• Journal of Korean Home Economics Education Association
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• v.15 no.1
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• pp.15-32
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• 2003

This study examined teacher perception of the instructional method. activities and material in terms of class quality enhancement. Also this study established instructional method. activities and material application Per 7th Practical Arts Education Course guidance domain. and type identification of the instructional method and activities unique to the Practical arts curriculum. Conclusions : 1. Teachers consider the instructional method and material beneficial. However in the item relevant to application of diverse instructional methods Per specific teaching objective and educational content in the actual classroom. the highest percentage responding. ‘relatively yes’ (39.7%) . balanced out with those answering. ‘no’(37.7%) 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain . 3. In each guidance domain, lecture method, problem-solving learning. cooperative learning. home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to Provide such functional guidance in class. 4. In each guidance domain. role-playing. debate/discussion. case study research, practical exercise and activity reporting were rated as essential teaching ㆍ learning activities. 5. In each guidance domain.‘VCR’, ‘CD-ROM’ and ‘Web media’ were identified as suitable instructional materials .

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.205-211
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• 2008

This study attempted to explore what is the image that preliminary teachers seek in Home Economics. The purpose of this study was to find the images that make people thought based on the Q methodology. Q methodology is a way to understand a person's structure of subjectivity. This study applied Q methodology to clarifying preliminary teachers' subjective evaluation of the image of Home Economics. 33 Q questions were prepared through literature review, and were offered to 60 preliminary teachers. The subjects were divided into the five types seeking different image with Home Economics: adjustment for society, neglection by prejudice, education for basic element of life, focused on home life, personal mature.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.127-140
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• 2004

The purpose of this study was to find out the interior environment, teaching equipments and tools, practical usages and related problems of the Home Economics practice room as a special room of Home Economics in middle school. The data were collected with questionnaire through a mail from 150 teachers charged in the Technology $\cdot$ Home Economics of the middle schools in the Gyeonggi Province and Incheon Metropolitan City. There were Home Economics practice rooms in the most of the middle schools. The room was used for the Home Economics class as well as for many other activities. which sometimes disturbed the class in the room. The frequency of the usage of the room was relatively low and limited mostly to the cooking class and somewhat sewing class because of the lack of environmental equipment and facilities such as heating, cooling. ventilating systems and furnishings such as table. chair as well as teaching materials. etc. Teachers wanted to use the room for all units of the Home Economics class applied to various teaching methods in the room. The improvement of the interior environments and teaching materials could facilitate the variety of the class in the Home Economic practice room.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.81-99
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• 2014

Student teaching is equivalent to an egg just before oviposition. There is a growing acting voice that teaching profession is not necessarily required as the years go by. I developed a process that 55 student teachers search for their identity as a teacher during four-week student teaching program according to Clandinin and Connelly(2000)'s narrative inquiry. The procedure consisted of three stages such as access to the field, field text writing, and research text writing. The student teachers wrote journals by week to search for their identity as a teacher with a focus on what they observed in the field and what they were motivated by teachers and students. Free and truthful 220 stories conducted in a student teaching online cafe were collected as a field text. And the research text was reliving and retelling through poetic writing on each week's themes of exploration, growth, reflection, and pledge to complete the narrative inquiry. Student teachers, an absolute majority, including home economics student teachers aimed for the teaching profession and waited for their hatching.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.33-49
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• 1996

The objectives of this study were (1) to determine the preferences for three home economics curriculum Models(Concept-based curriculum Model, Competency-based curriculum Model, and Practical Problem-based curriculum Model) of Korean home economics(HE) teachers and HE teacher educators, (2) to determine the difference between HE teachers and HE teacher educators according to purposes of HE, focus of learning, organization of HE subject matter, focus of HE curriculum, focus of HE content, HE knowledge, main questions addressed through HE curriculum, teaching strategies, students’progress, and systems of action, and (3) to determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. The survey method was used in this descriptive study. The overall curriculum Model preference of each teacher respondent was determined by counting number of times a given Model among 10 identified variables. The data were analyzed by using Chi-square to compare the differences between the two groups. To determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers, coefficient of contingency tables was used. Both of HE teacher group(79.4%) and HE teacher educator group(67.6%) preferred the practical problem-based curriculum Model the most. There was a difference between the two groups on preferences for the curriculum Models related to systems of action. No significant difference emerged when Chi-square was applied to determine difference between the two groups on overall preferences for three HE curriculum Model. The chi square values between preferences for three curriculum Model and level of school, type of school were statistically significant. Each contingency coefficient for level of school(middle school and high school) and form of school(private and public school) was 27, which means there is a low association between the preferences and level of school and the preferences and form of school.

• Human Ecology Research
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• v.58 no.2
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• pp.187-200
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• 2020

This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into 'Teacher Eligibility Criteria', 'Assessment Area', and 'Evaluation Content Elements' for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

• Journal of the Korean Home Economics Association
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• v.45 no.4
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• pp.1-16
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• 2007

The purpose of this study was to explore the identity of home economics(HE) education by assessing perceptions of HE teacher, students, and general adults regarding the images and characteristics of HE education. Respondents in this study were 234 HE teachers, 505 students, and 264 general adults. Questionnaires were collected through both online and offline. The image and the characteristics of HE education were the factors of the identity that were also the byproducts of HE education operation of the past and present, and had the characteristics in changing in accordance with the change of time. The current image of HE education was shown to positive recognition as the curriculum helpful to the actual living and future living for the HE teacher, students, and the general adults. For the HE teacher, it had strong emotionally warm image similar to the image of 'home', and it was connected to the curriculum image to be acknowledged as good problem solving teachers in terms of competence and conservative image. However, on the images of the HE curriculum and HE teacher, the HE teachers had the most positive recognition, and on the image of the HE curriculum, the students had the most negative recognition while the image of the HE teacher, the general adults had the most negative recognition. The general adults among the three groups recognized the HE curriculum as the most technical oriented curriculum while the students recognized as interesting curriculum, curriculum contributing on society. In the meantime, for the characteristic of the HE education, the HE teachers recognized that it had weak female curriculum characteristics and strong living functional curriculum characteristics, and the practical curriculum characteristics would be important in the future. Accordingly, the identity of the HE education formulated might be considered as the practical curriculum that was helpful to problem solving in actual living of the family and family members with the connection to the concept of 'home'. However, depending on the definition on implication of practice and issue of actual living, the characteristics and appearance of the HE education had been changed and might interpret as changing according to the above.for the fertility policy and the methods for the estimation of the child cost were suggested based on the results.

• Journal of the Korean Home Economics Association
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• v.33 no.1
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• pp.1-18
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• 1995

This study examined the confronting problems in home economics and its historical and philosophical causing background, and suggested the future direction for home economics and home economics education. This study, hoped to help home economics overcoming its chaotic situation, and to establish academic characteristics through a philosophical consistency: 1. What are the significant problems which home economics has confronted, and the consequences of those problems\ulcorner 2. What are the fundamental caues of the problem\ulcorner 3.What should be the nature of home econimics to be able to overcome the confronting problems and what can be proposed for the future of home economic\ulcorner Each research question was addressed by analyzing Journal articles, theses, philosophical studies in the field. The results were as follows; 1. such problems as the ambiguity in research focus and the nature of academic charateristcs, and the limitation of research method have resulted fragmentation and specialization in the field, and the lack of philosophical research. Also they led home and family. Moreover each problem brought chaos into curriculum of home economics and that of home economics deucation. 2. The philosophical causing backgrounds of present problems are western ideas such as pragmatism, positivism, Social Darwnism and Korean ideas such as Confucian tradition, Practical Science movement in the 19th century, and modernization and industrialization from the middle of 20th century. Along with influencing historical situation these backgrounds have distorted home economics to be technical science oriented. 3. To solve these problems academic characteristics of home economics must be reestablished as practical science and as profession. This study proposed following for the future of home economics and home economics education: (1) For the future of home economics, first, it needs to recover the unity as one academic field with its focus on family by overcoming fragmentation and specialization trend in the field. Secondly, philosophical and historical studies must be carried o for the unity of all specialized field in home economics. Thirdly, home economics must try to reestablish and reflect in pratice its acadimic characteristics as practical science and as profession. (2) For home economic eduation, first, it should not be the instrument for idelogies of powerful social systems. And teacher education for home economics teachers must inclued principles of home economics and philosophy and history of home economics enabling teachers to achieve purposes of home economics. Secondly, its curriculum contents should be composed of practical ones beyond technical ones.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.45-90
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• 1990

This study aims finding a desirable practical skill evaluation practice evaluation method and then improving student’s learning effect by analyzing the present state and the methods of practical skill evaluation in middle-high schools home economics education. Investigated persons are 250 of high schools home economics thachers(125) and middle schools home economics teacher(125) in Seoul, who are choosen by means of random sampling. The items analysis of questionnaires was performed by means of SPSS(Statistical Package for Social Science). The investigator analyzed their responses to the questionnaires according to teachers’ages, school careers, majors, places of employment, school years in charge. The results are marked with percentage and the significance level is verified by means of Chi-square(X$\^$2/) analysis method, when necessary. This thesis handles practical skill evaluation of general practice units, of clothing and textile unit, and of nutrient and food unit. The results obtained from the items analysis are as follows; I. Results of the items analysis. A. Practical skill evaluation of general units. 1. The motivation and accomplishment feeling of students are most frequently considered as the aims of practical skill evaluation, but the results of practical skill evaluation are, by contraries, most infrequently considered as improvement materials. 2. A greatest number of teachers make together with their colleagues an annual plan for practical skill evaluation an inform students of the concrete information of the test, but perform respectively practical skill evaluation, using 5 steps method. 3. The percentage that teachers majoring in home economics education as compared with others lay the similar stresses on the preparation processes, attitudes, and results of students is very high.