• The Mathematical Education
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• v.58 no.3
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• pp.423-442
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• 2019

Stepping into the beginning of the fourth industrial revolution, we need new mathematics education plans and policies to foster talent in people for future. Investigating the present condition and teachers' perceptions of mathematics education in schools is an essential process in making mathematics education plans and policies that reflect the periodical changes and social needs. Thus, we developed a survey to investigate teachers' perceptions and present condition of mathematics education, conducted the survey for teachers in elementary, middle, and high schools, and analyzed the results of the survey. In this study, focusing on the results of the survey, we interpreted the results and provided implications for mathematics educational policies. Through frequency analysis of individual questionnaires and crosstabulation analysis between questionnaires, we could provide mathematics teachers' overall perceptions of mathematics education and basic information on the conditions of mathematics education in the schools. In addition, the findings of this study suggest that policymakers should consider the followings when developing new mathematics education plans and policies: having the proper number of students per class, reducing non-teaching work, supporting teachers' expertise in evaluation, improving Internet access and technology equipment, supporting the school administrators' change of perceptions of mathematics education, retraining teachers in the active use of ICT or technological tools, and supporting students having difficulty learning mathematics.

• Journal of Nutrition and Health
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• v.55 no.6
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• pp.699-708
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• 2022

Purpose: Adequate nutrition is to be provided for normal growth and development during early childhood. Currently, childcare teachers provide lunch to most children in Korea. The purpose of this study was to investigate the portion size provided by teachers and examine the effect of education on food serving size. Methods: The subjects were childcare teachers (n = 120) in charge of children aged 3-5 years at a daycare center in Hanam-si. The survey was conducted through questionnaires which included questions on the general characteristics of the teachers, their nutritional education status, and the source of nutrition information. In addition, the portion sizes of items on the menu currently provided to children were measured and the data were analyzed. To assess the effectiveness of education in determining serving size, the subjects were randomly equally divided into two groups. In the first group (n = 60) theoretical education on nutrition and serving sizes was given, whereas in the second (n = 60), practical education on these topics was provided. Results: The difference between the actual portion size of rice and the serving size announced on the menu was observed to decrease along with the increase in the experience of the teacher, although the differences in the main dish and kimchi were higher. The gap between the serving size mentioned in the menu and the portion size distributed widened as the age of the teachers increased. Notably, the difference between the portion size and the serving size of food decreased after both practical and theoretical education. Furthermore, the effect of education on the serving size of the main dishes (p < 0.001), side dishes (p < 0.01), and kimchi (p < 0.01) was observed to be greater in the practical education group than in the theoretical education group. Conclusion: Regular education should be provided to teachers on the serving sizes mentioned in the menu, as the quantity of food served depends on the experience and age of teachers. In the case of rice, theoretical education alone sufficed to ensure a proper serving size. However, hands-on training on the main and side dishes, and kimchi would be much more helpful.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.37-62
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• 2001

This study examined the qualities of an effective teacher needed to accomplish educational reform successfully and prepare for a rapidly changing knowledge-based society. To achieve the purpose of the study, the following specific questions were looked into; (1) knowledge, skills, attitude of an effective teacher. (2) a proposal for staff development programs to improve the effectiveness of teachers. (3) a proposal to support teachers' efforts to improve their effectiveness. (4) the factors inhibiting the improvement of teachers' effectiveness. In this study, 'in-depth interview' was used for data collection because the study deals with the "subjective consciousness" of teachers, and qualitative research methods are useful to such a case. The research was done on teachers from secondary schools in Pusan City. According to the teachers interviewed, an effective teacher needed in the new age has such knowledge, skills, and attitude as; (1) knowledge in their major, general culture and common sense, psychology of educational counselling, social science, and knowledge and information related to curriculum. (2) effective instruction skills, skills to guide student behavior, skills related to administrative clerical work, using the computers, extra curriculum activities, educational evaluation, using teaching materials, developing educational programs, and good communication skills. (3) attitude relevant to willingness to understand and converse with students at their cognitive level, positive expectations and concern toward students, democratic problem solving, continuous self-study and development, thoroughgoing mission and professionalism, will for educational reform and innovation, neat appearance and refined language, and successful interpersonal relationships. The teachers also said that the current staff development system, as a program to provide necessary qualities for teachers, has improved in the last 3 years through diverse curriculum and systematic programs. However, due to the problematic promotion system, the staff development program has turned into just a 'point collecting' game from the role of in-service training program; teachers take training courses as the means just collecting points for promotion purpose. Factors inhibiting the improvement of teachers are (1) overload of formal paperwork over emphasizing outcome, (2) mannerism of teachers not perceiving their lack of professionalism, (3) the general attitude in the teaching profession resisting change and reform, (4) supervisory activities lacking rigid regulation, (5) research just as the means of point-collection only for promotion, and (6) staff development programs lacking efficiency. These factors, interacting each other, inhibited the improvement of teachers.

• Korean Journal of Health Education and Promotion
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• v.22 no.2
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• pp.19-32
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• 2005

Objectives: The purpose of this study was to examine teachers' safety education activities to determine the significant educational diagnosis variables and to identify their needs of safety education in early-child care centers based on the PRECEDE model. Methods: A total of 304 teachers in early-child care centers participated in this study selected by a multi-stage stratified sampling method considering 11 regions in Seoul, Korea. Self-report type questionnaires were posted to all teachers in 220 early-child care centers by ground mailing service and the 304 teachers completed the questionnaires. The participants' responses were anonymously coded into and analyzed in SPSS program. Results: 'Scratch or bite' was the most frequent accident type(78.3%) and the frequent accident places were 'classroom(88.8%)' and 'playground(67.8%)'. The most frequently conducted safety education activities were 'reminding children their safe behaviors at the beginning and the end of daily class' and the next was 'saving a special time for safety education.' For educational diagnosis factors, related to safety education activities, teachers' safety education activity was more frequent when teachers' safety knowledge was high(p<.001), when teachers had good application skills of their knowledge to their teaching activities(p<.001), when they had strong needs on safety training opportunities(p<.05), and their interests on safety education(p<.001). For enabling factors, class preparation by safety education guide-book review(p<.001), by development of educational materials(p<.001), and by search for the related reference (p<.001), and by participation to safety education training programs for teachers(p<.01) were the significant enabling factors on teachers' safety class activities. For the reinforcing factors, the center-wide support of safety education brochures to children (p<.001), the concerns of centers utilizing safety education specialists(p<.001), and the concerns about safety information collection out of centers(p<.001) were significant factors related with teachers' safety education activities. Conclusions: The significant educational and institutional factors on teachers' safety education activities were teachers' concerns on safety education, their interests on safety knowledge, and the strong concerns on child safety education from the centers.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.239-262
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• 2013

The purpose of this study was to examine the types of image that early childhood teachers have about nursery teachers in detail in an effort to provide some information on how to build an ideal image of a nursery teacher. Another goal was to determine the right directions for teacher education based on the subjective opinions of early childhood teachers, which has not been covered in earlier studies. The Q-methodology was utilized to determine the awareness of early childhood teachers about the types of the images of nursery teachers and each type's characteristics. A Q-population was constituted by 310 types of images based on the results of earlier studies about the images of nursery teachers, and 48 Q-samples were selected according to frequency. And then 20 nursery teachers and 20 kindergarten teachers were asked to classify the images of nursery teachers in nine stages by using the Q-sort, and the data were analyzed by the statistical package PASW 18.0. As a result, four different types of images appeared that the early childhood teachers had about nursery teachers, and the images were respectively named 'a practical-teaching-oriented type of teacher', 'a negative-system critical type of teacher', 'a positive-humanistic type of teacher' and 'a neutral-emotionally type of teacher'.

• Journal of Fashion Business
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• v.5 no.2
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• pp.129-147
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• 2001

The purpose of this study is to survey and analyze domestic fashion education institution's program on apparel prototype and thereupon, address the problems and find their solutions, and thereby, provide for some basic data useful to improve the basic patterns of apparel and ultimately, help reinforce the professional and practical apparel design education. The results of this study can be summarized as follows; 1. 85.1% of the subjects finished graduate or higher courses. Almost all of the college and junior college teachers finished graduate or higher courses, while only 31.6% of those teaching at technical institutes finished graduate or higher courses. Such a finding suggests that colleges tend to employ their faculty members based on their academic background but that technical institutes value the practical ability of their faculty more. 2. As a result of surveying the types of basic patterns used by teachers, it was found that 72.3% of them were using two or more patterns. The basic pattern preferred most by our teachers was Japanese culture institute's type (71.3%), followed by the US FIT type (24.5%), Lim Won-Ja's type (22.3%), French ESMOD type (17.0%). 96.3% of our apparel design students were making their basic patterns as instructed by their teachers. 3. 67.0% of our students were using their conceived sizes for production of their basic patterns, 14.9% were referring to the ready-made sizes, 8.5% were relying on their teachers' individual experiences, and 9.6% were using their own cord sizes. In order to survey the difference between teachers' sizes (ready-made sizes or individual experienced ones) and business sizes used, the basic body measurements used for ready-made apparels were surveyed to be compared with the national standard body sizes set in 1997 for women aged between 18 and 24. As a result, it was found that the ready-made sizes used for apparel production prototypes than teachers' ones were nearer the national standard sizes. Such a finding suggests that it may well be necessary for teachers to be more connected with the apparel businesses and thereby, teach their students in a more realistic way with correct information. 4. 83.0% of the subject teachers were tacking their basic patterns to be well fitting, and 76.9% of these teachers were tacking the patterns in reference with students' individual body sizes. In all, 97.4% of the subject teachers were guiding the tacking process, which suggests that the flat patternmaking is taught primarily for customized apparels. As a result of comparing the fitness of basic patterns with those of each body part, it was found that teachers were most dissatisfied with the fitness of shoulders and arm hole depth. Therefore, it will be necessary to reclassify the body types or find other drawing techniques to improve the fitness of such body parts. Nevertheless, teachers were willing much (4.18) to develop their own educational basic patterns for themselves. Lastly, it is hoped that this study will be followed up by future studies on educational prototypes covering diverse body shapes and those on practical implementations of those prototypes for students.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.113-124
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• 2005

In this study, we designed and developed a tool to help teachers select and develop effective performance assessment criteria considering characteristics of individual learners. Using this tool, we can analyze preferences of teachers and characteristics of students for each rubric by exploring the classification and association rules through data mining. Those findings can give us guidelines and insights for the development and the selection of performance assessment criteria. The classification rules found are used for the learner-centered evaluation reflecting learners' interests, capabilities, and circumstances. Association rules found are utilized for analyzing teachers' preference, which enable to reduce time and efforts for the development and selection of rubric. Also, this tool supports creation, change, and selection of teachers' rubric linked with the performance assessment of NEIS(National Education Information System).

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.39-49
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• 2010

The importance of web accessibility becomes important due to a legal obligation to comply with web accessibility. However, there are few educational programs developed on web accessibility for vocational high schools in Korea. In this study, to explore the future possibilities of web accessibility curriculum the survey with information teachers of 97 vocational high schools was conducted along with review of the curriculums of the domestic and foreign web accessibility educational programs. The survey results indicate that (1) the information teachers have only basic conceptual understandings on web accessibility and (2) they have little intention on teaching web accessibility at their vocational high schools due to current educational conditions and the lack of web accessibility knowledge. The results of this study could be employed as references for the web and web accessibility educational courses at the vocational high schools.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2006.05a
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• pp.837-840
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• 2006

While great efforts are being exerted on the reform of teacher training to provide integrated use of ICT in a teaching-learning process with educational informatization, it is still indicated that a teachers' training school fails to prepare leachers for incorporating information Communication and Technology (ICT) properly into an instructional process. Based on this awareness, this study aims at examining and analyzing the ability level of In utilization training for preservice teachers and thus at providing basic data to perform ICT utilization teaching-learning according to the seventh curriculum in a school. For this purpose, a survey was conducted with preservice teachers (seniors) in a college of education, Kongju National University and the collected data were analyzed using a Statistical Package for the Social Science (SPSS) 12.0 program.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.2
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• pp.133-138
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• 2019

In this study, we analyzed the current status and limitations of software education in A education universities. In order to solve these problems, technical support assistant teachers were employed and operated. During the course of the course, we conducted interviews with the instructor and the technical support teacher. The satisfaction of the teacher in the training school was high and I wanted to be supported continuously. It also called for the capacity building of assistant teachers and the establishment of a pool of staff. On the other hand, the assistant teachers suggested that the role assignment of team teaching should be clarified and a guide of activities should be presented. The technical assistance assistant teacher input system discussed in this study may be different from the practice system of each university, and generalization may be limited. Therefore, it is expected that the effective implementation method will be shared and the software education will be activated.