• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.1-13
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• 2011

The purpose of this research is to investigate ways to introduce mentoring system to support beginning and experienced teachers for their professional development. As an alternative to existing teacher training programs, we planned and implemented a mentoring system to examine its effects in developing professionalism among teachers-in-need, and those who have not met the teacher's evaluation standards. Mentoring is defined as being concerned with promoting the 'development of an individual to his/her full potential,' both professionally and personally. It is linked with professional and career development, and is somewhat characterized by an 'expert-novice' relationship. The mentoring system in science features group mentoring, where 3 prot$\'{e}$g$\'{e}$-mentor teams gathered together for instructional consulting using their videotaped classroom teaching. Through video-based discussions, teachers could share reflective experiences through collaborative investigations based on evidences revealed in classroom teaching videos. Using open-ended interviews with the teachers and video-based discussions, we extracted needs and goals of mentoring, the need of mentoring system to support beginning teachers, and the requirement of mentor quality in light of mentor's expected roles. Conclusions and recommendations related to teachers' mentoring and for the government's development of mentoring system are discussed.

• Journal of the Korean association of regional geographers
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• v.13 no.2
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• pp.201-219
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• 2007

To understand the structure and dynamics of different forms of learning, whether incidental or conscious, we have to study them as parts or aspects of concrete historical activities with specifiable contexts. This realization is more embodied in apprenticeship learning situations of the student teachers. In this perspective, this paper aims to understand the student teachers' experience on geography teaching as a participant observer in the secondary schools. The 9 student teachers during the teaching internship have written their 38 journals, which was quality analysed to find out key concepts for the purpose of this research. Major conclusions are suggested below as follows. First, the most student teachers were experienced in geography teaching in the secondary schools through the 2-weeks practice teaching. Second, in the positive perspective, student teachers observed on that teachers would teaching well interact with student and experienced teachers would settle down to student's studies. Third, in the negative perspective, student teachers observed on that teachers lecture with only text, and cooperative learning by student presentation in the geography class. Finally, In third person perspective, there is no students' or teachers' productive questions in the whole-class conversation. In addition to that the most mentor teachers lecture do all of the talking in class. In effect these student teachers' experiences, especially 'reality of the geography teaching' and 'practical knowledge of the novice mentor teachers or experienced mentor teachers', either reinforce or modify understanding about the geography teaching practices.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.239-248
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• 2022

The purpose of this study is to analyze the educational effect of learning mentoring conducted by EBS for elementary and middle school students, the changes in self-directed learning skills, emotional stability and learning effect were analyzed for 425 students who participated in the EBS learning mentoring. As a result, There was no statistically significant difference in the educational effect according to the mentoring service period, method, and frequency, and there was a statistically significant difference in self-directed learning ability according to the mentoring time. As a result of analyzing the effect of the perception of the mentor on the educational effect, the more positive the mentor and the more positive the mentor role, the higher the self-directed learning ability and emotional stability. As for the learning effect, mentoring satisfaction had the greatest influence on the learning effect of Korean, English, and mathematics. The mentor role was affecting the Korean language and mathematics. Therefore, in order to reduce the learning gap of underprivileged students in the distance learning situation, the EBS learning mentoring project should be continuously promoted, and the mentoring period and the number of students and teachers participating in mentoring should be significantly increased.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.3
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• pp.879-888
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• 2017

The purpose of this study is to explore the competence needed to be possessed by multicultural mentors, and offer an education program for the competence development of mentors. From June to September of the year 2016 in-depth interviews were conducted with 10 mentors who have participated in multicultural mentoring for over a year concentrating on the result of their participation in the mentoring. The interview contents were transcribed, then analyzed into learning competence, psychological competence, social competence as well as cultural competence. The result of the analysis is as follows. First, the learning competence needed for mentors are intellectual capability and teaching skills needed when teaching mentors. Second, the psychological competence consists of the attitude of attentively listening to mentees and advising them. Third, the social competence is conversation skills, communication techniques and leadership. Fourth, the cultural competence consists of recognizing diversity and the ability to manage the mentee's situation. Based on the analysis of this result, educational plans for enhancing mentor's capacity are as follows: First, education for mentors is necessary before they will begin mentoring. Second, it is necessary to provide a place for mentors' self-reflection. Third, it is for mentors to receive regular counseling. This study will become a basic research to reinforce the effectiveness of mentoring and reconsider the importance of mentor's capacity.

• The Journal of Korean Academy of Prosthodontics
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• v.46 no.1
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• pp.42-52
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• 2008

Purpose: Resonance Frequency Analysis(RFA) technique can be used as an effective method in measuring the implant stability and documenting the clinical results. This technique also determines how stable the implant is before performing a prosthetic practice. Having become one the guidelines of the implant therapy whose final objective is the immediate loading, the $Osstell^{TM}$ mentor is giving a lot of information to the clinicians recently. In this communication, experiments were performed to investigate how reliable the measured ISQ values by $Osstell^{TM}$ mentor are, and to see if those are also stable even after sterilization. As five objectives: 1) How stable measured ISQ values after fixation $Smartpeg^{TM}s$ for 400 times. 2) How stable measured ISQ values after 'attach-detach'$Smartpeg^{TM}'s$ for 400 times. 3) How stable measured ISQ values after clinical sterilization methods. 4) How stable measured ISQ values after repeatedly sterilization in autoclave for 10 times. 5) What is the critical temperature which is lost the magnetism of $Smartpeg^{TM}$. Materials and Methods: Clinical sterilization methods(Autoclave sterilization, Dentistar sterilization, Ultra violet sterilization, Vacuum dry unit sterilization, Boiling water sterilization, combined $H_{2}O_{2}$ and Alcohol sterilization).$Smartpeg^{TM}s$. D3 Block bone($3{\times}9{\times}2cm$). Osstem implant(${\emptyset}4.1$-10mm).$Osstell^{TM}$ mentor. Individual experiment was used 8 number of $Smartpeg^{TM}s$ and they had measured to ISQ values of before experiment and after experiment. Results: 1. The measured ISQ values did not change after fixation $Smartpeg^{TM}s$ for 400 times. 2. There was no significant changes in the measured ISQ values of 'attach-detach $Smartpeg^{TM}s'$ for 400 times. 3. The measured ISQ values did not change after the usual clinical sterilization methods. 4. The measured ISQ values did not change after sterilization in autoclave for 10 times. 5. It was impossible to exactly measure the critical temperature which is lost the magnetism of $Smartpeg^{TM}s$. But, the results was resulted to lost its magnetism in higher temperature than $150^{\circ}C$/10 minute. Conclusion: The measured ISQ values showed insignificant differences in case of no changes in the magnetism of the $Smartpeg^{TM}s$. It seems that the $Smartpeg^{TM}s$ can be used repeatedly in every measurement if the original magnetisms of the $Smartpeg^{TM}s$ can be recognized. There seems to be no significant changes in the measured ISQ values of 'attach-detach $Smartpeg^{TM}s'$ only if the screw pitches were unimpaired. The clinical sterilization methods seems acceptable because the result was resulted to lost its magnetism in higher temperature than $150^{\circ}C$/10minute.

• 프린팅코리아
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• v.9 no.2
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• pp.100-103
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• 2010

인디자인으로 작업한 편집 디자인 문서는 인쇄 전 파일을 꼼꼼히 점검하고 저장해야 한다. 편집 디자인 작업은 실제 인쇄 직전과 인쇄 과정에서 문제가 가장 많이 발생하기 때문이다. 이번 호에서는 실무에 유용하게 활용할 수 있는 PDF 파일로 저장하는 방법에 대해 알아본다. 본 설명은 의 일부 내용을 발췌한 것으로 Window XP 운영체제에서 인디자인 CS3를 사용한 모습니다.

• 프린팅코리아
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• v.9 no.1
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• pp.110-113
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• 2010

이번 회에서는 실제 명함을 만들면서 인디자인의 전반적인 편집 직업 과정을 익혀 본다. 간단한 명함 만들기 과정을 살펴보면서 Illustrator와의 연계 사용이나 전체적인 작업 순서 습득에 대한 지식을 익힐 수 있을 것이다. 본 설명은 의 일부 내용을 발췌한 것으로 Window XP 운영체제에서 인디자인 CS3을 사용한 모습니다.

• The Journal of Korean Association of Computer Education
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• v.11 no.1
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• pp.11-21
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• 2008

In advance of Knowledge Information Society, mentoring is becoming an efficient method for developing and managing human resources. There are several factors to improve the effect of mentoring. Among them, a matching mechanism that connects a mentee and a mentor is the most important in mentoring. In the existing e-mentoring systems, administrators rarely consider personal data. They match suitable mentors for mentees in a mandatory way, which reflects bad effects in the e-mentoring. In this paper, we propose new recommendation algorithms for matching by analyzing personal preferences for secondary school students to improve the effects of the mentoring. In addition, we compare our algorithms with the existing algorithms in terms of elaborateness, accordance, and diversity in order to prove the effectiveness of the proposed algorithms.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.4
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• pp.231-252
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• 2016

Mentoring by faculty advisors is closely related to the personal and professional outcomes of doctoral students. However, few researchers have examined the characteristics of faculty mentors. To deal with this lack of research, the author attempted to explore the characteristics of faculty mentors from the perspective of Library and Information Science (LIS) doctoral students in the United States. In the study, the author combined interviews and a survey to examine the characteristics of faculty mentors. The interview and survey findings present a list of characteristics that are comprehensive and specific to LIS doctoral education. Specifically, the author describes a faculty mentor as a well-rounded person who possesses both professional and interpersonal characteristics. In addition, the findings show some aspects in which the current advising/mentoring could improve. The current study offers a guideline for the accomplishment of doctoral mentoring at a concrete level, rather than vaguely recommending that faculty advisors support the professional and psychosocial development of their students. In a following paper, the author will relate background characteristics of doctoral students to their perception of mentors.

• Journal of the Korean Society for Library and Information Science
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• v.49 no.1
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• pp.247-278
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• 2015

The aim of this study was to develop a policy information mentoring management model through which professional information, knowledge, and ideas can be shared and consulted. To this end, we analyzed domestic and international related literature, case studies of domestic and international mentoring programs, and expert advice from the policy consumers and current policy mentors in the field of policy information. In this research, components of a policy information mentoring management model have been proposed by separating them into human and content components. Mentor-mentee coordination, and supervisors are proposed as human components. Policy mentoring subject areas, programs, and detailed activities are proposed as content components.