• Korean Journal of Human Ecology
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• v.5 no.1
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• pp.89-98
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• 1996

The objectives of this study were (1) to determine the rank of purposes of Korean secondary school home economics education related to three systems of action: technical, communicative, and emancipatory action by home economics(HE) teachers and HE teacher educators, (2) to compare differences between HE teachers and HE teacher educators concerning the degree of importance and achievement of the purposes of current Korean secondary school HE education. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. To determine the rank, Borich's needs assessment model was used. The data were analyzed by using t-test to compare the differences between the two groups. To promote a good life and the full development of human beings, to develop creative and critical thinking, to make morally defensible judgments, and to develop self-esteem were needed purposes for Korean secondary school HE education. Overall, the most high ranked purpose needs for both groups related to emancipatory action. The two groups were significantly different on the degree of the importance of evaluating family and social conditions, acquiring the skills needed as a wage earner and a homemaker, developing creative and critical thinking, and demonstrating proficiency of homemaking work. The teachers and teacher educator groups were significantly different on the degree of the achievement of making morally defensible judgments, understanding Korean traditional culture, and taking care of each other.

• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.31-45
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• 1997

The theoretical rationale and basic materials for the improvement of the recognition on home economics teachers are suggested in this study through the close examination of the teacher’s recognition and its related variables. For this study, review of literature and questionnaire survey were performed. As the results, the following may be suggested. 1. There teachers more experienced and non-majored the home economics or those who finished professional course should be reeducated adequately for new direction of home economics education in secondary school and new curriculum. 2. The development of qualification for home economics teacher and the educational system and program for training preliminary should be try to find a solution to improve the new and positive recognition of home economics education in secondary school. 3. The institutional and environmental conditions, such as pay and welfare facilities, should be improved to satisfy home economics teacher with new view of home economics education in secondary school with their duties. 4. The systematic and concrete teaching programs for contents of improving new recognition of home economics education in secondary school, and for promoting positive self-recognition as home economics teacher, and for training the abilities of developing teaching materials and guiding practical techniques should be developed.

• Korean Journal of Childcare and Education
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• v.13 no.5
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• pp.65-91
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• 2017

Objective: This study aims to investigate early childhood teachers' perception of STEAM and suggest activation measures for STEAM according to teachers' background variables. Methods: The researchers conducted a pilot study, and then did survey research for 5 weeks. The participants of this study included 523 teachers of early childhood education institutions in Gwangju metropolitan city and Jeollanam-do Province. Results: The results of this study were as follows. First, early childhood teachers perceived the necessity of STEAM differently according to their age, experience, and academic background. The higher their age, experience, and academic background were, the more they wanted to participate in further teacher training and education. In particular, early childhood teachers' perception and activation measures were very different according to their workplace. These results come from the fact that the conditions in conducting STEAM are different according to their workplace. Conclusion/Implications: In order to activate STEAM, a teacher training program including practical contents and methods should be conducted. Also, it is necessary to carefully organize the content and structure of the teacher training program according to their workplace. This study is meaningful in terms of suggesting activation measures for STEAM by showing how early childhood teachers think about STEAM and what they demand.

• Korean Journal of Child Studies
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• v.36 no.1
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• pp.99-124
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• 2015

This study developed a teacher training program aimed at promoting preschool teachers' competence in relation to pretend play and examined its effects on the teachers' knowledge, efficacy and interaction in pretend play. Regarding the learner's job characteristics and conditions, a small group session of 90 minutes per week was conducted for 8 weeks. To examine the effects of this program, the researcher collected data on the teachers' knowledge and the efficacy by means of questionnaires and the teachers' interaction by observation before and after the program execution. The fourteen child care centers were randomly assigned to both an experimental group or a control group, in which 38 teachers were included. In conclusion, the pretend play competence training program for preschool teacher was observed to be effective in improving their knowledge, efficacy and interactions in pretend play.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.95-110
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• 2015

In this study, an analysis of the actual conditions and needs regarding elementary school teacher's levels of cooperation was conducted. This was done from the assumption that it is essential for good communication and cooperation to exist between elementary school teachers and after-school care teachers to provide the most reliable after-school care environment possible. Individual interviews with 6 elementary school teachers were conducted, and the results of the data analysis were as follows. First, the necessity for close communication and interaction between teachers was clearly established, due to the obvious advantages obtained from cooperation on supporting children and improving the teacher's levels of expertise. However, contrary to this, the elementary school teachers in fact did not have very good communication between themselves and the after-school care teachers. Second, the problems in cooperation revealed a degree of disapproval regarding the perceived independence of after-school care teacher's duties, a sense of burden arising from interaction with a large number of teachers, the lack of communication time due to the workload of elementary school teachers, and the lack of material resources. Third, teachers further stated that although they were generally interested in after-school care classes, and showed approval of the role of after-school care teachers, regular meetings, and an expansion of the current messenger systems of communication with after-school teachers are clearly needed.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.597-603
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• 2023

This study evaluates the AI digital competencies of teachers and presents a step-by-step framework for teacher's AI digital competencies that can be utilized in training. To do this, AI digital competencies were analyzed from the perspective of utilization and disposition, linked with the Technological Pedagogical Content Knowledge (TPACK) perspective. Then, as a precedent for step-by-step teacher AI digital competencies, the 3-step competency of the British Education and Training Foundation and the UNESCO ICT Teacher Competency Framework were presented. In this study, teacher's AI digital competencies were divided into three stages: entry, adaptation, and leadership, considering precedent research and domestic conditions. The initial entry stage passed the validity test in the second round of the Delphi survey, and the other two stages passed in the first round. The final entry stage is described as a stage where teachers understand AI digital but have difficulty implementing it, the adaptation stage is a level applied to standard curricula, and the leadership stage is a level where AI digital is applied in advanced courses and teachers serve as models for others. Through the overall AI digital competencies presented in this study, detailed competency development is possible, and it can be used as a reference material for developing evaluation items.

• Journal of Korean Library and Information Science Society
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• v.50 no.3
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• pp.239-259
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• 2019

The purpose of this study is to find a better way for placement of teacher librarians after the revision of the Enforcement Decree of School Libraries Promotion Act. To do this, the literature research is applied for reviewing the policy and current status regarding the placement of school librarians. The Ministry of Education announced its willingness to secure the number of job openings for librarian teachers through the midium and long-term plan in the 3rd School Library Promotion Basic Plan. It is analyzed that 323 new teacher librarians need to be recruited every year, after estimating the demand for recruitment of teacher librarians by 2030, considering the 3rd school library promotion basic plan. Schools in Gyeonggi Province and Daegu with no school library personnel exclusively in charge of libraries have been allocated with temporary teacher librarians, as an attempt to comply with the legal obligation to place exclusive staff for libraries, faced with practical challenges of recruiting new teacher librarians in a limited amount of time. But survey through questionnaire method shows only 69 out of 122 survey participants, which account for 56.6%, have proper teacher librarian licences. According to the analysis of teacher librarianship status, only 146 people were trained in 2019. As a result, the field demand for librarian teachers surged, but it was found that the conditions for training excellent librarian teachers have not been provided. Therefore, it is necessary to actively prepare a way to secure a certain level of qualification holders with the qualifications of excellent teacher librarians.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.17-28
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• 2023

Potholes that occur on paved roads can have fatal consequences for vehicles traveling at high speeds and may even lead to fatalities. While manual detection of potholes using human labor is commonly used to prevent pothole-related accidents, it is economically and temporally inefficient due to the exposure of workers on the road and the difficulty in predicting potholes in certain categories. Therefore, completely preventing potholes is nearly impossible, and even preventing their formation is limited due to the influence of ground conditions closely related to road environments. Additionally, labeling work guided by experts is required for dataset construction. Thus, in this paper, we utilized the Mean Teacher technique, one of the semi-supervised learning-based knowledge distillation methods, to achieve robust performance in pothole image classification even with limited labeled data. We demonstrated this using performance metrics and GradCAM, showing that when using semi-supervised learning, 15 pre-trained CNN models achieved an average accuracy of 90.41%, with a minimum of 2% and a maximum of 9% performance difference compared to supervised learning.

• Journal of the Korean Society for Library and Information Science
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• v.36 no.1
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• pp.127-143
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• 2002

The author describes the reasons why fantasy literature is more useful for reading guidance than realistic fiction. The activities of the human brain are in accordance with the activities of creating fantastic stories. She explains that the characteristics of creativity. according to the findings of psychologists and neuroscientists, are inherent in the activities of the human brain which is integrating information. These properties of information integrating are strongly immanent in fantasy literature. Fantasy literature provides the brains of readers with opportunities to integrate information because of its heterogeneity, for fantasy literature includes both realistic and unrealistic characters and settings comparable to those of realistic fiction. Also fantasy literature appeals to the curiosity and interest of young people, so students easily pay attention to it. Therefore, the author recommends that teacher-librarians use fantasy literature for reading guidance for students. In order to achieve successful reading guidance at school libraries, the author recommends the following. 1) A school library should have teacher-librarians who are well grounded in literature. 2) School authorities should elevate the teacher-librarian’s status to the same level as that of other teachers and create conditions such that teacher-librarians can best carry out their responsibilities. 4) It is necessary that a variety of lesson plans be developed for use by teacher-librarians.

• The Journal of the Acoustical Society of Korea
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• v.25 no.5
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• pp.207-212
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• 2006

The purpose of this study was to compare voice parameters in auditory conditions (normal/noise/music) between a teacher group and a control group. Results of statistical analysis showed that the teacher group had higher jitter (%) and shimmer (%) values than the control group. It indicated that the teacher group had larger variations in pitch and dynamic of their voice. In the teacher group, the voice under noisy condition showed a higher value of fundamental frequency than that under normal condition. though its fundamental frequency did not show any significant difference between the noisy condition and the musical condition. In the control group, however, although the voice under noisy condition also showed a higher value of fundamental frequency than that under normal condition, its fundamental frequency was significantly different between the noisy condition and the musical condition.