• 제목/요약/키워드: Korean teacher

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과학교사에 관한 선행연구 분석 (An Analysis of Preceding-Research on Science-Teacher and Science-Teacher Education in Korea and America)

  • 홍성일;우종옥;정진우
    • 한국과학교육학회지
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    • 제15권3호
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    • pp.241-249
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    • 1995
  • There were many studies on the science teacher. Also, there were many researches on the science teacher education. What seems to be needed is more analysis and synthesis of these results. In this study, the results of preceding-research were analyzed and categorized. The study subjects were preceding-researches published on the 'Journal of the Korean Association for Research in Science Education' and the 'Science Education' of America. The results of this study were as follows : The trend of research on science teacher and teacher education became more various and diverse. The domain of research were categorized in three : (1) Teacher Character(of Cognitive and Affective), (2) Teacher Education(of in-service and pre-service ), (3) Professional Practice (of Teaching). The implication of this study was that it was more necessary to investigate on the teacher's teaching strategies.

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A Korean Elementary School EFL Teacher's Implementation of Teacher-Based Assessment

  • Kang, Dae-Min
    • 영어어문교육
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    • 제17권2호
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    • pp.19-37
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    • 2011
  • This study examines a Korean elementary school EFL teacher's practice of teacher-based assessment (TBA), a subject which has been little researched despite the authorities' strong call for its implementation. The classroom interactions for TBA were observed and audio-recorded in eight fifth-grade classes between March and June 2010. Additionally, the teacher and students were interviewed in a semi-structured way. The results showed that the teacher used three types of TBA: assessment of individual students on different topics, assessment of the entire class on the same topic, and assessment of individual students on the same topic. Due mainly to time constraints during class time and classroom management issues, the teacher preferred implementing the first two types of TBA. During the practice of the types, the teacher provided prompts or posed questions in ways that elicited responses which were short in length and easy. Although the third type of TBA was perceived by both the teacher and students as helping students enhance their EFL proficiency and was the most favored by the students, it was viewed by the teacher as having the potential of causing classroom management difficulties. Based on the findings, a number of implications are suggested.

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교사의 공감능력과 유아의 또래 유능성간의 관계에서 교사-유아관계의 매개효과 연구 (A Study on the Mediating Effect of Teacher-Child Relationship between Teacher's Empathy Ability and Child's Peer Competence)

  • 차혜정;송승민
    • 한국보육지원학회지
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    • 제13권6호
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    • pp.1-20
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    • 2017
  • Objective: This study examined the relationships among teachers' empathy ability, children's peer competence and teacher-child relationships. Methods: 180 teachers and 360 children from 3 to 5 years old were included in the study. The research variables were measured by teachers' self-report through questionnaires. The collected data were analyzed by t-test, one-way ANOVA, and three-step mediated regression analysis. Results: First, teachers' empathy ability and teacher-child relationship showed significant differences according to teacher variables (age, marital status, parental status). And children's peer competence was significantly different according to gender. Second, intimacy which was a subfactor of teacher-child relationships showed a perfect mediating role in the association between teachers' empathy ability and peer competence. Conclusion/Implications: These results suggest the importance of teacher-child's intimate relationships since it affects the child's peer competence significantly. In this study, it was found that, in order to help foster the teacher's empathic ability and teacher-child relationships which have positive effects on the child's desirable peer formation, continuous teacher education and diverse studies are needed.

보육교사의 직무만족도, 교사-부모 및 교사-유아 상호작용 간의 구조모형 분석 (A Structural Equation Modeling Analysis of the Influence of Child Care Teachers' Job Satisfaction and Teacher-Parent Cooperation on Teacher-Child Interaction)

  • 강미숙;송승민;박남심;이승은
    • 한국보육지원학회지
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    • 제14권5호
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    • pp.1-17
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    • 2018
  • Objective: This study examined the relationship between child care teachers'job satisfaction, teacher-parent partnership, and teacher- child interaction in order to improve the quality of child care. Methods: Self-report questionnaires were used on 321 child care teachers and data were analyzed using descriptive statistics, Pearson correlation and Structural Equation Modeling Analysis. Results: First, significant correlations existed among variables except the relationship between payment/promotion and other variables. The results showed that child care teachers'job satisfaction had a significant and direct influence on teacher-child interaction, and teachers' job satisfaction was partially mediated by teacher-parent partnership on teacher-child interaction. Conclusion/Implications: The findings confirm that teachers' job satisfaction and teacher-parent partnership are preceding factors for positive teacher-child interaction. Significant attention should be paid to child care teachers'psychological satisfaction and teacher-parent relationships to promote the quality of child care and the positive interaction between teachers and children.

동료 교사의 사회적 지지와 교사-유아 상호작용 관계에서 교사 자아탄력성의 매개효과 (The Mediating Effect of Teacher Ego-resilience in the Relationship Between Colleague Teachers' Social Support and Teacher-child Interaction)

  • 문명화;김남희
    • 한국보육지원학회지
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    • 제16권6호
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    • pp.185-202
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    • 2020
  • Objective: The purpose of this study is to analyze the mediating effect of teacher's ego resilience in the relationship between the social support of colleague teachers and teacher-child interaction. Methods: A survey was conducted on 181 teachers working at early childhood education institutions located in Gyeonggi and Chungbuk regions. The structural equation model was verified with the Mplus 6.0 program. Results: First, the social support of colleague teachers directly affects teacher's ego-resilience and teacher-child interaction, and teachers ego-resilience has a significant effect on teacher-child interaction. Second, the teachers ego-resilience was found to be partially mediated in the relationship between the social support of fellow teachers and teacher-child interaction. With bootstrapping, the mediating effect of teachers ego-resilience was found to be statistically significant between the social support of colleague teachers and teacher-child interaction. Conclusion/Implications: Social support of fellow teachers plays an important role in the positive expression of teacher-child interaction, and the quality of relationships with children can be further enhanced by promoting teachers ego-resilience that mediates the two variables.

중등학교 가정과교사의 교사 효능감 유형에 대한 연구 (Types of Teacher Efficacy among Secondary School Home Economics Teachers)

  • 김유정;신상옥
    • 대한가정학회지
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    • 제44권5호
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    • pp.99-107
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    • 2006
  • The purposes of this study are to identify the types of teacher efficacy, to present a theoretical base for teacher efficacy among Home Economics teachers and subsequently, to improve the quality in the practices of home economics education. To achieve these purposes, 263 secondary school home economics teachers were surveyed by the prime investigator. The three research questions of this study were: 1. What are the individual characteristics, the environmental characteristics and the trends of teacher efficacy among secondary school home economics teachers? 2. What is the factor in teacher efficacy among secondary school home economics teachers? 3. What are the types of teacher efficacy among secondary school home economics teachers? For these research questions, factor analysis and cluster analysis were conducted. The factor analysis on teacher efficacy with a survey of secondary school home economics teachers produced 5 factors of efficacy: classroom management, needs assistance, instructional strategies, environmental assistance and teaming assistance. The teacher efficacy had a mean of 3.58 and the home economics teachers showed a slightly higher level in teacher efficacy. Of the 5 efficacy factors, classroom management showed the highest level (M=3.89), followed by learning assistance (M=3.81), instrumental strategies (M=3.57), environmental assistance (M=3.42) and needs assistance (M=3.19). Overall, the teachers had positive feeling in teacher efficacy. Three types of teachers were found in the types of teacher efficacy: the supreme, the average and the efforts-needy. Those types were identified based on the mean scores of the five sub-domains from the factor analysis. To enhance the teacher efficacy, the needs assessments for the students and behavioral adjustment issues should be reflected in the curriculum of teacher education and workshops. The primary investigator suggested that continuous and long-term plans for teacher education need to be developed because short-term plans may not be effective in changing attitudes such as teacher efficacy.

보육교사가 지각하는 부모와의 의사소통 수준이 직무스트레스와 이직의도에 미치는 영향: 교사의 적극적인 스트레스 대처방식의 조절효과 검증 (Examination of the Moderator Effect of Active Stress Coping on the Influence of Parent-Childcare Teacher Communication on Teacher's Job Stress and Turnover Intention)

  • 이민아;임선아
    • 한국보육지원학회지
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    • 제14권6호
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    • pp.53-67
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    • 2018
  • Objective: This study aimed to investigate the effect of parent- teacher communication on childcare teacher's job stress and turnover intention. This study also examined if the level of active stress coping used functions as a moderator in relationships among parent-teacher communication, childcare teacher's job stress, and their turnover intention. Methods: To achieve this, this study used data from 223 surveys from childcare teachers and analyzed the data with SEM and multi-group SEM analysis methods. Results: First, parent-childcare teacher communication influenced the teacher's turover intention through job stress. Second, the effect of parent-childcare teacher communication on job stress was not found in the higher-level of the active stress coping group. This was different from the significant effect in the lower-level of the active stress coping group. Also, parent-childcare teacher communication influenced teacher's turnover intention through job stress in the lower-level of the active stress coping group. In contrast, the mediation effect was not shown in the higher group. Conclusion/Implications: The results of this study show the effect of parent-childcare teacher communication on teacher's job stress and their turnover intention. Also, this study shows that the level of active stress coping could moderate the relationship among parent-childcare teacher communication, teacher's job stress, and their turnover intention.

초등학교 3~4학년군 수학 교사용 지도서의 교육적 특징 분석 (An analysis of the educative features of mathematics teacher guidebooks for grades 3 and 4)

  • 방정숙;오민영;박예진
    • 한국수학교육학회지시리즈A:수학교육
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    • 제62권4호
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    • pp.531-549
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    • 2023
  • 수학 지도서는 교사 학습을 지원하는 중요한 자료임에도 불구하고 초등학교 수학 지도서가 교사 학습을 지원하는 양상을 탐색한 연구는 거의 없다. 본 연구의 목적은 우리나라 초등학교 3~4학년군 수학 지도서의 교육적 특징을 분석하는 것이었다. 이를 위해 10종의 수학 지도서에 대해 수, 연산, 도형, 측정, 자료와 가능성, 규칙성 영역에 부합하는 6개 단원을 선정하여 '우리나라 수학 교육과정 자원의 교사 학습 기회(Teacher Learning Opportunities in Korean Mathematics Curriculum Materials)'의 7가지 차원별로 수학 지도서의 교육적 특징(educative features)을 분석하였다. 분석 결과 지도서에는 교수를 위한 수학 내용 지식이 풍부히 제공되지만 학생의 오류나 오개념 정보는 충분하지 않았다. 매 차시 수업 담화의 전반적인 흐름과 요점을 제공했지만, 근거나 구체적인 전략은 부족했다. 수학 내용 측면의 과정중심평가방안, 보충 및 심화 활동이 다수 있었지만 맞춤형 수업에 대한 설명은 부족했다. 교구 및 공학 도구 활용에 관한 교사 지식은 특정 단원이나 내용에 대해서만 제시되었고, 수학 공동체에 관한 교사 지식은 수학 교과 역량, 수학 교실 문화, 동기 유발에 관한 것이었다. 연구 결과를 토대로, 교사 학습을 적극적으로 지원하도록 수학 지도서를 개선하는 것에 대한 시사점을 제시하였다.

U.S. and Korean teacher candidates' approaches to mathematical modeling on a social justice issue

  • Eunhye Flavin;Sunghwan Hwang
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제27권1호
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    • pp.25-47
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    • 2024
  • Mathematical modeling activities are gaining popularity in K-12 mathematics education curricula worldwide. These activities serve dual purposes by aiding students in making sense of real-world situations intertwined with social justice while acquiring mathematical knowledge. Despite efforts to prepare teacher candidates for instructing in mathematical modeling within a single country, little attention has been given to teacher candidates' approaches to mathematical modeling on a social justice issue from different countries. This article employs an in-depth, small-scale comparative study to examine the approaches of U.S. and Korean teacher candidates in solving a justice-oriented mathematics task. Our findings reveal that, although both U.S. and Korean teacher candidates identified certain variables as key when constructing a mathematical model, Korean teacher candidates formulated a more nuanced model than U.S. candidates by considering diverse variables. However, U.S. teacher candidates exhibited a heightened engagement in linking the task to social justice issues, whereas Korean teacher candidates barely perceived real-world problems in relation to social justice concerns. This study serves as a valuable tool to inform the roles and limitations of teacher education programs, shaped within specific educational contexts.

유아-교사 간 대화식 저널 작성 활동의 의미 탐색 (Exploration on the Meaning of Child-Teacher Dialogue Journal Writing)

  • 최승연;성은영
    • 한국보육지원학회지
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    • 제12권2호
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    • pp.143-165
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    • 2016
  • The purpose of this study is to examine how the opportunities of close emotional support and communication provided by child-teacher dialogue journal writing activities are meaningful to the three subjects of early childhood education, children, teacher, and parents, and provide implications about how to utilize child-teacher dialogue journal writing activities in the field of education properly. According to the findings, first, to children, child-teacher dialogue journal writing activities are meaningful as asecret time between them and their teacher, time that their teacher pays keen attention to them, and time to enhance confidence. Second, to teachers, child-teacher dialogue journal writing activities are meaningful as aspecial time to be with children, time to understand children, and time to reflect on their educational process and figure out proper teaching or supporting methods. Third, to parents, child-teacher dialogue journal writing activities are meaningful in a way in which they can understand moreabout their children and is a meaningful time to plan and provide proper care upon their children's wishes or needs.