• Journal of Korean Home Economics Education Association
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• 제29권1호
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• pp.35-56
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• 2017

The purposes of this study were to develop an instrument to examine the latent domains to measure H-PCK and verify the reliability and validity of the instrument. To accomplish these purposes, instrument item development, content validity, pilot study, and main study were conducted. The results were as follows. First, based on a review of extant literature, 29 items for H-PCK were developed. Seven items were deleted from the original instrument after determining content validity by 10 in-service Home Economics teachers, which resulted in the 22 items of 3 domains(Knowledge of perspective on Home Economics Education(KP), Knowledge of Home Economics curriculum(KC), Knowledge of Home Economics instructional strategies(KI)). Second, data were collected from 137 Home Economics teachers via mail survey for pilot study to establish reliabilities for each individual domain and across the domains based on Cronbach's ${\alpha}$ and item-total correlation. The result showed good reliabilities in the cut-off value of .7 and .5 for Cronbach's ${\alpha}$ and for item-total correlation respectively. Third, the main study was performed with 220 Home Economics teachers via e-mail survey and the reliability and validity tests were conducted. The reliability test results showed good reliabilities. The model for confirmatory factor analysis(CFA) provided a good fit to the data (e.g., CFI=.92, RMSEA=.06, SRMR=.05) to evaluate construct validity. The three domains of KP, KC, and KI demonstrated the acceptable convergent and discriminant validities in each individual domain and over domains. Thus, the instrument in this study may be utilized to measure H-PCK. Finally, criterion-related validity was performed to examine the extent to which the three domains are related to teacher efficacy with Pearson correlation (${\rho}$). It was relatively highly correlated at ${\rho}=.7$. In addition, the higher H-PCK the Home Economics teachers had, the higher teacher efficacy they had. The final instrument consisting of 22 items from 3 domains were determined through the entire procedure.

• Journal of Gifted/Talented Education
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• 제24권4호
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• pp.597-612
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• 2014

The purpose of this study was to investigate how teachers recognize the differentiation of gifted education in invention to gifted education in science. An online survey was conducted to more than 500 hundred school teachers to ask (1) if gifted education in invention is necessary as an independent area of gifted education, (2) if gifted education in invention should be differentiated in identification, education programs, councelling, facilities and so on to gifted education in science, and (3) what problems gifted education in invention are facing and how we can promote gifted education in invention. Findings by this study are like the following: 1. Almost all teachers, regardless of whether their duty is related to gifted education in invention or not, recognized the necessity of gifted education in invention as an independent area of gifted education, especially from gifted education in science. 2. Teachers recognized the differentiation of gifted education in invention in diverse aspects of gifted education, like identification, educational programming, and so on, especially to gifted education in science. 3. Teachers recognized the shortage of trained teachers as the most critical obstacles to gifted education in invention, and also thought training programs for teachers as the most important means that can promote gifted education in invention.

• Journal of The Korean Association For Science Education
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• 제32권2호
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• pp.236-264
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• 2012

The purpose of this study is to provide teachers with sub-components of inquiry skills and help them to give direct instructions on the skills to their students. Inquiry skills and strategies are considered by-products of science and inquiry instruction by most of the science teachers. On the other hand, much research shows that many students are not familiar with the way that they can use inquiry skills therefore direct instruction on the inquiry skills is needed. The lack of guidance on the sub-components for the inquiry skills, however, results in science teachers' ignorance of the inquiry skills. As shown in the previous studies which suggest that without teachers' guidance, students cannot acquire the intended skills, and it is necessary to inform science teachers of the necessity for direct instruction on the inquiry skills and strategy as well as give them the sub-components of the inquiry skills. On the basis of the results from the previous research on the inquiry skills, this study presents the sub-components of basic inquiry skills (observation, classification, measure, prediction, and reasoning) and integrated inquiry skills (problem recognition, hypothesis formulation, control of variables, data transformation, data interpretation, drawing conclusion, and generalization).

• Journal of The Korean Association For Science Education
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• 제43권1호
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• pp.37-47
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• 2023

The purpose of this study is to analyze the influence and structural relationship of variables related to science teaching professionalism. These variables set up learning organizational culture as exogenous variables and science epistemological beliefs and science teaching efficacy as endogenous variables. For this study, a survey was conducted with 499 elementary science teachers from Seoul and Gyeonggi province participating. The results of this study are as follows: Science epistemological beliefs and science teaching efficacy were found to directly affect science teaching professionalism. In addition, learning organizational culture perceived by the teachers did not show significant effects on the science teaching professionalism, but it was found that it has direct significant effects on science epistemological beliefs and science teaching efficacy. Based on the results of this study, which examines the structural relationship between learning organizational culture, science epistemological beliefs, science teaching efficacy and science teaching professionalism. we deem that it is necessary to consider internal factors of teachers as well as ways to improve learning organizational culture.

• Journal of Industrial Convergence
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• 제22권3호
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• pp.39-49
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• 2024

The purpose of this study was to explore the meaning of the teaching experience of middle school physical education teachers, listening to in-depth statements related to teaching experience based on the physical education teacher's teaching identity, and analyzing the meaningful content and meaning structure found therein. The study participants were four current middle school physical education teachers. The research method used Colaizzi's phenomenological method to analyze the meaning structure through in-depth interviews with research participants, group interviews, additional interviews, and field records. In order to solve the research questions, the interviews were conducted as semi-structured interviews, and the individual interviews were terminated when there were no more duplicate cases or similar phenomena related to teaching experience. As a result of the study, the meaning of experience was constructed based on narrative statements through interviews with research participants, and a collection of 2 items, 6 categories, and 12 themes were extracted by exploring concepts from the constructed meaning. The reasons for going into the teaching profession were categorized into 'motivation' and 'beliefs', and the meaning of teaching experience was categorized into 'mission', 'relationships', 'exhaustion', and 'overcoming'. In conclusion, although the research participants faced numerous difficulties, they experienced challenges and recovery by pursuing the joy and value of sharing within the school community.

• Journal of Korean Home Economics Education Association
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• 제17권1호
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• pp.29-53
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• 2005

The purpose of this study is to investigate the education practice of creativity perceived by adolescents and secondary teachers. The subjects in this study are 305 secondary students and 133 secondary school teachers, who have completed questionnaires of 'Education Practice of Creativity' and 'Creativity Fostering Teacher Behavior', The results of this study are as follows: (1) It is found that most adolescents and teachers recognized the need and importance of creativity-fostered education in school. However. the degree of adolescents' and teacher's understanding and satisfaction of creativity-fostered education in school is low. Half of the adolescents have received creativity-fostered education for over three years but half of the teachers have not performed or started to perform creativity-fostered education. Main obstacles of creativity-fostered education in school are lack of understanding creativity-fostered education, lack of teaching methods. teaching materials and teaching time. Antecedents for developing creativity-fostered education are building school climate for creativity-fostered education and selecting and applying various teaching contents. (2) Adolescents' satisfaction of creativity-fostered education have meaningful differences with gender. Also, adolescents' necessity, satisfaction, importance of creativity-fostering education. and creativity-fostered teacher behavior have meaningful differences with grade. (3) There are significant differences in the necessity, importance, interest, and understanding of creativity-fostered education according to a teacher's gender. Also. there are significant differences in the necessity and the understanding of creativity-fostered education according to a teacher's age. (4) There are significant differences between adolescents and teachers in the necessity, satisfaction, importance, interest and understanding of creativity-fostered education and creativity-fostered teacher behavior. (5) There are significant correlations among the necessity, satisfaction, importance, interest of creativity-fostered education and the creativity-fostered teacher behavior.

• Journal of The Korean Association For Science Education
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• 제38권6호
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• pp.765-780
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• 2018

The purpose of this study is to synthesize the theoretical perspectives, research methods, and research results of teachers' professional vision by reviewing and analyzing previous research papers and to suggest implications for science teacher education and research. Three databases were used to search peer reviewed journal articles published between 1997-2017, which include 'teachers' and 'professional vision' explicitly in abstracts and empirical studies only. 21 articles in total were analyzed and review results are as follows. First, researchers regarded professional vision as a new concept of teacher professionalism. Previous research viewed professional vision as integrated structure of teachers' knowledge or ability activated at specific moment. Second, the analytical framework of professional vision included two aspects; 'selective attention' and 'reasoning'. Several aspects of lessons or the desirable teaching and learning factors are suggested as the subcategories of selective attention. Hierarchical levels or independent reasoning ability factors are suggested as the subcategories of reasoning process. Third, research on teachers' professional vision focused more on middle school teachers than elementary teachers and on various subject areas. Most studies used video clips and more cases of using videos of non-participants were found. In case of measurement of professional vision, most quantitative scoring methods were whether the responses of experts and teachers on video clips were consistent. Last, most studies examined or assessed teachers' professional vision. It is reported that in-service teachers' professional vision was evaluated higher than novice teachers' and using video clips were effective to examine and improve teachers' professional vision.

• Journal of the Korean earth science society
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• 제36권4호
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• pp.390-403
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• 2015

The purpose of this study was to explore discursive-epistemic mechanisms in high school earth science lessons. A total of 11 video recordings of earth science lessons were collected from three inservice high school teachers. The video recordings were all transcribed and analyzed by employing the discourse analysis framework used in relevant previous studies. In analysis, we identified discursive-epistemic mechanisms as functional assemblies for fulfilling particular epistemic functions in the earth science lessons. The characteristics of these mechanisms were described according to their epistemic functions. The findings of the study were compared with those of previous studies to highlight the characteristics of discursive-epistemic mechanisms in the earth science classrooms. Analyses of middle school science lessons and of science lessons in alternative forms, as well as studies using extended research methods such as indepth interviews with teachers, were suggested as implications for future research.

• The Journal of the Korea Contents Association
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• 제17권2호
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• pp.288-297
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• 2017

Online education is a new domain of learning that combines distance learning with the practice of face-to-face instruction utilizing computer-mediated communication. As technology continues to develop and the needs of teachers require better access to higher learning, online graduate degree programs can be a valid alternative. Some institutions in the United States have already offered graduate degrees in music education through the online distance learning. In this study, 8 accredited online graduate degree programs in music education were identified in terms of curriculum requirement, program requirement, and admission requirement. Online programs offer considerable benefits of convenience, while their drawbacks relates to the quality of learning, feelings of weaker interpersonal interaction. More researches need in order for online music programmers to achieve higher standards of instruction and to inform other disciplines in the fields of arts education and the performing arts.

• Archives of design research
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• 제15권2호
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• pp.197-204
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• 2002

The purpose of this study was to develop the hiring and retraining program for interior design teaching staffs of vocational high school. The survey has been made by interviewing 12 teachers from 2 vocational high school. The major finding of this stuffy are as follows; First, it is found that newly hired interior design teaching staffs are required to have interior design majors in university and minimum 1 year field experience. In case of having no field experience, it is required for them either to have an interior design associated certificates or to pass certain field test. Second, the retraining program should include drafting, perspective and rendering, architectural and interior materials, architectural structure, space and interior design, furniture design and fabrication, CAD, interior construction, housing and interior design in general. Third, the retraining program will be total 255 hours program. The number of hours for each specific subject are varied perpending on subject, For example, 15 hours an allocated for drafting and 60 hours for CAD.