• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.151-160
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• 2023

The purpose of this study is to suggest problems and directions for improvement, focusing on the master's course at the Graduate School of Education, among the career guidance counselor training programs. First, in the case of career education counseling major education graduate school fostering system, ① 3 universities in Seoul, 2 in Gyeonggi-do, 1 in Incheon, 1 in Gangwon, 1 in Daegu, 1 in Jeonbuk, 3 in Chungnam, and 1 in Chungbuk, a total of 13 Opened in 20 universities. ② Most schools operate in a dual system. ③ As a major in career counseling, there is a maximum of 26 courses and a minimum of 10 courses for the master's course in the graduate school of education. Second, what are the problems and improvement directions of the career counseling graduate school training system? ① It is necessary to prepare a standardized curriculum. ② It is necessary to operate education to strengthen connection with the local community. ③ There is a need to resolve the level gap between the 13 graduate schools of education and the lack of faculty members at some universities. ④ Career education policy department of the Ministry of Education needs to periodically evaluate 13 education graduate schools. ⑤ The role of the career policy department of the Ministry of Education is to establish a mid- too long-term plan at the national level considering the demand and supply of career guidance counselors nationwide. ⑥ It is desirable to dualize the way to obtain a career guidance counselor license as it is now.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.63-69
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• 2021

Flipped learning is necessary for modern education but quite difficult to implement. In pedagogical science, the question remains to what extent the practical work of the teacher in combination with the technologies of flipped learning will improve the quality of higher education. The aim of this article is to study the effectiveness and feasibility of using flipped learning technologies, assessing their perception by students (advantages and problems), identified an algorithm for introducing flipped learning technology in higher education institutions. Research methods. The main method is an experiment. An evaluation of the effectiveness of the study was conducted using a questionnaire and observation method. Statistical methods were used to evaluate the results of the experiment. The research hypothesis is that flipped learning allows the teacher to spend more time on an individual approach, to understand the real needs of students, and provide effective feedback, thereby improving the quality of learning and motivation of students, especially while studying complex material. The results of the study are to prove the effectiveness of the technology of flipped education in the study of complex disciplines, courses, topics. The use of flipped learning strategies improves the self-regulation of the educational process, group work skills, improves students' ability to learn, overcome difficulties. The technology of flipped learning in the presence of modern technical means and constant work on improving the level of digital literacy is an effective means for students to master complex topics and problematic issues that require additional consideration and discussion. The perspective of further research is the consideration of integrated approaches to the application of flipped learning technologies to the principles of STEAM-education, multilingual and multicultural programs, etc. It is also worth continuing to develop a set of methods aimed at enhancing the student's learning activities, the formation of group work skills, direct participation in creating the foundations of higher education.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.91-97
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• 2022

Analyzing the psychological and pedagogical literature, we showed the interest of researchers in the problem posed. The concept of competence is considered, which is interpreted as giving the key to solving a wide range of educational and life tasks. Research competence implies the ability to cooperate, enter into contacts, readiness for changes, for self-determination and is an integral quality of the individual, expressed in the readiness and ability to independently search for solutions to new problems and creative transformation of reality based on a set of personal and meaningful knowledge, skills, methods of activity and value attitudes.The article offers conditions that certify the improvement of forms and methods of training students in the formation of research competence of future specialists. The use of innovative technologies contributes to improving the level of training of future specialists: students are better prepared for classes, take an active part in the assimilation of program material in laboratory classes. It is noted that this creates a subject-subject relationship between the student and the teacher, and changes the attitude of students to classes. In the process of such organization of educational activities, students are convinced of the need for knowledge and its effectiveness, learn to compare, generalize, classify, establish cause-and-effect relationships, express opinions, defend their point of view, they ensure success in their studies, and develop research competence. It is proved that in order to apply the latest technologies, the teacher himself must know them well, that is, constantly improve himself, master new methods, techniques, ideas, which will help him create new pedagogical technologies and implement them in the educational process.

• Proceedings of the KAIS Fall Conference
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• 2010.11a
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• pp.7-11
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• 2010

우리나라는 2009년 OECD DAC 회원국으로 가입하면서 6.25전쟁직후 세계 최빈국으로써 원조를 받는 국가에서 60년만에 국제사회에 원조를 제공하는 공여국으로 성장한 국제사회의 유일무이한 사례이다. 우리 나라의 ODA(Official Development Assistance)는 ICT, 교육 분야 등과 같이 우리나라가 세계적으로 경쟁력을 가지고 있는 분야를 특성화하여 제공하고 있다. 모로코는 2012년까지 9,000여개의 모로코 초중등학교에 ICT를 보급한다는 계획과 ICT 산업 육성을 국가 주요 정책으로 추진하고 있는 있어 금번 프로젝트는 모로코 교사의 ICT 역량 강화를 지원하기 위하여 한국의 ICT 교육시스템을 모로코 초중등 교사에게 제공하는 것이다. 본 프로젝트는 교육쎈터 리모델링, ICT 기자재설치, 교사 커리큘럼 개발, 홈페이지 개발, 정책보고서 발간, 모로코 교사 초청 연수로 구분되어 있으며, 2009년 1월에 시작되어 2010년 11월에 완료된다. 본 프로젝트를 통해 모로코 초중등 교사 23만명중 년간 1,000명을 교육하고, 교육을 받은 교사는 소속지역에서 ICT Master Teacher 역할을 담당하게 된다. 본 프로젝트를 통하여 우리나라는 모로코 교육 선진화에 기여하며, 한국 ICT 기자재를 활용함으로써 한국산 H/W, SW 및 교육컨텐츠의 우수성을 모로코와 인근 국가에 홍보하고, 이를 통해 국내 기업의 북아프리카 진출을 간접 지원하였다. 또한, 본 프로젝트를 통하여 모로코를 비롯하여 2000년도부터 년평균 5.3%의 경제성장을 지속하고 있는 아프리카지역에 한국 ICT제품이 진출할 수 있는 방안으로, 국산 e-러닝 개발툴을 영어, 불어와 아랍어 버젼으로 추가 개발하였으며, 모로코 대학과 합작기업을 설립을 추진하고 있다.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.153-163
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• 2015

In this study, we analyzed elementary school teachers' self-diagnosis on their competency for assessment in science. A questionnaire was administered to 217 elementary school teachers and in-depth group interviews with 6 teachers were also conducted. The results revealed that the mean scores of five subcategories, 'choosing assessment methods', 'developing assessment instruments', 'administering, scoring, and grading', 'analyzing, interpreting, using, and communicating assessment results', and 'recognizing ethics in assessment', were 3.82, 3.50, 3.92, 3.76, and 4.09 on a scale of 5 points, respectively. Teachers having more teaching experience showed higher mean scores in all subcategories. However, only the teachers having more than 20 years of teaching experience were statistically better than those having less than 5 years of teaching experience in four subcategories except for 'recognizing ethics in assessment'. There were no significant differences in terms of major, whereas the mean scores of the teachers having master's degree were statistically higher than their counterpart in some subcategories. In addition, the teachers who had completed training for assessment exhibited statistically higher mean scores than their counterpart in four subcategories except for 'recognizing ethics in assessment'. Educational implications of these findings are discussed.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.1169-1179
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• 2021

This research aims to develop the instrument of feasible and reliable digital-age literacy to be used in the learning process. This needs to be done due to a different region, tribe, and gender involved in this research. The digital-age literacy developed in this research consisting of 8 constructs, including 1) basic literacy, 2) scientific skill, 3) economy skill, 4) information skill, 5) technology skill, 6) visual skill, 7) various cultures skill, and 8) global awareness. As many as 650 respondents were chosen through stratified and random sampling in this survey. Those respondents were students at Universitas Terbuka based on gender and Ethnicity comparison. To see the internal consistency, the data were then analyzed using SPSS 23.00 version for Windows. It was obtained that all questionnaire constructs were valid and reliable, proven by obtaining a high mean reliability value of Cronbach Alpha (0.816 > 0.6), in which each item had a high value (0.778-0.841). Therefore, the number obtained the results proved that this research had produced a quality instrument that can be used to evaluate the students' mastery of the digital-age literacy of the learning process in Universitas Terbukain Asia, especially in Indonesia.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.10
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• pp.222-230
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• 2020

This study verified the effect size of related factors through meta-analysis based on master's theses and doctoral dissertations and academic journal papers studied in Korea for the past 10years in relation to the resilience of childcare teachers. The verification results are as follows. First, the overall effect size of the protection factors was large. In addition, the personality factor group was the largest among the protection factor groups, followed by the job characteristic factor group and the organizational attribute factor group. Second, among the protection factors, all the sub-factors except the organizational characteristic factor group-ledger leadership and job characteristic factor group-emotional labor, which showed the medium effect size, showed a large effect size. Third, the overall effect size of the risk factor showed a large effect size. The organizational characteristic factor group-burnout showed a larger effect size than the job characteristic factor group-job stress. In conclusion, this study is meaningful in that it attempted a quantitative integration to examine objective results by integrating the previous studies in relation to the resilience of childcare teachers over the past 20 years. In addition, it is significant that it provided basic data for the development of policies and policy developments to improve the resilience of childcare teachers.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.42-53
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• 2010

Identifying students' misconceptions by teachers is the primary step in using constructivist teaching strategies. We investigated how secondary science teachers were aware of students' misconceptions about the particulate nature of matter and analyzed the total number of differences of predicted misconceptions by their background variables. We also investigated how they addressed students' misconceptions in their instruction, and how necessary they thought it was to identify students' misconceptions for teaching science concepts. A survey was administered to 87 science teachers at 28 middle schools in Seoul. Teachers' predictions were compared with the misconceptions of 240 seventh-grade students. The teachers, as a group, identified almost all the misconceptions held by the students. However, they were unable to predict which types of misconceptions were more frequent. The total number of misconceptions predicted by the teachers who had careers of less than 10 years, possessed Master's degrees, or majored in chemical education was significantly higher. Although most teachers stated that knowing students' misconceptions was needed for their instruction, they rarely and simply addressed them in their instructions. Many techers faced misconceptions in classroom activities, and only few teachers found them through publications relating to students' misconceptions, teacher preparation courses and/or in-service training programs. Educational implications are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.38-52
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• 2018

This study examined the effect sizes of psychological burnout-related factors on the psychological burnout of early childhood teachers by applying meta - analysis focusing on master 's theses, doctoral dissertations and journals that have been published in Korea for the past 20 years. The results of the analysis are as follows. First, the total effect size, the factor group, the sub-factor, and the positive and negative effect factors of the inducing and inhibiting factors showed a significant effect size. Second, in terms of inducing factors, the task problem group showed a larger effect size than the negative relationship group. Third, among the lower factor of the negative relationship group, all the sub factors excluding the negative relationship with the director, effect size showed a medium effect size. Fourth, task stress showed the greatest effect size among the sub factors of the task factor group, followed by role conflict, task overload, and role ambiguity. Fifth, resilience showed the greatest effect size among the inhibition factors, followed by organizational support factor, teacher efficacy factor, social support factor, and emotional factor. Sixth, all sub factors of the emotional labor factor group, organizational support factor of the organizational support factor group, general teacher efficacy factor of the teacher efficacy factor group, and all sub factors of social support factor Medium effect size. In addition, the lower factor of all the other factors showed a large effect size. Seventh, of the effect factors, job satisfaction factor, depression factor, and turnover intention factor all showed a large effect size.

• Human Ecology Research
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• v.60 no.3
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• pp.331-344
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• 2022

The purpose of this study was to identify a support method for the introduction of metaverse-based classes (MBC) in home economics (HE) education. This was achieved by diagnosing the stages of concern and levels of use exhibited by HE teachers applying the concerns-based adoption model (CBAM). Questionnaires were sent to a convenience sample of middle- and high-school HE teachers using the KSDC (Korea Social Science Data Center). Overall, 271 responses were received, and the data were analyzed using KSDC E-STAT 3.0 and SPSS 28.0.1.1. The results were as follows: First, regarding the level of knowledge of MBC, the introductory level was the most common (139 respondents, 51.3%,), followed by the beginner level (81, 29.9%), the intermediate level (28, 10.3%,), the advanced level (12, 4.4%), and the master level (11, 4.1%). Average responses on a 5-point Likert scale to questions about the use of metaverse in HE classes were as follows: possibility (4.02), necessity (3.82), and usefulness (3.90). Second, HE teachers' stages of concern in MBC were as follows (in descending order): unconcerned - stage 0, and information - stage 1 (86.9), personal - stage 2 (85.6), management - stage 3 (80.9), collaboration - stage 5 (57.5), consequence - stage 4 (57.4), and refocusing - stage 6 (55.2). Third, the use of MBC was highest for orientation - level 1 (173 respondents, 63.8%), followed by non-use - level 0 (34, 12.5%), preparation - level 2 (29, 10.7%), mechanical - level 3 (15, 5.5%), refinement - level 5 (8, 3.0%), renewal - level 7 (8, 3.0%), routine - level 4 (3, 1.1%), and integration - level 6 (1, 0.4%). Many HE teachers had heard about MBC but were in the introductory level of not knowing what it is, and at the stage of being unconcerned or wanting to know about MBC. Of the 271 respondents, only 35 used metaverse in classes. Therefore, it is necessary to provide teacher training opportunities that provide basic information on the significance and implementation of MBC for HE teachers. Also, an MBC guideline book should be developed and distributed to HE teachers. Finally, a teacher community meeting is needed to share the expertise of teachers with substantial experience in using MBC.