• 한국노년학
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• v.36 no.4
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• pp.959-979
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• 2016

This study was performed to explore the life experience as a teacher was dissolved in life aimed at elementary school female teachers. The selection of the four-year teaching career more than 35 years, from January to November 2015 and retired teacher retirement not more than three years to 2015, five people in the study participants were conducting research. Research method was approached narrative interview method of qualitative research, Sch?tze of biographical research methods utilized in exploring how narratives. Results from this study showed the biographical curve through the 'biographical statement', 'experience the life of a female teacher','difficulties experienced in the reality of female teachers', 'reward as a teacher', divided into the categories' 'post-retirement life adaptation types'. These findings are in accordance with the retirement teacher pointed out the lack of social adaptation programs, such as training or preparation for life after retirement, With the increasing need for pre-retirement training is to prepare for life after retirement were suggestions that the government offers programs and information about the life after retirement is necessary.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.1-8
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• 2022

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

• Journal of Science Education
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• v.40 no.2
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• pp.116-130
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• 2016

The purpose of this study was to investigate the difficulties of science classes experienced by newly appointed elementary school teachers in terms of science content knowledge and teaching method, and to suggest some implications for their effective adaptation. We recorded science lessons conducted by 3 beginning elementary school teachers with less than 5 years experience and also analyzed their classes and interview materials. The results were as follows. First, difficulties that they experienced in science content knowledge was the possession of scientific errors or misconceptions, the lack of awareness and confidence in scientific concepts and principles, and the possession of negative concept about learning materials. Second, difficulties that they experienced in teaching method was the absence of reorganization of the textbook contents, using closed questions, one-sided instructions and explanations by teacher, the application of incomplete analogy, and the lack of understanding about experiment activities. The implication from this study is that beginning teachers need to be provided with curriculum oriented in experiment at teachers college and to participate in various types of educational opportunities.

• The Mathematical Education
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• v.61 no.4
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• pp.521-537
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• 2022

The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology's sake or how it can be repurposed in a new online environment in a way that students' learning is optimized. The findings of this study provide implications for unpacking MTEs' technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.

• The Korean Journal of Food And Nutrition
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• v.25 no.4
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• pp.999-1007
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• 2012

This study is to implement a model of CPC-mentoring program based on the mentoring theory and research environment analysis as well as to present the operation case of teaching and learning in colleges. Major research results should use the practical research methods utilizing the statistical program in order to verify the effectiveness of the program of CPC-mentoring program by comparing the before with the after of running the CPC-mentoring program of the research objects, comparison group (61 people) and experiment group (33 people). After running the CPC-mentoring program, whether there was a certification's acquisition or not of the comparison group and the experiment group, a statistically significant difference between the comparison group 34.3% (21) and the experiment group 72.7% (24), (p<0.05) was shown. The goal of the students participating in the CPC-mentoring program was to help one another in order to obtain certification. moreover, by engaging in mutually developing human relationship activities thru various methods, such as adaptation of college life, development of sociality, graduation, etc., good cooperative relationships with one another as well as further development of the relationship was formed. CPC-mentoring program is neither doing only people that want nor being effective for people only that want. A successful matching will naturally lead to all success since mentoring is human relationships is the misunderstanding. The role of a mentoring coordinator(professor) for the operation of a successful CPC-mentoring program and for the application method of detailed CPC-mentoring program was set. In addition, by considering the connectivity with the counseling guidance (shared and individual guidance) of students, which is the characterization direction of technical department of the college, it is expected to make a positive contribution if utilized in a multilateral manner.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.359-366
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• 2020

The purpose of this study was to find out the differences in the teaching methods of elementary, middle and high school physical education teachers for online physical education classes and the improvement of online education. To this end, an online questionnaire was conducted for 166 physical education teachers belonging to the Busan Metropolitan Physical Education Research Association community, and cross-analysis were conducted. There search results are as follows. First, there was no difference in gender, starting with online school. Second, there were differences in the method sand motivation so online physical education classes according to the type of employment, and there was no difference in improvement. Third, there was significant difference in the motivation for online physical education classes according to the teaching career. Based on these research results, it is expected that various efforts will be needed to promote the adaptation and improvement of education and teachers for online physical education classes.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.539-545
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• 2020

This study was designed to find out the efficacy of college students' lecture participation in online real-time lectures conducted at university due to the Corona virus events. Participants in this study are 701 students attending the W University in the J region and participating in real-time online lectures. The tools of this study consisted of four factors: interaction, learning improvement, adaptation, and accessibility. The results of this study are as follows: First, accessibility is the highest efficacy among college students' real-time online lectures participation and interaction is the lowest. Second, the efficacy of real-time online lecture participation of university students differed according to gender, grade, major, and access devices. This study is meaningful in that it confirmed the applicability of real-time online teaching method due to corona virus and confirmed the applicability of real-time online teaching as a method to prepare for the arrival of full-scale distance education in the post-Corona era. Lastly, it was suggested that the online class management method and support for each college major reflect the changes of the times.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.291-314
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• 2005

The purpose of this paper was to investigate the difficulties experienced by the novice elementary school teachers in the mathematics classes and suggest some implications for teacher education and effective adaptation of novice teachers. The researchers observed mathematics lessons of 6 novice elementary school teachers and interviewed on the difficulties that they experience in teaching mathematics. The data were collected by lesson observations, interviews, discussion and email communications and categorized the data the types of difficulties those the teachers experience. The difficulties were difference between theory and practice, explanation, questioning, differentiated lesson, application of teaching method, evaluation, and understanding of mathematics. The implication from this study is that novice teachers need to supported by the administration as well as actively participate at various types of educational meetings.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.1-31
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• 2009

Although Korean university students' primary concern is academic success in their higher degrees in the UK, they highly desire to develop English communicative competence through a number of opportunities to speak with natives speakers. The paper aims at examining to what extent they are able to be socialised into a new environment while they are studying at UK universities. The in-depth, longitudinal interviews with the targeted group of six Korean masters' students at the University of York was undertaken to observe the pace of their progress in developing social skills. Reluctance and hesitance to contact and interact with their supervisors and other academic staff persisted for most of them to the final term caused by cultural reasons such as face and hierarchy rather than language problems. Despite the six participants' variation in their patterns of social interaction, they struggled with pressures towards monoculture-biased interaction with Korean people, which was quite extreme for the five participants. This passivity can be explained by several reasons such as the students' lack of communicative competence and other situational factors on one-year course. It is important to note that students' failure to develop network with native speakers is strongly associated with experience of cultural withdrawal and frustration with developing communicative competence in English.

• Journal of the Korean Home Economics Association
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• v.46 no.5
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• pp.73-86
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• 2008

The purpose of this study was to investigate the effect of teachers' self-efficacy and teacher-child relationship on young children's adaptation to childcare centers, and to examine the interaction effects of teachers' self-efficacy and teacher-child relationship on young children's adjustment to childcare centers. The subjects of this study were 360, three- to four-year-old who attended childcare centers located in Chungbuk province and their 72 teachers. The results of this research indicated that the main effect of teachers' self-efficacy and the main effects of familiarity and conflicts between teachers and children on young children's adjustment to childcare centers were significant. The interaction effects of teachers' general efficacy and conflicts or familiarity between teachers and children on young children's adjustment to childcare centers were also significant.