• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.320-328
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• 2003

Nurse educators' competence is considered to be important in relation to the quality of education for nursing students. The purpose of this study was to identify the nursing faculty competence and attitude for lecture evalutaion, evlauated by nursing faculty. This article presented results focusing on South Korean nursing faculty's attutude for lecture evalutaion done by students and their opinion of the importance of nurse educator competence domains. The data collection was done from October, 2002 to August, 2003 and 151 subjects were used for the analysis. The Ideal Nursing Teacher Questionnaire was used to assess nurse faculty competence. The results showed that all of the lecture were evaluated and 59.6% of clinical practice was evaluated by nursing studuents. Nursing faculty thought that lecture evaluation by students was resonable, even though it was stressful. The most important among 5 domains of nurse educators' competence assessed by nursing faculty was nursing competence. Moreover nursing faculty responed that teaching skills domain and evaluation skills domain were more important than relationship with students domain and personality factors domain. Compared to young nursing faculty, nursing faculty who was old aged reported that nurse educators' competences in 4 domains of nursing competence, teaching skills, evaluation skills and relationship with students were more important.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.609-618
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• 2015

The purpose of this study is to investigate the perspectives of science educators on the learning situations of visually impaired students through scientific inquiry in a darkroom. Twenty-four science educators who came to the annual conference of the Korean Association for Science Education volunteered to participate in 'the scientific inquiry in the darkroom' activities. They were encouraged to touch models of 'the molecular structure of ice' and 'the structure of eyes' and to discuss with participants during the activities. Surveys were done before and after darkroom activities, and the discussions during and after the activities were recorded and analyzed. As a result, participants recognized that science education for visually impaired students is both very feasible and necessary. Also, some of them, who have had an experience of teaching blind students and thought that they fully understood the learning situation of the visually impaired, were especially surprised by the fact that they did not actually understand how it was like to be a visually impaired and responded that they were able to more deeply comprehend the learning situation of visually impaired students through these activities. Through this experience, participants also became resolute to try more deeply to understand not only the visually impaired students, but also sighted students with learning disabilities. Based on these results, educational implications of scientific inquiry in the darkroom were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.138-146
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• 2016

This study examined the mediating effects of the adult educator's characteristics on the relationship between the characteristics of the participants attending adult continuing education and the happiness index of lifelong learning, the motivation of participating in learning and the institution characteristics. The research results showed that there is no difference in the happiness index of lifelong learning according to the sex of the adult learners, education level, age, residence, participation experience of lifelong learning, occupation, and type of lifelong programming being participated. The characteristics of adult learners do not have a direct impact on the happiness index of lifelong learning. The characteristics of adult learners affect the characteristics of adult educators, motivation of participating in learning and institution characteristics. Although the characteristics of educators do not affect the happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have a positive impact on the happiness index of lifelong learning. While the characteristics of adult educators do not have a mediating role for the characteristics of adult learners and happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have shown a complete mediation for the characteristics of adult learners and the happiness index of lifelong learning. These findings suggest that the participating motivation of adult learners, adult educator's improved understanding on adult learners and education quality of education institution are very important for increasing the happiness index through a lifelong learning experience.

• Journal of the Korean Dietetic Association
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• v.12 no.1
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• pp.89-101
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• 2006

The purpose of this study was to investigate the needs of educators, learners and parents in elementary schools for implementing a systematic nutrition education program by nutrition teachers to begin in 2006. The subjects were 833 dietitians, 808 principals, 3,141 teachers, 7,577 students and 6,003 parents in elementary schools. A fairly large proportion of the principals (98.4%), teachers (95.5%), parents (96.6%) and students (62.8%) responded that nutrition education is urgently needed. Every dietitian, principal and teacher has recognized that for the enforcement of a nutrition program in the future, the placement of one nutrition teacher in every school is needed without a moment's delay. Many subjects responded that elementary low grades are the most proper time for nutrition education for students and it is also needed to extend this not only to students, but also parents and teachers who have a direct influence on them. In the education hour, they responded that it is proper one hour a month for teachers and one hour a week for students. Fifty-six percent of dietitians, 58.3% of principals and 67.0% of teachers responded that the best educational way to heighten the effect of nutrition education was education through discretional activities. It was found that 46.4% of students have wanted nutrition education to be enforced during special activities. Education through their school homepage or in-school broadcasting system, while it has been most utilized, was low in a degree of preference with 10.9%. In regards to a nutrition program, principals and parents have attached much importance to the dining etiquette, dietary attitudes, and relations of foodstuffs with health, while dietitians and teachers have made much of a balanced eating habit, and the relations of dietary life with health. Finally, for a nutrition program to be enforced towards a direction that the educators and students want, it is judged that first of all the role of nutrition teachers is the most important, furthermore the support of manpower and the budget should be made.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.651-658
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• 2017

The purpose of this study is to analyze the invention-related content of foreign science curricula and investigate the perception of science educators about the degree of relevance between science curriculum and invention. For the analysis of foreign science curricula, we investigated the programs of 10 nations, including the US, Canada, UK, Japan, Australia, Singapore, New Zealand, France, Finland and China. To analyze the relevance between Korean science curriculum and invention, we examined common topics such as science, integrated science, and science inquiry experiment, and investigated that the elements related to invention education were included in each 'achievement standard' and 'teaching and evaluation methods'. Science educators including science teachers were asked to evaluate the degree of relevance of invention education. The results were as follows. First, science curricula in many countries contained invention-related content. Second, science educators recognized that invention education was related to science curriculum, but the systematic connection was insufficient. Third, because it is mainly limited to the results of designing and device design, they recognized that the relevance of invention education, which focuses on various processes such as problem design, inventive techniques and intellectual property, was not revealed. Therefore, it is necessary to be process-oriented when developing invention education teaching-learning methods and related materials in science education for the future.

• 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.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.107-123
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• 2021

This research aims to review the training systems and curriculums of early childhood educators in Korea and France and seek directions to improve teachers training in Korea. To achieve the research purpose, this article compares three criteria, namely teacher training institutes, training systems, and curriculums based on the legal systems of Korea and France. Below are the summaries of the comparison. First, the training for teachers in France is carried out by the INSPÉ, the state-level single training system, for those who have bachelor's degrees. Second, the second year INSPÉ students or preliminary teachers take national teacher qualification tests. If they pass the tests, they are sent to the teaching fields as licensed teachers. Third, there are 3-year scholarship programs and support for practicums as part of the INSPÉ curriculum through the teacher support system in France to select highly qualified teachers. Fourth, the French curriculums prioritize basic knowledge skills, integration of school systems, teaching practicum experiences that are tied to the teaching fields, and research and analysis of practicum experiences.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.187-199
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• 2024

Due to the educational ecosystem in South Korea, there is a significant need to explore a new balance for students who pursue sports rehabilitation education based on their academic performance, in order to help them adapt to their majors, find career paths, and foster motivation for employment. There is a lack of related research in this crucial phase. The purpose of this study is to ascertain the impact of sports rehabilitation education on career aspirations and employment motivation through psychological reactions. The research methodology involved conducting an online survey from December 11th to December 28th, 2023, targeting university students undergoing sports rehabilitation education, with a final collection of 212 survey responses used for analysis. The research findings indicate: firstly, that the knowledge of sports rehabilitation educators has a positive influence on voluntary psychology. Secondly, the competence of sports rehabilitation educators has a positive impact on voluntary psychology. Thirdly, the attitude of sports rehabilitation educators negatively affects involuntary psychology. Fourthly, voluntary psychology positively influences career aspirations. Finally, voluntary psychology positively influences employment motivation, while conversely, involuntary psychology negatively affects employment motivation. These research results are expected to contribute to the development of sports rehabilitation education that influences career paths and employment motivation through psychological reactions.

• Research in Mathematical Education
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• v.16 no.2
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• pp.125-135
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• 2012

Students not only learn mathematics knowledge, but also have the capability of mathematical creativity. The latter has been thought an important task in mathematics education by more and more mathematicians and mathematics educators. In this paper, mathematicians' methods of creating mathematics are presented. Then, the paper elaborates on how these methods can be utilized to enhance mathematical creativity in the schools.

• East Asian mathematical journal
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• v.31 no.4
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• pp.527-546
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• 2015

Mathematics teachers' knowledge and abilities for effective mathematics teaching has been discussed by many mathematics educators and researchers. This study surveyed the perspectives on the knowledge and abilities for good mathematics teaching of inservice and preservice teachers based on their teaching experiences. The perspectives of the two teacher groups about teachers' knowledge and abilities for teaching mathematics are very different. The results from this study are expected to give information on developing teacher education curriculum and programs.