• 대한공업교육학회지
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• v.37 no.2
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• pp.21-55
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• 2012

The purpose of this study was to develop teacher-training for improvement of teaching efficacy of technology teacher. The study was carried out through Delphi research method. It was executed for investigating the professional and wide-range opinions of expert panel to examine the validity. The validity was confirmed by concurrence ratio, convergence ratio, contents validity ratio (CVR). Major results of this study were as follows: First, necessity, nature, purpose of teacher-training for improvement of teaching efficacy of technology teacher was set up. And this teacher-training have 12 objectives in 3 domains (cognitive, affective, psychomotor). Second, contents of this teacher-training were designed to be applicable for 10 modules (300 hours). For example, module1 (introduction of technology education), module2 (construction technology), module3 (information communication technology), etc. Third, educational method, training educator, evaluation method of this teacher-training were developed. Fourth, each module of this teacher-training is 30 hours in length. And summer or winter vacation is appropriate for this teacher-training time. Appropriate teacher-training time is six hours a day. Fifth, roles of educational institution for this teacher-training were suggested. Sixth, strategies to vitalize this teacher-training were suggested.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.917-934
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• 2014

Through the concern-based adoption model (CBAM), this study aimed to determine the differences in gifted-education OJT-received teachers' concerns about gifted education by stage before and after the OJT. This study surveyed 162 elementary and secondary school teachers who participated in 2014 gifted-education OJT hosted by City B's Gifted Education Promotion Institute, and of them, 102 effective questionnaires were analyzed to determine the difference in their concerns about gifted education by variable (gender, school grade, and subject) before and after the OJT. This study found that the OJT was essential to foster gifted-education teachers and to expand their basic knowledge and skills for gifted education, and that the OJT boosted the teachers' confidence and met their needs.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.55-64
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• 2022

Though school leaders play a crucial role in encouraging the creative school environment, culture, and system that might improve the creative competencies of teachers, there has been little attention to the creative leadership of school supervisors. In this paper, we provide the satisfaction and view of elementary and secondary school leaders who were involved in professional development training for enhancing creative leadership. Using one-way ANOVA and qualitative data coding, we analyze the survey responses from the 67 in-service principals and vice-principals during three different training periods as 2020-I, 2020-II, and 2021-I. We present and compare the result on their satisfaction in terms of satisfaction regarding the process, administrative supports, and optional programs among the training. Next, we explore how the school administrators think the creative leadership training and proposal for its improvement. Based on the feedback for these stakeholders, further studies need to steadily enhance the professional development training for creative leadership and practical program contents.

• 대한공업교육학회지
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• v.40 no.1
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• pp.87-104
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• 2015

This study was carried out to evaluate on the job implementation of ITEC(Invention Teacher Education Center)'s in-service teacher training. To accomplish this purpose, teacher's perception on retention, usefulness, utilization, and enhancement were investigated after one year completing in-service teacher training. The populations of this study were 60 teachers completing in-service teacher training of the southeast ITEC. The methods of this study were survey research and qualitative content analysis. The subjects of survey research were 30 teachers and the case analysis objects were 12 epilogues of in-service teacher training. The mean of job implementation of southeast ITEC's in-service teacher training was 4.07 on a five-point scale. Teacher's perception on job implementation sub factors after one year completing in-service teacher training were as follows. The mean of enhancement factor was 4.39, usefulness factor was 4.11, utilization factor was 3.94, and retention factor was 3.82 on a five-point scale. The mean of enhancement factor and usefulness factor were relatively high level as compared with the mean of job implementation and the mean of utilization factor and retention factor were relatively low level as compared with the mean of job implementation. The results of qualitative content analysis about 12 epilogues of in-service teacher training, some significant instances were deducted that representable retention, usefulness, utilization, and enhancement factors directly and indirectly.

• 대한공업교육학회지
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• v.40 no.1
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• pp.23-39
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• 2015

The purposes of this study were to evaluate the effectiveness of teacher training program for specialized school teacher in invention patent field and to explore the program improvement ideas. The study was carried out through on survey method and using program evaluating model developed for this study. The study subjects are 39 specialized high school teacher participated in training program about invention patent field at CNU-IECT(Invention education center for teacher). The data collection was done on August 2, 2014. The 37 questionnaies were analyzed. The educational needs of the training program were calculated by using the Borich(1980)'s needs assessment formula. The evaluating model was developed by the team. Major findings of this study were as follows; First, the training needs of specialized high-school teachers was high. Second, the satisfaction of the training program was high. Third, the overall effectiveness of training programs was high. Fourth, the improvement ideas were divided into four area - 1)The status quo area, 2) the alternatives exploration area, 3) the strategy modifications area, 4) the expected expansion area.

• 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 Agricultural Extension & Community Development
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• v.2 no.1
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• pp.55-60
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• 1995

본 연구의 목적은 지도교육자의 직무가 컴퓨터 경험, 지식, 태도, 사용에 미치는 영향을 구명한 후 지도 교육 시스템에서 컴퓨터 연수 프로그램을 직무에 따라서 그룹화하여 실시하는 것이 적절한 방법인지 그 타당성을 조사하는데 두고 있다. 연구방법은 중다변인변량분석(MANOVA)에 의해 이루어졌다. 연구 결과에 의하면 이들간에는 통계적으로 유의한 관계성이 있다고 나타나며, 따라서 컴퓨터 연수 프로그램을 설계시 직무는 고려해야 할 중요 변인으로 여겨진다. 한편 직무에 따른 참가자들의 그룹화는 쉽게 이루어 질 수 있으므로 실질적인 측면에서도 설계자들이 고려해야 할 요인으로 여겨진다.

• School Mathematics
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• v.5 no.3
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• pp.315-342
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• 2003

The goals of this study are basically to analyze the lectures related to mathematics education in national universities of education and in education training institutes, and ultimately to suggest the collaboration in the lectures related to mathematics education in national universities of education and education training institutes. In order to achieve the above goals, five universities were selected. Summing up these results, we suggest several ways to collaborate the mathematics education lectures in national universities of education and education training institutes. First, the training education in the national university of education has to offer more lectures which deal with the theory related with mathematical education and the fundamental area of mathematics. In addition to this, teaching in contents in terms of the area has to focus on the background knowledge related to the teaching contents. Second, based on the training education, the assigned education training institute has to reflect the periodical and social condition. In addition to this, it has to reflect the real condition around the school environment. With those efforts it has to make new kinds of lectures which concentrate on the recent trend or the understanding of the theory related with mathematical education. In this case, both obligatory and elective courses have to be offered. Third, the education training institute responsible for the staff development program has to open lectures with the contexts of real time teaching activities based on the experiences of the teachers. In this case, one or two particular subjects have to be dealt with in depth and lecturers have to be selected who are suitable for the lectures.

• Journal of Food Hygiene and Safety
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• v.32 no.2
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• pp.101-106
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• 2017

Based on the previous reports that majority of teachers have negative perceptions on food additives, a teacher training program called 'Let's teach food additives correctly' was developed and applied to improve teachers' unbalanced perception on food additives and let them teach students with sound scientific background. The 15-hours training program consisted of understanding of food safety and food additives, education materials on food additives, development of teaching-learning plan, meeting with professionals from Ministry of Food and Drug Safety (MFDS), visiting MFDS labs, application to school class, and evaluation. A total of 63 teachers participated in the training through 2 sessions conducted in August 2016. As a result, teachers showed high satisfaction rates (4.2~4.5 in 5.0-Likert scale) and 91.5% answered the training helpful for the school class. Although their initial intention to participate the training was to know the details of negative intake effects of food additives, their such perception was totally changed in addition, they suggested a continuous training for teachers and immediate correction of incorrect information in school textbooks. Also, post-training education for 1,172 students by these teachers appeared to improve the understanding of and the native perceptions on food additives significantly (p < 0.001). Above results showed that the training program could solve the problem of transmitting unbalanced information on food additives to students by training teachers, and such channel could be used to facilitate food-related risk communication.