• Journal of the Korean earth science society
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• v.30 no.3
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• pp.354-365
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• 2009

In this research, we investigated the support system and professional development in teaching practices of beginning science teachers through instructional consulting. Using open-ended interviews with the participating teachers and group discussions taking place on a regular basis to analyze and compare classes of six beginning teachers, we analyzed beginning teachers' professional development efforts centering around their teaching practices. The group discussion consisted of 6 beginning teachers and another 6 experienced teachers, they discussed and cross-analyzed beginning teachers' 9th lessons on middle school science unit, 'Work and Energy.' The characteristics of beginning science teachers' professional development drawn from this research are: (1) beginning teachers' teaching practices they were taught, (2) lack of reflection on their teaching practices, (3) no guidance for beginning teachers regarding ways to teach, (4) lack of communication between teachers about teaching science, and (5) lack of time for instructional preparation due to other heavy workload. Suggestions for ways to improve and support beginning teachers' professional development are discussed with experienced teachers. Required conditions for an effective induction program are also discussed.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.387-400
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• 2012

The purpose of this study was to find ways to improve teacher training programs for mathematics teachers' professional development in Korea. To do so, we first investigated current programs for in-service mathematics teachers in Korea. Then five professional development programs for mathematics teachers in foreign countries were searched and described, which have clear concepts of professionalism and distinct strategies in terms of their aims, processes, focal points, financial supports, etc. We then analyzed the advantages and disadvantages and the types of each program. Based on the analyses, we finally discussed what we learned to make mathematics teacher training programs better for their professional development in Korea.

• Korean Journal of Clinical Pharmacy
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• v.25 no.4
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• pp.209-215
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• 2015

The aim of the research was to explore post-registration training opportunities for NHS hospital pharmacists which contributes to promote structural reform of the professional development and lifelong learning for Korean hospital pharmacists. In UK, all pharmacists are required to complete at least 9 Continuing Professional Development (CPD) entries per each year to maintain their professional registration. Types of accredited postgraduate qualification (part-time) in Pharmacy Practice available for hospital pharmacists are Postgraduate Certificate (PgCert, year 1), Postgraduate Diploma (PgDip, year 2), Master of Science (MSc year 3), and Professional Doctorate in Pharmacy programme (DPharm, 4-5 years or more). Clinical pharmacy diploma is more likely to become a minimum qualification in order to progress whilst working for the NHS. Pharmacy independent prescribers are allowed to prescribe all medications except cocaine, dipipanone, and diamorphine for the purpose of treating addiction within their competencies. NHS pharmacists are also classified by band point system depending on their practical/clinical knowledge and skills which starting from band 5 (Pre-registration pharmacist) up to band 9. Various learning and development options are also offered including teaching sessions, conferences and local forums.

• 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 Mathematical Education
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• v.56 no.1
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• pp.119-130
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• 2017

The purpose of this study is to explain the long term growth and development of elementary teachers' Professional Learning Communities(PLC) about mathematics implemented on an institutional basis. Especially, it is meaningful to analyze and present the development process and characteristics of PLC, which was started by the basis on the collaboration of a National University of Education and its affiliated elementary school. In this study, PLC activities during three years were analyzed according to the capacities and dimensions of a professional learning community. The developmental capacity of the PLC analyzed in this study can be summarized as follows. In the first year, development of organizational competence in terms of capacity, resources, structure, and system of exchanges was the main factor in personal competence, and the development of individual competence began to share collective learning and practice. In the second year, personal exchanges were active in all the topics of activities, and personal level competence was activated such that more activities of critical knowledge formation were performed on an individual level. On the basis of the development of the individual level formed in the second, individual competence and organizational capacity developed. Factors that have influenced the development of capacities of PLC include: disclosure of activities outside the community, participation in outsiders, provision of procedures to share equal participation and leadership, voluntary and critical participation of teachers, improvement of mathematics teaching methods, sharing themes and visions.

• Korean Medical Education Review
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• v.14 no.1
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• pp.7-10
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• 2012

This paper summarizes the concept of medical professionalism and presents its direction. Toward this end, the authors compare the characteristics of a professional with those of a craftsman and a technician. The authors describe the construct of medical professionalism on the assumption that knowledge and technical competence are necessary but not sufficient conditions for the professional. The construct of medical professionalism could be defined variously, depending on the time, place, or collectivity. The authors furthermore summarize cases for the development process of medical professionalism and then compare Korean medical professionalism with that of the West. Finally, the authors present the development direction of medical professionalism in Korea.

• East Asian mathematical journal
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• v.32 no.4
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• pp.465-482
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• 2016

This study aims to investigate research trends relevant to mathematics teachers and discuss implications on professional development of mathematics teachers. For the purpose of this study, we review 156 articles written between 2006 and 2015 related to mathematics teachers. The articles are analyzed using the model of professional growth suggested by Goldsmith, Doerr, Lewis(2014). The model discusses personal domain, external domain, domain of practice, and domain of consequence. In the results of this study, articles focusing on the personal domain of mathematics teachers appear a lot in reviewed ones, whereas studies relevant to external domain or domain of practice of mathematics teachers are relatively small.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.109-114
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• 2022

The article theoretically analyzed and specified definitions such as: "professional development of personality, competence, professional competence of a teacher". Structural components of professional competence are defined, namely: theoretical involves deep knowledge in the field of special pedagogy, special psychology; technological involves the use of acquired knowledge in practical activities and personal in which important personal characteristics of a special teacher are noted. Criteria and levels of development of professional competence of future special teachers are determined. The article analyzes the peculiarities of the professional activity of a teacher in the conditions of an inclusive educational space, in particular, the special training of a teacher as an integral component of this process. Emphasis is placed on the cooperation of teachers in an inclusive educational institution for the socialization of a child with special needs and her preparation for independent life.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.215-243
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• 2016

The purpose of this study was to examine the current development of continuing professional education for librarians with particular foci on online learning and professional competencies. It analyzed the current online training programs at the National Library of Korea along with on-site programs in order to identify their strengths and weaknesses. It also examined best practices of online continuing education abroad where more diverse and interactive delivery methods, such as webinars and webcasts, are used to inform latest and practical topics in the field. It found online training programs are not complementing but playing major roles in continuing professional education. The study also examined the current trends that library continuing educational institutions are applying core competencies schemes to continuing education programs in order to systemize their programs and to strengthen individual librarians' professional competencies.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.247-262
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• 2007

TPCK is the knowledge of intersection in mathematics, technology, and pedagogy. This study investigated a teacher's change of his TPCK. He participated in the professional development program which was designed to develop mathematics teachers' TPCK. The professional development program was based on using spreadsheets in teaching mathematics. The researcher suggests a consideration for the integration of technology in mathematics education and mathematics teacher education. The program consisted of a four week summer professional development program and three actual mathematics classroom teaching. Ten teachers took part in the program. One teacher who changed his TPCK most was selected to investigate what made it change most. Following teaching practice was the most influential factor in changing his TPCK.