• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.1-18
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• 2008

This study aims to provide answers to two questions regarding the supervision of pre-service mathematics teachers: 'Who should carry out the work of supervision?' and 'How can it most skillfully be done?' The answer to the first question seems to be that, for a variety of reasons, university teachers and mentors appear best suited to do the supervision in a cooperative relationship with pre-service teachers. The assumption that seems to underlie the collaborative supervision is that field-based experiences are necessary and useful components of professional development in pre-service teacher preparation programs. With respect to the second question, it is suggested that a non-judgemental approach should be considered, along with strategies and techniques for judgemental supervision, as a way to make math teacher supervision more meaningful and helpful for the improvement of teaching and long-term professional development. It is hoped that a continued exploration of models of teacher supervision and evaluation of their effectiveness will help pre-service math teachers, supervisors and mentors learn more about teaching and improve their own teaching.

• 프린팅코리아
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• v.12 no.4
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• pp.94-94
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• 2013

국내 디자인 예술 및 산업 발전에 밑거름이 될 디자인인재 육성을 목적으로 설립된 (재)삼원장학재단(이사장 이명우)이 지난 2월 20일 11기 장학생으로 선발된 학생에게 장학금(대학생 30명, 총 4350만원)을 지급했다고 밝혔다.

• 교육공학연구
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• v.33 no.1
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• pp.105-135
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• 2017

The purpose of this study is to clarify conceptually the difference of instructional coaching, instructional supervision, and instructional consulting by analyzing their own characteristics. The practices for instructional improvement are common in that fundamental objectives are improvement of instruction and development of teacher's professionalism in instruction. However, each area changed according to the social flow and the demands of the educational field and created a unique activity system. So, in order to get rid of this mixed use of these terms, it is meaningful to distinguish the concepts, attributes, and areas of each activity. The specific study questions were 1) what is the origin of coaching, supervision, and consulting? 2) how are instructional coaching, instructional supervision, and instructional consulting defined in existing research in korea? 3) how can we conceptually distinguish instructional coaching, instructional supervision, and instructional consulting? Based on reviewing various existing studies, First, this study investigated the conceptual origins and lexicons of coaching, supervision, and consulting, respectively, in addition reviewd the prior studies conducted in Korea with regard to instructional coaching, instructional supervision, and instructional consulting, and summarized how each concept is defined according to the researcher. Second, this study compared each two concept with another one. Finally, the existing definitions of instructional coaching, instructional supervision, and instructional consulting were analyzed to find out the inherent and common attributes of each concept. In conclusion, this study suggest that the concept of instructional consulting needs to be redefined to better reflect the characteristics of activities, and that studies that rethink the relationship between instructional coaching and instructional supervision are needed.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.189-209
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• 2011

The purpose of this study is to offer a basic material for developing a supervision program of a child-care center and to improve quality in the field of the child-care center by researching child-care teachers' perception & real condition and problems on the development and its improvement, necessity, demand about the scholarship program. An object of this study was randomly selected 230 staffs working for the child-care center located in Busan metropolitan and Kyoungnam province. A methodology of this study is using a questionnaire made by writer with referring to the preliminary study which is associated with a supervision program of child-care center in order to research child-care teachers' perception and demands on the development of a supervision program. The collected material was analyzed by a PASW 18.0 statistics program. The result of this study is that firstly, a perception of the supervision program was shown "know somewhat" the highest and as a result of researching the real condition of training and follow-up course for child-care teachers, "never educated" was the highest. Secondly, as a result of researching a perception of the problem on the development of supervision program, "unreflected-in-sound" was the highest. Thirdly, as a result of researching the differences of necessity on the development of a scholarship program for a child-care center according to some factors, there existed meaningful differences statistically in terms of the class size, but there existed no difference in terms of the type of organization, institution type, academic background.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.85-97
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• 2019

Objective: The purpose of this study was to find out any differences in teacher efficacy according to the perception and practices of the peers' supervision in day care centers, and to improve the effectiveness of teachers and the quality educare. Methods: The subjects were 301 teachers at daycare centers in Gyeonggi Province who are working at public, private, workplace and home daycare centers. The instruments used were questionnaire concerning the perceptions and practices of peers' supervision in day care centers, and the teacher efficacy instrument. Results: The differences in teacher efficacy according to the perception of peers' supervision were significant, depending on the level of perception, willingness to participate, need and satisfaction, and sub-area of the main view. And, the differences in teacher efficacy according to the practices of peers' supervision were significant, depending on the numbers received, gave and implementated, the implementators, and the type of peers' supervision. Conclusion/Implications: This can be a clear benefit for stimulating peer's supervision. This study can greatly benefit the quality of day care service and improve teacher's professionalism.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.193-217
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• 2012

This study developed and applied the 'field-university-government cooperation oriented supervision program' for child-care centers. A draft of the 'field-university-government cooperation oriented supervision program' was drawn up from the Delpi method with a panel consisting of experts, and from teachers's perception on it's adequacy. And then it was applied to A child-care center. Participating subjects consisted of a panel of 20 experts, 153 child care center teachers and 1 director and 4 teachers in child care centers, 1 professor in an university. The step by step results of the study are 1) the developed draft of the 'field-university-government cooperation oriented supervision program', included two categories and consisted of a total 63 items; 2) when the program was applied, participant' responses through the supervision was summarized as 2 key words, 'new attempt vs limits of unprepared collaboration', 'confusion and further possibility'. In conclusion, this program showed both possibility and limitations.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.217-248
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• 2014

The purpose of this study is to construct the school library consulting supervision model and to develop the evaluation indicators of school libraries in Korea. Individual School library should contribute from school educational objectives to national level educational objectives. When school libraries have accountability, consulting supervision and evaluation for the school library education is needed. School library consulting supervision model was developed with seven components. School library evaluation index is proposed with seventy-two indicators in six categories. Results of the evaluation will be able to take advantage consulting supervision.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.235-257
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• 2013

This study intended to deeply understand teachers' experiences about their self-supervision at after-school nurseries through many different stories. This study composed field texts based on the data collected through face-to-face talks with participants, their journals, and e-mails and phone conversations given and taken with participants for a total of 4 months from September to the end of December, 2012. The teachers all had ten years teaching experience, and worked as after-school nursery teachers in S-gu, S-si. The study found many things such as experiencing the joy of learning things that were unknown through self-supervision, hardship involved in self-supervision, co-workers dedicated to joint learning, and time and spaced used to better understand children. The study figured out that the meaning of self-supervision lay in the pursuit of learning and bright eyes(seeing what was not seen before), despite the difficult condition to self-supervise, the after-school nursery teachers unceasing passion for self-supervision brings happiness within oneself. As a result, this study discussed the implications which the experience of after-school nursery teachers who found a happy meaning of life through self-supervision in spite of the actual difficult conditions offered to after-school nursery teachers.

• 프린팅코리아
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• v.14 no.10
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• pp.87-87
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• 2015

타라그룹(회장 강경중)은 지난 9월 8일 11시 상암동 본사에서 인쇄학과 우수 학생을 발굴하고 경쟁력을 갖춘 리더 육성계획의 일환으로 장학생을 선발하고 2015년도 하반기 장학 증서 수여식을 개최했다.