• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.357-362
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• 2023

This study aims to investigate the perception of pre-service early childhood teachers regarding play-oriented education through metaphorical analysis, in order to comprehend its meaning that pre-service early childhood teachers perceive. A questionnaire was used, which asked the participants to express play metaphorically and provide reasons for their choices. The collected data were analyzed using a systematic metaphorical analysis approach. The results revealed that the metaphorical expressions of pre-service early childhood teachers regarding play-oriented education were categorized as instructional methods being the most prominent, followed by environment, enjoyment/happiness, autonomy, growth and development, interactive relationships, child-directedness, the essence of life, interest, creativity, potential, variability, everyday life, ambiguity of beginnings and endings, naturalness, and others. Based on these findings, it is expected that one can attain insights regarding the methods of training pre-service early childhood teachers on how to implement play-centered education in the revised Nuri curriculum.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.1-17
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• 2019

Objective: The objective of this study was to explore the perception and its improvement of pre-service teachers regarding teaching professionalism. The subjects of this study were 41 university students who experiencing early childhood teaching practice and 41 their cooperating teachers. Methods: In order to examine perception and its improvement on teaching professionalism, teaching professionalism scale for pre-service early childhood teachers (TPSECT) that was 33 items was administrated. Data were analysed paired t-test and contents analysis. Results: First, early childhood teaching practice experience affected positive effects on the four subordinate areas of teaching professionalism: , , , and improved perception of teaching professionalism. Second, student teachers were developing teaching professionalism, in a course of early childhood teaching practice which consisted of performing teaching real children in the field, evaluating and feedback of cooperating teacher, self-reflection and re-instruction. Conclusion/Implications: For improving pre-service teachers' professionalism, except a teaching practice subject, it is necessary to open various subjects that provide practical experiences, such as, teaching real children, observing actual class. This suggests that more experiential and practical in-service education program will be demanded.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.65-75
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• 2018

Objective: The purpose of this study is to find out the perception on childe abuse of pre-service childcare teachers who will become the closest witnesses to child abuse, and also whether they have the proper knowledge and attitude to report abuse. Methods: Surveys were conducted at five universities in Seoul and Kyonggi-province. We investigated students from child development major, and additionally students from other majors as a comparative group. Results: The results of this study are as follows: First, pre-service childcare teachers' level of abuse severity was significantly higher than other major students. They were more aware of child abuse reporting system and reporting obligations than other major students. Second, pre-service teachers had higher intention of reporting then other major students. However, both groups barely know about child protection institution, and have negative perception on the effect of reporting. Conclusion/Implications: In conclusion, this study suggests that pre-service teachers are more aware of child abuse and willing to report than other major students, however it is necessary to increase the reliability of report effectiveness. Also, it provide implications for future policy-making related to child abuse by suggesting that information transmission and promotion through mass media is necessary and efforts should be made to reduce the risk of disclosure of the identity of the complainant in reporting abuse.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.29-36
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• 2023

This study investigates the effects of the operation of science activity program on scientific literacy focusing on science cultural literacy and core competencies for pre-service teachers. 255 pre-service teachers of K University participated, and the effects of the program were examined through a paired-sample t-test with one group pretest-posttest design for science cultural literacy. Only the post-test was conducted on core competency growth perception, and differences in growth perceptions by competency were compared using ANOVA. As a result of the study, the average of pre-service teachers was higher than the pre-test for science culture literacy, and this difference was statistically significant (p<.05). In the core competency growth perception, 70.6% of pre-service teachers reported growth in scientific communication ability, and as a result of the post-hoc test using LSD, it shows statistically significant growth compared to other competencies (p<.05). Through this, it was possible to confirm the educational value of the science activity program as a way to develop pre-service teachers' scientific literacy.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.136-151
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• 2009

The purpose of this study was to analyze changes in perceptions of the categories of environmental education and environmental education professionalism of teachers participating in a in-service teacher training programs for environmental education. For this study, surveys and interviews were conducted before and after participation of 20 elementary and secondary school teachers who had participated in 'in-service teacher training program for professional development in environmental education' in August of 2005. Before participation, most of teachers answered that 'Education for Environment' was essential factor among the categories for environmental education. After participation, 15 teachers retained their perception but 5 teachers had changed to 'Education about Environment' or 'Education for Environment'. Environmental professionalism was conducted in '5 ability categories of environment teachers' of Hungerford et al.(1994). Categories has goal domains such as 'Goal domain I (level of basic)', 'Goal domain II (level of conceptual perceptions)', 'Goal domain III (level of investigating and evaluation)', 'Goal domain IV(level of environmental action skill)', 'Goal domain V(level of educational apply)'. Before participation, teachers had a low level of professionalism in environmental areas, but after participation environmental education professionalism improved significantly into the all 'Goal domains'.

• Journal of the Korean Dietetic Association
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• v.28 no.1
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• pp.45-57
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• 2022

This study aimed to evaluate the perception of nutrition teachers about emergency meals in all schools affiliated with the Seoul Office of Education. The purpose of this study was to suggest the need for emergency meals and provide directions for future development, thereby assisting meal service sites. An online survey was conducted from May 26 to 31, 2021, analyzing 130 collected samples. The summary of the results is as follows: First, the nutrition teachers recognized the need for school meal services for the prevention of the spread of infectious diseases and considered the variance among school meal consumers. Also, they generally thought of emergency meals due to the need for social distancing and the decrease in the distribution of food. Secondly, in terms of the differences in the perception about emergency meals, nutrition teachers (45.4%) who have provided emergency meals (t=2.584, P<0.05) were more aware of the need for emergency meals than nutrition teachers (54.6%) who had not provided emergency meals. Nutrition teachers conceived emergency meals to minimize the contact between people (45.6%) and to rectify the imbalance in nutrition (37.5). Next, emergency meal attributes were observed to be ranked in the order of convenience (3.49), safety (3.15), and satisfaction (2.88). Fourthly, although there were no meaningful differences in emergency meal attributes, there were statistically significant differences in the safety of the cooking process, menu familiarity, the low unit price compared to regular meals and the excellent satisfaction with nutrition provided (t=2.603, P<0.05), (t=2.039, P<0.05), (t=2.154, P<0.05), (t=2.477, P<0.05) respectively.

• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.248-259
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• 2018

The purpose of this study was to analyze the pre-service teachers' perception for education paradigm and teacher's teaching competency in the fourth industrial revolution era. For this study 53 pre-service teachers participated in the discussion instruction during one semester. The study result was to analyze the discussion reports of pre-service students using the grounded theory approach. As a result, the pre-service students responded that the school needs to change the learner-centered education and assessment method in the fourth industrial revolution era. Secondly, the result of the teachers' teaching competencies was the integrated curriculum reconstruction, information processing, empathy and understanding, creative teaching and instructional design, collaboration and communication. This study is expected to contribute to the change of education paradigm for pre-service teachers in the fourth industrial revolution era.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.480-490
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• 2014

This paper summarizes findings from investigations into the development and application of English bible study materials for middle school students in two local churches in Seoul, Korea. Six pre-service Christian English teachers have participated in the development of the materials. After the application of the new materials, the pre-service teachers' and bible study teachers' perception of the new materials have been investigated. To analyze the data, the pre-service teachers and bible study teachers were interviewed. The interview data was recorded, transcribed and analyzed based on content analysis method. The findings indicated that the pre-service teachers' church service learning gave them a sense of satisfaction and it also helped them develop professionalism in teacher education. To both the pre-service teachers and bible study teachers, keeping balance between bible teaching and English teaching was found to be a difficult task. The fact that the themes in the new materials are closely related to the lives of the students has been positively evaluated by the bible study teachers.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.137-158
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• 2017

The purpose of current study was to investigate if there is a difference in perception of professionalism depending on MBTI personality types of infant childcare teachers. The subjects of present study were 350 infant childcare teachers. The results for each research question were as follows: First, when the relationship between MBTI personality types and perception of professionalism of infant childcare teachers was investigated, it was found that higher professionalism was evident when preference for judging(J) type of infant childcare teachers among MBTI personality types was stronger, and lower professionalism was evident if preference for perceiving (P) type was stronger. Second, the result of examining differences in perception of professionalism according to MBTI personality types of infant childcare teachers was that extrovert teachers had higher perception of professional knowledge and skills than introvert teachers and there was no difference in perception of professionalism between sensing and intuition types. Teachers of thinking type had higher perception about fairness and professional organizations than those of emotional type, and teachers of judging had higher perception about socio-economic status, community service, and professional knowledge and skills than those of perception. Based on this study result, discussion was made on the fact that provision of more proper role among child and infant classes may result in efficiency and emotional and professional support is necessary so that professionalism of infant childcare teachers may be heightened.

• Research in Mathematical Education
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• v.14 no.3
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• pp.233-247
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• 2010

The article deals with the perceptions of Mathematics as a language of pre-service teachers of Mathematics in a College of Education in Israel. The formal language of studying in the College of Education is Hebrew. The goals of the study were to examine the perceptions of pre-service teachers on the following issues: the language components involved in learning Mathematics, the basic cognitive skills required for learning Mathematics, and the perception of Mathematics as a language (PML). Findings indicated that due to new attitudes in mathematical training, pre-service teachers of Mathematics perceived Mathematics as a language regarding all language components.