• Human Ecology Research
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• v.57 no.3
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• pp.383-393
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• 2019

This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher's age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching.

• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.221-234
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• 1997

The purposes of this study were (a) to ascertain early childhood teachers' beliefs and practices relative to the developmentally appropriate practices, and (b) to determine the relative differences of child care center teachers' beliefs and practices and kindergarten teachers' beliefs and practices. Although interest in obtaining information regarding teachers' beliefs and practices for developmentally appropriate practices in early childhood education is not new, it has commanded considerable attention recently, reflecting concern about growing fragmentation and discontinuity between the early childhood education and care services. A questionnaire measure of 4-and 5-year-old classroom teachers' beliefs and practices based on the guidelines for developmentally appropriate practices of the National Association for the education of Young children, which was consisted of the Teachers' Beliefs Scale(TBS) and the Instructional activities Scale(IAS), was administered to 215 child care center teachers and 215 kindergarten teachers. Positive correlations were found not only between teachers' beliefs and practices but also between developmentally appropriate belief and activities, and between developmentally inappropriate beliefs and activities. There was significant difference between child center and kindergarten teacher groups on the mean scores of each subscale, revealing that kindergarten group had a greater mean score on both TBS and IAS than child care center group. The results of this study implies that there is a great deal of teaching in either child care centers or kindergartens which is not congruent with developmentally appropriate practice. Also, the information obtained with the questionnaire has supported the contention that early childhood education and care services are need to be amalgamated based on the developmentally appropriate practices.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.227-248
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• 2018

Objective: The purpose of this study was to investigate the recognition and qualities of early childhood coding education in childcare center teachers. Methods: 158 childcare center teachers responded to 56 questions on a questionnaire extracted and revised from previous research. Frequency analysis and one-way ANOVA were applied for the data analysis. Results: Many teachers agreed that the software education policy was timely appropriate. Most of them needed the education in order to improve children's creativity and problem solving ability, and answered that it is appropriate to start the education at age 5. Most of them recognized that small group and free choice activities, play activities linked with daily life topics and coding programs by the childcare center teachers were desirable as educational methods. Provision of educational HW/SW environment was a relatively important element for effective implementation of the education. The coding educational qualities perceived by the teachers were not high, and were related to the age of the children they were in charge of and their computer literacy. Conclusion/Implications: The recognition of childcare center teachers was relatively positive, but it is necessary to educate the teachers to improve their recognition and qualities of the education in consideration of teachers' variables.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.63-85
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• 2018

Objective: The goal of this study is to examine child care center teachers'awareness of parents through a metaphor analysis. Methods: Metaphorical expressions and reason-statements were collected from 276 teachers. Metaphor analysis was used through categorizing and assorting by meanings. Results: The teachers' metaphorical image expressions of parents were analyzed by using 13 metaphorical expression words and 3 categories which included, influence on teacher's attitudes, parent-teacher relationships, and parents' attitudes. Metaphorical image expressions that had a high ratio were 'a companion' and 'a client.' First, child care center teachers had images of parents that parents provide courageous energy to them, and images of clients who demand service instead of being parents. Second, child care center teachers had images of parents that parents cooperate with teachers for the sake of their children. Third, child care teachers had images of parents that parents need help with their children. Conclusion/Implications: This study suggests that teachers will be able to positively correct their awareness of cooperative parent-teacher relationships by reviewing their metaphorical expressions of parental images.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.683-699
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• 2014

The purpose of this study was to explore the characteristics of teacher learning and changes in teachers' epistemic beliefs within a learning community of elementary science teachers. Three in-service elementary teachers who majored in elementary science education in a doctoral course of a graduate school of education participated in the study, and learning activities in the teachers' beginning learning community provided a context for the study. Data sources included field notes produced by the researcher who engaged jointly in the teacher learning community as a coach, audio-recordings of the teachers' narratives, and artifacts generated by the teachers during the process of teacher learning. Complementary analyses of these multiple sources of data revealed that epistemic beliefs of the three elementary teachers were different and that each teacher made a different plan of science instruction based on his own epistemic belief even after the learning experiences within the teacher community. It was therefore suggested that science teacher education programs should be organized in consideration of the nature of teachers as constructivist learners and their practical resources.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.54-65
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• 2018

The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students' thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers' lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students' individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.155-165
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• 2010

The purpose of this study is to look into self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class, and investigate correlations among them. For this study, the survey was carried out on 338 elementary school teachers, and the interview was conducted with 5 of them. The results of this study are as follows; Self-concept of elementary school teachers about inquiry instruction in science class was more positive than usual. And the teachers who were male, older and majored in science education showed more affirmative self-concept about inquiry instruction in science class. Teaching anxiety of elementary school teachers about inquiry instruction in science class was less than usual. And the teachers who were male, older and majored in science education showed less teaching anxiety about inquiry instruction in science class. The correlation of self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class was an negative interrelation. This presents that the teachers, who have more positive self-concept about inquiry instruction in science class, have less teaching anxiety than those who have more negative one. Consequently, teacher training and retraining programs should be developed and conducted by grasping teachers' self-concept and their anxiety, to reduce anxiety about inquiry instruction in science class.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.43-62
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• 2018

Objective: The purpose of this study was to examine the effect of child care teachers' happiness and social support on job performance. Methods: The subjects were 380 teachers employed in child care centers and kindergartens in Gyeonggi Province. Self-report questionnaires were used to investigate teachers' happiness, social support and job performance. The data were analyzed by frequency, percent, Pearson's correlation and stepwise regression with the SPSS program. Results: The results of this study were as follow. First, teachers' job performance was positively associated with teachers' happiness. The highest correlation sub-variable was purpose in life. Next were personal growth, self-acceptance, environmental mastery and autonomy. And the last was positive relationships with others. Teachers' job performance was positively associated with teachers' social support. The highest correlation sub-variable was evaluative support. Next were affective support and material support. And the last was informative support. Second, teachers' happiness and social support affected job performance. Evaluative support, which was a sub-variable of social support, affected job satisfaction. And personal growth, purpose in life, and self-acceptance, which were sub-variables of happiness, affected job satisfaction. Conclusion: This study revealed that teacher's happiness and social support were important factors for teachers job performance.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1443-1451
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• 2012

This study aims to investigate the gaze patterns of two expert and two novice teachers in one hour of lecture type class. Teachers recruited from the same middle school conducted the class each, wearing an eye-tracker. Gaze rate and gaze movement pattern were analyzed. The scene where teachers faced in the classroom was categorized into three zones; student zone, material zone, and non-teaching zone. Student zone was divided into nine areas of interest to see the gaze distribution within the student zone. Expert teachers showed focused gaze on student zone while novice teachers' gaze rate was significantly higher at the non-teaching zone, compared to expert teachers' one. Within student zone, expert teachers' gaze spread to the rear areas, but novice teachers' one was narrowly resided in the middle areas of the student zone. This difference in gaze caused different eye movement pattern: experts' T pattern and novices' I pattern. On the other hand, both teacher groups showed the least gaze rate onto the left and right front areas. Which change is required to teachers' gaze behavior and what must be considered in order to make effective teacher gaze in the classroom setting were discussed.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.91-106
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• 2019

Objective: The purpose of the present study was to examine the moderating role of childcare teachers' sense of humor in the relationship between their job stress and happiness Methods: Participants were 294 childcare teachers working at 83 childcare centers located in Busan and Gyeongnam. Teachers completed a rating scale in order to examine their demographic variables, job stress, sense of humor, and happiness. The collected data were analyzed using product-moment correlation and hierarchical multiple regression. Results: Childcare teachers' job stress was negatively correlated with their happiness. And childcare teachers' sense of humor had a positive relationship with their happiness. Hierarchical regression analysis indicated that the interaction of childcare teachers' job stress and sense of humor predicted their happiness. Childcare teachers' job stress was significantly associated with their happiness among those who demonstrated the lowest level of sense of humor. Childcare teachers' job stress had no relationship with their happiness, especially for those with the highest level of sense of humor Conclusion/Implications: We suggested that having a sense of humor might be valuable for childcare teachers in order to buffer the link between their job stress and happiness.