• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.83-88
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• 2006

본 연구에서는 교사 스스로 느끼는 평가에 대한 거부감을 최소화하면서 바람직한 평가 전문성 신장 방향과 방법을 제공할 수 있도록 과학교사를 대상으로 한 학생 평가 전문성 자기 진단 프로그램을 개발하였다. 이 프로그램은 자기반성적 관점에서 과학교사 스스로 자신의 학생 평가 전문성을 진단할 수 있는 도구와 이를 이용하여 얻은 진단 결과를 바탕으로 학생 평가 전문성 수준을 가늠해 볼 수 있는 학생 평가 전문성 등급 평정 척도와 학생 평가 전문성 신장을 위한 안내로 구성되어 있다. 이 프로그램을 개발하기 위해 본 연구에서는 과학교사의 학생 평가 전문성의 개념을 탐색하고, 바람직한 학생 평가 전문성 신장의 방향과 방법을 모색하였다. 또한 과학교사의 학생 평가 전문성 요소를 추출하여 범주별로 정리한 다음 학생 평가 전문성 요소별로 구체적인 수준과 상태를 제시한 과학교사의 학생 평가 전문성 기준을 마련하였다. 마련된 기준을 근거로 과학교사의 학생 평가 전문성 자기 진단 프로그램을 개발하였다. 이를 위해 문헌연구와 더불어 수차례의 과학교육전문가 검토 및 협의, 학교 현장 교사들의 검토 및 협의를 거치면서 수정${\cdot}$보완하는 과정을 거쳤다. 본 연구에서 개발한 과학교사의 학생 평가 전문성 자기 진단 프로그램에는 진단 내용에 과학교사의 평가에 관한 지식과 더불어 실무적인 능력과 실제로 행하고 있는 평가의 실천 내용이 포함될 수 있도록 노력하였다. 또한 교사 스스로 자신의 평가 전문성 수준을 가늠해 볼 수 있도록 전형적인 응답 유형과 채점 기준, 해설 및 평가 전문성 등급 평정 척도를 제시했고 진단 결과를 바탕으로 평가 전문성의 부족한 부분을 보완하고 신장시킬 수 있도록 간략한 전문성 신장을 위한 처방과 평가 지향에 따른 교사의 전형적인 유형을 제시하여 자기 진단 프로그램을 사용하는 교사가 전문성 개선 방향과 방법을 설정하는 데 도움을 주고자 했다. 본 연구는 과학교사 자신의 학생 평가 전문성에 대한 환심을 높이고, 이를 진단하고 신장시키는 데 도움을 줄 수 있을 뿐만 아니라, 과학교사의 학생 평가 전문성 신장을 위한 방안을 마련하려는 데에도 좋은 시사점을 제공할 것으로 판단된다. 이를 위해 과학교사의 학생 평가 전문성 진단 프로그램에 제시된 전문성 평정 기준을 좀 더 객관화하고 보완할 수 있도록 많은 교사들에게 이 프로그램을 사용해 보게 하고 그 결과를 분석하는 후속 연구가 필요하다. 또한, 본 연구에서는 진단 운항을 제작하는 데 있어 지구과학 내용을 소재로 사용하였으나 본 연구에 제시된 진단 문항 제작에 관한 해설을 참고하여 다른 과학교과 내용을 소재로 한 진단 문항 제작도 필요할 것으로 보인다.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.277-296
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• 2013

The current study examined the effects of teacher efficacy, and level of professionalism in the subject of interaction of teachers and children. The data collected in this study shows the following results. First, teachers over thirty years-old tend to show a higher level of teacher efficacy, level of professionalism and interaction of teachers and children compare to teachers who are under thirty. In categories, such as teacher efficacy and level of professionalism, accreditation experience caused significant difference. The group of teachers who had more than two times of accreditation experience show higher teacher efficacy than the group of teachers that had no experience, and the previous groups' level of professionalism was higher than the rest. Second, teacher efficacy has positive correlation in level of professional- ism and interaction of teachers and children. Level of professionalism of childcare teachers has positive correlation with interaction of teachers and children. Third, when examining the relative effect of socio-demographic variables, teacher efficacy and level of professionalism on interaction of teachers and children, mature teachers have more influence on verbal interaction of teachers and children; the teachers who have longer career have more influence on behavioral interaction of teachers and children. By and large, teachers who are older and have higher teacher efficacy and level of professionalism gain more influence on overall interaction of teachers and children.

• Journal of Science Education
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• v.34 no.1
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• pp.124-139
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• 2010

The purpose of this study was to develop and apply a framework for progression in the professional development and learning of secondary science teachers' teaching practice. The progression in the professional development was modified Pilhee Woo's framework(2010), and in the learning was developed by the researchers. The former included 6 elements and 36 aspects. The progression of each aspect was composed of five level criteria. The content validity is 96.4% and the reliability is .96. The latter was composed of another five level criteria. The content validity is 96.0% and the reliability is .95. Internet-online test and the questionnaire were administered to 203 secondary science teachers who were selected by convenience sampling. The mean level of the progression in the professional development and learning were 2.21 and 2.95. ANOVA, t-test and correlation analysis were conducted to compare differences by the characteristics of teachers. The level of the progression in the professional development and learning was significant difference according to almost all of teachers' characteristics. The level of the progression in the professional development was significantly correlated with the level of the progression in the learning.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.181-203
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• 2017

The purpose of this research is to reveal the difference of teacher-child interaction in relation to professionalism awareness and sensitivity level of early childhood teachers. To this end, we used professionalism awareness, sensitivity, teacher-child interaction as parameters for 226 early childhood teachers in Jeonbuk province. Here are the results : First, we investigated the difference of professionalism awareness, sensitivity, teacher-child interaction in relation to the background of early childhood teachers, and it differs by the age, career, educational level of the teachers. Second, we made group comparison to see the difference of teacher-child interaction depending on professionalism awareness level of teachers, and teachers with high professionalism awareness showed meaningfully higher emotional, verbal, behavioral interaction level than lower group. Third, we made group comparison to see the difference of teacher-child interaction depending on sensitivity level, and teachers of high sensitivity shows meaningfully higher emotional, verbal interaction than lower group. This result could be potential data to ameliorate the quality of teacher-child interaction, and it implies that the improvement of professionalism and sensitivity level could contribute to professional performance capability of teachers.

• Science of Emotion and Sensibility
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• v.15 no.1
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• pp.47-56
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• 2012

The purpose of this study is to test the effect of pedagogical agent realism and expertise on persona effect. There were two perspectives of the pedagogical agents' social interaction. Self-identification hypothesis argues that complexity of agent image is better to increase social interaction. Subjective identification insists that simplified image is more helpful to facilitate social interaction. However, from the cognitive load theory perspective, learners' expertise can be a major factor to determine persona effect. Sixty-eight college students (male=19 and female=49) participated. The independent variables were the degree of realism of pedagogical agent (detailed vs. simplified image) and the expertise (high prior knowledge group vs. low prior knowledge group). The dependant variables were comprehension test and the agent persona instrument (API). There was no significant difference in comprehension test score; however, there were significant interaction effect on the most constructs of API: 1) facilitating of learning, 2) credible, and 3) human-like. The follow-up analysis of simple main effect revealed that high expertise group showed significantly higher perception of the three construct with high realism of pedagogical agent. The results of study show that learners' expertise plays a key role of perception of persona effect.

• Journal of Music and Human Behavior
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• v.13 no.2
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• pp.31-48
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• 2016

This study investigated how music therapists perceive the professionalism of the profession. A total of 98 certified music therapists completed the online survey for a 46.7% response rate, and 78 questionnaires were included in the analysis after excluding incomplete responses. The results of this study demonstrated that music therapists show a high level of standards for music therapy professionalism in general. Meanwhile, the respondents gave their lowest rating on the perception of their occupation as a social service addressing the needs of society. The majority of respondents rated the level of their professionalism as high and they tended to identify individual competency as the most important factor. Also, there were significant differences in perceived professionalism depending on the length of clinical practice and level of education. These results indicate that the quality of training may contribute to a high level of perception on professionalism. Also, lower levels of perception on social aspects of the professionalism support the need for continuing education to broaden the understanding of professionalism. Given the importance of professionalism in enhancing the quality of care for clients and expanding the profession, further studies were suggested to increase understanding of the music therapy professionalism and propose strategies for maintaining the professionalism of music therapists.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.103-121
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• 2013

This study is to examine the basic structure of the professional development of school librarians and to analyze the national evaluation standards, and the states' evaluation tools and self-assessment tool currently used in the United States. The result is as follows: the structure of the school librarians' professional development processes, such as curriculum, certificate, and evaluation, have been affected by the national school library standards published by AASL. NBPTS's Library Media Standards and AASL's Learning4Life evaluation system are proposed as the representative national standards. Many states have developed their standards and tools to evaluate school librarians' performance, these standards are related to the national standards. AASL published A 21st-Century Approach to School Librarian Evaluation for school librarians' self-assessment in 2012, this workbook shows a specific way of developing their expertise.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.238-247
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• 2013

This study aims to examine care workers' role perceptions of their occupation and job satisfaction with their work. They are core human resources in elderly care work practices and their perceptions of their occupation are likely to affect their work performance and job satisfaction. A mail survey is conducted targeting to 400 care workers who are at work in long-term care facilities located in Seoul, Gyeonggi and Pusan. Research findings are as follows: firstly, the perception level of care workers' professionalism is 3.38, and job satisfaction is 3.41. Secondly, the correlation analysis between perception level of professionalism and job satisfaction, coefficient is .553, which shows positive relations between two variables. Thirdly, the study shows that care workers' perceptions of professionalism significantly affects their job satisfaction. This study concludes that it is necessary to take a variety of measures in contribution to improve the quality of service through reinforcement of perception of professionalism higher than present level of care workers who supply direct service in long-term care facilities.

• Journal of Science Education
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• v.34 no.2
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• pp.369-382
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• 2010

The purpose of this study is to survey the need of in-service education for the professional development of middle school science teachers' teaching practice. The questionnaire was modified by Young Choi's framework(2010) to survey the level of the progression in the professional development and learning, the degree of in-service education necessity, and the degree of priority of need. The questionnaire was administered to 203 middle school science teachers in Daegu. The mean level of the progression in the professional development and learning were 2.45 and 3.15. The degrees of in-service education necessity to improve level of the progression in the professional development and learning was 3.45, and 3.16. The element and aspect highest degree of priority of need were 'element 1. planning coherent sequences of lessons' and 'aspect 1-4. planning difference among individuals', 'aspect 1-2. planning learning activity'. The degree of in-service education necessity and the degree of priority of need was a significant difference according to almost all of the teachers' characteristics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.313-320
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• 2019

This study compared and analyzed the levels of expectations of specialized hospitals, and the recognition of professional competency in specialized hospitals for the general public aged 20 years or older and those professionals on the hospital staffs who had more than three years of experience. The research period ran from July 2018 to May 2019. T-test and regression analysis were used for the analysis of the data. Research result; There was no difference in the level of expectations for the specialized hospitals between the general public and the hospital staffs. It was shown that the professional factor affecting subjective expectations of the specialized hospitals was a difference in the way of thinking between the general public and the hospital staff. The professional factor affecting the expected level of hospital use for the general public and hospital staffs was confidence in the doctors. However, the professional factors affecting the credibility of doctors differed between the general public and the hospital staff. The factor for the general public was excellent technical skill in the field, and the factor for the hospital staff was the specialized ability of doctor and their years of medical service. It is thought that efforts are needed to reduce the difference between the perception of hospital staff and that of the general public in order for specialized hospitals to continue to develop.