• 한국정보교육학회:학술대회논문집
• /
• 2010.08a
• /
• pp.151-160
• /
• 2010

Learning progression is an advantageous way to describe the development of learner understanding about a topic. In the present study, learning progression is introduced to characterize novice teachers' professional knowledge and competence and to help designing teacher professional development programs in the developmental approach. The development and validation phases of learning progression are proposed in the paper. In addition a case study is presented to demonstrate the process of developing a learning progression for teaching-through-inquiry using ICT. The learning progression in novice teacher professional development can be used to assess the level of teacher understanding in specific topic and to effectively support the development of teachers' professional knowledge and competence via professional development programs in the longitudinal view.

• Journal of Science Education
• /
• v.34 no.2
• /
• pp.211-224
• /
• 2010

This research explored the direction of professional development programs for science high school science teachers through partnership with scientists. Eighteen science teachers and twenty three experts attended as partners during two weeks program. To find any finding and implication, survey and interview were conducted with participant, and participant observation was conducted to understand interaction between them. It was found that the professional development program through partnership with scientists would contribute to increasing expertise of science high school teachers. From findings, it was suggested to use professional development program where scientists participate for the professional development of science high school teachers.

• International Journal of Advanced Culture Technology
• /
• v.11 no.4
• /
• pp.163-168
• /
• 2023

The purpose of the study was to examine the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions. We conducted a cross-sectional study with 324 early childhood teachers working at kindergartens and child-care centers in South Korea. The empirical data using survey questionnaires were collected by administering the Adult Introspective Intelligence Scale, the Professional Development Scale for Early Childhood Teachers, and the Teacher-child Interactions Scale. SPSS and Hayes' PROCESS macro weres utilized. The results showed the statistically positive correlations between the major variable and the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.2
• /
• pp.349-369
• /
• 2012

In the present reflective study, the research findings of professional development in mathematics education are reviewed and significant ideas that emerged are addressed in ter ms of (1) building on collaborative effort; (2) focusing on content knowledge; (3) centering on students' learning and bringing forth teacher knowledge; (4) perception-based and conception-based perspective; 5) situating in the context of teaching and sustained over ti me. Then it is followed by suggesting what components a desirable professional develop ment program needs to include and a possible direction toward which future research on professional development in mathematics education heads.

• Journal of Elementary Mathematics Education in Korea
• /
• v.16 no.3
• /
• pp.389-401
• /
• 2012

The focus of the present study is on examining a research trend of teachers' professional development in mathematics. In do this, this study investigated the meaning and standards of professional development about mathematics, examining the characteristics of successful mathematics education professional programs, and looking for the processes of teachers' professionalization about mathematics. The findings of this study point out as follows: Teachers' professional development about mathematics implies the improvement of the quality of mathematics instruction following improving the quality of mathematics learning through well-structured mathematics teacher education programs. To do this, teachers need to have shared vision about how to teach mathematics, to have profound knowledge related to the mathematics subject, and to actively participate in teachers' professional development programs in mathematics. The results suggest the common characteristics of successful programs of mathematics teachers' professional development. The results of this study suggest that teachers need to have passion and efforts to improve teachers' professionalization about mathematics, and research on teacher professional development should be based on understanding about teachers. Also, more teacher-researchers to connect educational theories with educational practices are recommended, and a model for teachers' professional development program of mathematics appropriate to the context of Korea needs to be developed.

• Journal of the Korean Professional Engineers Association
• /
• v.32 no.3
• /
• pp.92-105
• /
• 1999

With the advent of the information age and the knowledge-based society, human resource development has become a key factor in determining a nation's competitiveness. And technological qualification systems have a direct and significant influence on human resource development. In order to guarantee Korea's continued development as a competitive member of the international community, it is demanded that a Korean Technology Qualification System (KTQS) is to accept international qualification criteria. This study was conducted in order to analysis current movements about the international mutual recognition of Professional Engineer and present problems for introducing APEC Engineer System to KTQS, and also recommend reasonable plans which overcome those. Under the WTO/GATS, the liberalization of trade in professional services will steadily increase. APEC activities to facilitate the portability of qualifications is considered complementary to the WTO movement. If the government attempts to introduce the APEC criteria for university degree requirements, university curriculum standards, programs for continuing professional developments(CPD), and practical, on-site experience. In the standpoints with the recent developments of APEC Engineer agreement on profession qualification, it is important to guarantee that Korean qualifications have a common, international currency. Measures have to be taken to harmonize the qualifications standards for Professional Engineer with those set out by the WTO/GATS movement. Also this will require an increase in the quality of university curriculum and an establishment of CPD. This process will be further enhanced by the organization of APEC Engineer Monitoring committee, Consisting of government officials, professional engineers and university professors. At this committee we can discuss the best strategies to keep our nation's interests.

• Journal of the Korean Professional Engineers Association
• /
• v.43 no.5
• /
• pp.21-24
• /
• 2010

The development of the mountain areas is the economic solution to the forest-mountain region that is becoming more hollw by the day. It can also be said as providing a rest area for those that live in the cities who long for their child-hood memories. This development will bring the vitalization of the regional economy and the balanced development of the national land planning. In order to bring the continuous development of the mountain areas, educating a dedicated professional forest-mountain expert is a must.

• The Mathematical Education
• /
• v.53 no.3
• /
• pp.357-381
• /
• 2014

This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students' achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.

• Journal of Korean Clinical Nursing Research
• /
• v.16 no.3
• /
• pp.51-61
• /
• 2010

Purpose: The purpose of this study was to determine the effect of needs for professional development and organizational climate on organizational socialization of clinical nurses. A cross-sectional analysis were performed to assess the factors affecting organizational socialization. Methods: The data used in this study were obtained from clinical nurses who were employed in a hospital (N=606). Using multiple regression, we tested variables to assess their effects on organizational socialization in this sample. The data were analyzed using descriptive test, t-test, ANOVA, Pearson correlation coefficiency and stepwise multivariate regression. SPSS 17.0 program was utilized for data analysis. Results: The mean scores of organizational socialization, needs for professional development and organizational climate were statistically differed by career ladder, educational level and position. Organizational socialization had significant positive correlations with the needs for professional development (r=.332, p<.01) and organizational climate (r=.523, p<.01). Those variables including career ladder explained 33.4% of organizational socialization. Conclusion: Our findings indicate that organizational socialization of clinical nurses could be enhanced by meeting the needs for professional development and organizational climate. Developing innovative educations for encouraging clinical nurses' carrier development and creating a positive organizational climate are mandated for clinical nurses to have constructive organizational socialization.

• Journal of Korean Elementary Science Education
• /
• v.27 no.2
• /
• pp.93-101
• /
• 2008

We investigated the characteristics of lesson session and the professional development of teachers who conduct good teaching science subject. Seven teachers' were selected the finalists at the elementary school science and teaching competition. The study was based on a semi-structured questionnaire and interviews. To prove validity of the study, the collected data were verified by subject teachers for feedback. The results showed that the teachers believed that their lesson contents and methods were superior to other teachers. To enhance professional development in their lessons, they are only being made through help from colleagues and personal efforts, and a systematic development was involved with necessary situation. As a plan for enhancing an effective quality enhancement of lessons, open classes and conversation between colleagues were proposed. An organization or a group that can motivate teachers and provide systematic support for quality enhancement of lessons by teachers is needed.