게 몇 해가 흘러갔고 큰 아이가 초등학교에 들어가고, 작은 아이가 여섯 살이 되었다. 시간을 내어 기다리고 기다리던 교육을 신청하게 되었고, 전국 각지에서 오신 여성 낙농인분들을 만나 뵙게 되었다. 기대했던 것 이상으로 목장경영에 도움이 되는 많은 지식과 정보들을 배울 수 있었다. 또한 유럽연수에 참여 할 수 있는 기회를 얻게 되었다. 그렇게 나의 서른 중반에 해외선진지 연수교육이 시작되었다. 바쁜 일상 속에서 잠시 모든 것을 잊고${\cdots}$ 좀 더 넓은 세상을 보고 느끼고 배우고 싶었다. 유럽의 낙농산업과 치즈산업은 어떤 모습일지 설레고 궁금했다.

• The Optical Journal
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• s.111
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• pp.40-44
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• 2007

한국광학기기협회는 한.일 광학협력기술사업의 일환으로 해마다 기술세미나, 기술지도, 기술연수 등 다양한 프로그램을 운영하고 있다. 올해에도 국내 광학업체에서 기술연수단을 구성하여 일본 'InterOpto 2007' 참관과 광학세미나 청강, 일본 광학회사 견학, '나노정밀 특수광학계 및 생산' 기술교육, '차세대 초정밀 광학부품 나노가공' 기술교육 등의 연수를 실시했다. 본 고에서는 주요 연수일정과 내용을 간략하게 정리해 보았다.