• The Journal of Korean Association of Computer Education
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• v.20 no.2
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• pp.35-45
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• 2017

Factors influencing the attitude towards the use of robot-based instruction in special education are explored using the technology acceptance model (TAM). Their interrelatedness is also analyzed. Research data were obtained via a questionnaire survey of elementary, middle, and high school special education teachers in North Chungcheong Province. The results reveal that three factors influence the attitude towards using robot-based instruction in special education: perceived usefulness, perceived ease of use, and social influence. Of these, perceived usefulness exerts the strongest influence. Perceived ease of use was found to be influenced by personal innovation and social influence, and perceived usefulness is influenced by perceived ease of use and personal innovation. Efforts should be made to induce a receptive attitude towards the use of robot-based instruction among teachers for its stable acceptance.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.48-67
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• 2021

This study investigated the perception of special teachers regarding the establishment of an evaluation system in the textbook use stage to manage the quality of textbooks developed as government-run books, and proposed a plan to establish a textbook evaluation system based on the results. For research, the quality management system was examined as a development stage and a use stage. And then, the necessity of a use stage evaluation system was raised as a quality management system for the use stage. Next, in order to find a way to establish an evaluation system in the use stage, the survey responses of 159 special teachers nationwide were analyzed. As a result of the analysis, the average satisfaction with textbooks of special teachers using basic curriculum textbooks was 3.3 points, and the perception that textbook evaluation at the stage of use was 4.02 was higher than the satisfaction. In the method of establishing a use-stage evaluation system, teachers (98.7%), independent platform construction (62.2%), regular evaluation (49.4%), and questions (50.6%) mixed with scale questions and open questions were preferred. In addition, the evaluation results were "disclosed only to those certified as users (55.1%), and the timing of reflecting the evaluation results was "when developing the next textbook" (41.0%). Based on the research results, it was suggested to establish an independent evaluation platform to establish a system for evaluating the use of basic curriculum textbooks, but to identify "textbook usability" so that all textbook users can evaluate it without burden and to review the revision of evaluation results through the Quality Management Committee organization. In addition, it was proposed to operate an integrated development-use-evaluation platform by allowing the evaluation platform to be equipped with textbooks already developed and various contents produced by teachers who are users.

• Journal of Korean society of Dental Hygiene
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• v.14 no.5
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• pp.731-738
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• 2014

Objectives : The purpose of this study is to investigate the knowledge, practice, and awareness toward oral health in the special school teachers. Methods : A self-reported questionnaire was filled out by 133 teachers in special education schools in Seoul, Gyeonggi-do, Chungbuk, and Jeonbuk. Data were analyzed using the statistical package SPSS WIN 12.0 for frequency, t-test, one-way ANOVA, Scheffe test(post hoc test), and Pearson's correlation coefficient. Results : In oral health knowledge, the average score of female teachers was 8.31 in comparison to 7.75 in male teachers(p<.05). In oral health practice, the average score of female teachers was 3.71 and that of male teachers was 3.69. In oral health awareness, the average score of female teachers was 4.12 and male teachers had 3.93. The teachers in special schools had a close positive correlation between oral health awareness and practice(r=.448, p<.05). Conclusions : The teachers tended to have better knowledge of oral health but they did not practice the oral health behavior. The teachers have the important role in oral health management for the disabled children by providing the right toothbrushing method.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.7
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• pp.69-78
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• 2017

This study researches and analyses the state of the learning achievement assessment of the basic curriculum of the special education in the viewpoint of the individualized education pursuing for the learning and growing of each person, and discusses the political plan for support on the basis of the results. The object of study was 129 special school teachers working in B metropolitan city applying for the basic curriculum. For the measurement, the tool developed by the examination of FGI and the specialist on the basis of test research related to the evaluation tools of the learning achievement assessment for the special education was used. As the result of analysing the real state, to evaluate the individual learning and growing in the aspect of the plan, criteria, period of the evaluation, the special education teachers were approaching in detailed and precise quality, and guiding and using the evaluation results in the various ways in the prospective of the curriculum. The recognition on the sub-element in the each area of the measurement tools showed the difference by gender, age, career, academic achievement, school class, foundation type. On the basis of the results of the real state, as the political support plan, some advice were proposed, which were the expansion of the autonomy of making the curriculum achievement standard and the evaluation system, improving the field and system of the learning achievement assessment, establishing the support system to strengthen the evaluation competences in accord with the teachers' background variables, etc.

• 한국체육학회지인문사회과학편
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• v.54 no.2
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• pp.421-430
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• 2015

The purpose of this study was to investigate the effects of Adapted Physical Education Majors' perceived teacher competencies on the emotion reaction towards challenging behaviors of students with disabilities. In order to achieve the object of the study, the data collected from 413 sophomores, juniors, and seniors currently studying adapted physical education in schools located in Seoul, Gyeonggi, Gyeongnam, and Gyeongbuk, where they offer department of adapted physical education, was analyzed. As a measuring tool, Kwon (2008) and Han (2011) questionnaire for adapted physical education educators' perceived teacher competency and Oh, Seo & Kozub's (2010) questionnaire on the emotion reaction towards challenging behaviors of students with disabilities were revised, modified, and reconstructed. Data was processed using SPSS 21.0, and the exploratory factor analysis, reliability verification, difference verification, and multiple regression analysis were performed. The results are as follows. First, in terms of the analysis of emotion reaction based on demographic characteristics (sex, grade, disability in the family, friends with disabilities), sex, grade, and friends with disabilities displayed statistically significant difference on emotion reactions. Second, in terms of the effects of adapted physical education educators' perceived teacher competencies on the emotion reactions on towards challenging behaviors of students with disabilities, the parental education and the special activities of adapted physical education among the sub-factors of perceived teacher competencies affected significantly on emotion reactions, whereas the common knowledge on adapted physical education, curriculum lesson, and education knowledge by disability did not affect significantly on emotion reactions.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.67-87
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• 2020

Objective: In order to provide basic data that can strengthen the recognition of continuity of early childhood and primary education, early childhood education and early childhood special education teachers at inclusive child care and education settings participated in this study. Methods: The researchers conducted a survey on 192 early childhood teachers and 167 early childhood special education teachers in Seoul and Gyeonggi-do province. The collected data were analyzed statistically. Results: First, early childhood special education teachers were higher than early childhood teachers statistically on the prerequisite elements of continuity. Second, early childhood education teachers were higher than early childhood special education teachers statistically regarding the prerequisite educational techniques required for continuity of early childhood and primary education. In particular, early childhood teachers put more of an emphasis on learning and sociality-communication than early childhood special education teachers did. Conclusion/Implications: It is necessary that in-service education on prerequisite elements be stressed, and there be more detailed activities and education about programming and its utilization for early childhood special education teachers.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.681-701
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• 2010

This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.427-439
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• 2021

This study surveyed the recognition on the Korean education for specific purposes targeting student-teachers majoring Korean language education in a Cyber University located in Seoul. 50 among 57 students taking the class participated in this survey. The participants were the students-teachers interested in Korean education for the mission purposes and took the class during the second term in 2020. At the end of the term they participated in this survey. 6 items were objective and 4 items were narrative. Among the narrative ones, one was excluded from analysis. The objective items were investigated by descriptive statics and the narrative items were analyzed with qualitative approach. As a result, most of the participants preferred the combined textbooks with others such as the ones for general and mission purposes rather than the bibles only. They had positive opinions on using the bibles, but proposed that the bibles themselves are not the best choice for improving communicative competence and the text combination is the better choice because of the difficulty of the bibles, the lack of teachers' competence, and the learners' needs. However, while taking this class, they became to be aware of the possibilities of the bibles as textbooks, to possess the concern about the mission areas, to consider the possibilities of application and the educational methods in it, and to reflect the ways for self development. This study suggested several points as follows: the development of diverse textbooks according to situations and learners, two directions of teacher education and the cooperative works, and the necessities of the related departments and classes with mission purposes.

• The Journal of Special Children Education
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• v.21 no.2
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• pp.23-52
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• 2019

Purpose: The purpose of this study was to investigate the image of the ability, roles, qualities, and expectation of teachers with disabilities by parents who had children in general elementary schools. The study took up the perceptions of parents to analyze each type's characteristics. Method: Around 300 Q-samples were extracted by analyzing previous research about elementary education teachers and by conducting semi-structured interviews of 5 general education teachers and 5 parents. 40 Q-classifications were selected after testing validities of questions and contents from the Q-samples by special education major professors. A Q-method was administered to 30 parents of elementary school children and interviews were conducted with the five most representative of each type. Results: The types of images of teachers with disabilities by parents were classified into 5 types. As for the type, 20% of the type 1, 8% of the type 2, 8% of the type 3, 7% of the type 4, 6% of the type 5 were explained, and the cumulative variance was 50%. The first type is "enjoying the job professionally and responsibly, having a sense of calling but appearance is not appropriate for the position." The second type is "enjoying the job professionally and responsibly, but difficulties in counseling students." The third type is "success in counseling students but difficulties in administrative work." The fourth type is "understanding challenges of students but difficulties in administrative work." The fifth type is "reflecting students' opinions, having a sense of calling, but difficulties in teaching extracurricular activities (teaching across disciplines)." Conclusion: The study suggests that practical proposals such as policy ideas and school-life adjustment programs for teachers with disabilities are needed.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.