• Journal of Fisheries and Marine Sciences Education
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• v.22 no.4
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• pp.537-552
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• 2010

This paper attempts to study for preliminary model for consulting school curriculum. To accomplish this goal, the meaning of school-based curriculum, supervision of school curriculum, supervision of curriculum consulting are examined. Second, The condition for supervision of school curriculum is reviewed in line of curriculum context. They are discussed problem of supervision in Korea through the diagnosis of present condition. Third, Model development for the consulting in the school curriculum is attempted for building creative curriculum management. Finally, the conception of school curriculum consulting, feature of model, and the item of actual applications are discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.486-502
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• 2011

The purpose of this study is to investigate the model of curriculum supervision that can substantialize the educational value by studying actual condition and problems of present curriculum supervision. And this study focuses on reciprocal actions based on communication and dialogs. As the model of supervision mentioned above, this research proposes the supervision model of curriculum based on narrative. We need to move the view point of bureaucratic administrative supervision to new vision. For the supervision matched with this new approach, the teachers' experience has to be reinforced by dialogs and communication between school members and the person in charge of supervision in the mood of respect. The educative value of school can be recovered by the narrative through interaction, respecting school members' experience and meanings in their life according to personal practical knowledge based on teacher's experience, forming the school community by mutual communication, and constructing school culture coping with change of new environment.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.1-18
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• 2008

This study aims to provide answers to two questions regarding the supervision of pre-service mathematics teachers: 'Who should carry out the work of supervision?' and 'How can it most skillfully be done?' The answer to the first question seems to be that, for a variety of reasons, university teachers and mentors appear best suited to do the supervision in a cooperative relationship with pre-service teachers. The assumption that seems to underlie the collaborative supervision is that field-based experiences are necessary and useful components of professional development in pre-service teacher preparation programs. With respect to the second question, it is suggested that a non-judgemental approach should be considered, along with strategies and techniques for judgemental supervision, as a way to make math teacher supervision more meaningful and helpful for the improvement of teaching and long-term professional development. It is hoped that a continued exploration of models of teacher supervision and evaluation of their effectiveness will help pre-service math teachers, supervisors and mentors learn more about teaching and improve their own teaching.

• Journal of Korean Dental Hygiene Science
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• v.3 no.1
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• pp.37-43
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• 2020

Introduction: All work of dental hygienists in Korea is to be carried out under the supervision of a dentist, but the main tasks of dental hygienists are systematic and sufficiently trained within the college curriculum. The purpose of this study was to compare the curriculum between the Department of Dental Hygiene and the Department of Dentistry to provide a basis for legal revision of the dental hygienist's unique work. Methods: The curriculum was acquired from the homepage of the Department of Dental Hygiene and Dentistry. The curriculum in 23 of 28 dental hygiene schools and 6 of 11 dental schools was identified on the homepage. The swere classified based on the scope of dental hygienist work. Results: The Department of Dentistry has more than twice the number of credits and subjects compared to the Department of Dental Hygiene, and the top subjects belong to the treatment and rehabilitation of dental diseases. However, in the field of preventive dentistry, which is a unique work of dental hygienists, the Department of Dental Hygiene has a score of 9.3 times higher than that of dentistry. In the public oral health field, the oral health education field, and the dental management field, dental hygienists scored twice as high as dentists. Conclusion: Since dental hygienists are receiving more education than dentists in the areas of preventive dentistry, public oral health, oral health education, and dental management, which are unique tasks, it is suggested that the work can be performed independently without supervision of the dentist.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.69-77
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• 2014

The purpose of this study was to investigate the recognition on the administrative and financial support system to execute integrated early education program by kindergarten and educational offices. The results were as follows. First, there has been a difference of recognition by three variables: 1) teachers' position in the area of all, law and institution, curriculum, administrative and financial support, and assessment, 2) educational career in the area of all, law and institution, curriculum, and supervision, 3) integrated education career in the area of all, law and institution, administrative and financial support and assessment. Second, there has been a difference of recognition by two variables: 1) kindergarten institutional establishment in the area of all, law and institutions, curriculum, teaching-learning, financial support, and assessment. 2) size in the area of all, law and institutions, curriculum, supervision, administrative and financial support, and assessment.

• Journal of Music and Human Behavior
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• v.8 no.1
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• pp.61-81
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• 2011

This study conducted a survey of 117 music therapy graduate students from four schools in their second through fifth semester who have sufficient clinical training experience to form a basis for satisfactory clinical training. The result shows that the respondents reported their highest satisfaction levels with their course and curriculum (3.78), followed by supervision (3.75) and clinical training (3.65). In general, students who did not major music as undergraduates showed higher satisfaction levels. The satisfaction level of students in the earlier stages of clinical training is generally high. However, it gradually decreases as they move to more advanced stages, and increases somewhat during the internship training period. The supervisor's role was a decisive factor in reported levels of satisfaction with supervision and clinical training, and the music therapy element was a decisive factor on the course and curriculum satisfaction level, This survey is meaningful as it paves the way for the development of more satisfactory clinical training, and offers important guidelines to students in terms of the kinds of talents and characteristics they should develop.

• Journal of Arbitration Studies
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• v.30 no.3
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• pp.47-66
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• 2020

Due to the division of China's departmental laws, the disconnect between theory and practice, and the influence of traditional academic thinking on the understanding of the knowledge structure of arbitration legal talents in practice, the construction of law school colleges, teaching teams, and research centers mostly revolves around departmental laws, tearing the connection of the arbitration legal system. The student-centered, process-guaranteed, and result-oriented arbitration master of law training model is "virtualized," the shaping of arbitration professionalism is ignored, the coverage of practical teaching is narrowed, and the arbitration legal profession is mostly formalized. The prevalence of specialized curriculum systems shortage, single faculty, formalized practical teaching, outdated curriculum settings, unsuitable curriculum system design for development, and inaccurate professional curriculum standards and positioning renders it difficult to integrate the "Belt and Road." The cutting-edge, the latest research results, and practical experience cannot reflect the connotation, goals, and requirements of "Entrepreneurship" education, as well as arbitral issues such as the ineffective monitoring of practical education and the inconsistent evaluation of standards and scales. Under the background of the "Belt and Road," based on system theory and practice and through training goals that innovate and initiate organizational form, activity content, management characteristics, assessment and support conditions, etc., the arbitration law teaching curriculum system is gradually improved and integrated. Through the establishment of a "Belt and Road" arbitration case file database and other measures, a complete arbitration law theory and practice teaching guarantee system has been established. Third parties are introduced, arbitration law experimental modules are developed, students are guided how to discover new knowledge, new contents are mastered, solidarity, cooperation, and problem-solving capabilities are cultivated in the practice of the "Belt and Road," and quality education, vocational education, and innovation education are organically integrated. In order to implement the requirements of arbitration law education, innovation development and collaborative management of arbitration law teaching practice base should be cultivated, thus giving full play to the effect of collaborative education between universities and arbitration institutions.

• Industry Promotion Research
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• v.7 no.3
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• pp.93-102
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• 2022

The purpose of this study is to analyze the curricula of counseling-related departments in 35 offline colleges and 20 cyber colleges to analyze improvement points and development directions. Curriculum was analyzed with educational goals, open subjects, practice, and operation process. As a result of the study, the terms 'professional counselor, psychologist, and professional counselor' were used the most frequently in the educational goals of the department using the term 'counseling'. In the subjects, the most frequently opened courses were in the first year in counseling basics, in the second year in counseling theory and technique, in the third in psychological evaluation, in the second in statistics and research, and in the fourth in counseling practice. Counseling theory and practice, counseling process and interview technique are operated in the lower grades, and counseling practice, supervision, counseling practice and case study, and domestic and foreign internships were mostly operated in the fourth grade. Based on the above, we will discuss the improvement points and development direction of the curriculum of departments that use the term 'consultation' in offline and online universities.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.82-92
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• 2003

This qualitative research describes unique features of seven exemplary science teachers' professional development activities. Description of excellence in effective teachers' professional development efforts will provide some insights into required inservice initiatives and support systems for teachers' professional learning. Exemplary science teachers' professional development activities can be classified into four types: (1) practicing classroom supervision, (2) participating in voluntary communities of teachers, (3) playing instructional leader roles in teacher training programs, and (4) continuing one's studies at a graduate school. One of the common features of these exemplary teachers was that they can both articulate what makes teachers professionals and practice in accordance with their perspectives. These exemplary teachers not only improved their own classroom practices, but also participated actively in various professional communities to share their practical knowledge with their colleagues. The teachers have formed special-interest groups to investigate better ways of science teaching. They also took an active role in teachers' in-service education. Teachers' quality practices lie at the heart of classroom change. However, it's important to remember that there must be a support system that sustains and encourages teachers' initiatives. The implications for the support system to encourage teachers' professional development efforts are discussed.