• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.500-512
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• 2014

The purpose of this study is to analyze the view of pre-service teachers' about middle school teacher's role using reflective writing. Pre-service teachers considered meaning of education is sympathy and discovery. Therefore they considered middle school teacher's role is discoverer of dream and subject master. The consideration of pre-service teachers' about education and middle school teacher's role was affected by their schooling experience. The conclusions drawn from this study are follows: First, the view of pre-service teachers' about teacher's role must not judgement according as former grouping on teaching profession. Second, The view of pre-service teachers about middle school teacher's role is different with reality. So middle school management should be improve to minimize foreseeing dilemma. Third, To do improve pre-service teachers' reflecting thought, various opportunity should be supported. Forth, it is need the institutional improvement and reflection for pre-service teachers' curriculum.

• School Mathematics
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• v.15 no.4
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• pp.921-940
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• 2013

This study is to analyze mathematically gifted middle school students' characteristics of mathematical thinking and the teacher's role in teaching and learning about the central projection and perspective drawing. And it will help to develop teaching and learning materials for the mathematically gifted. The result of this study is as followings : mathematically gifted middle school students show the various characteristics of mathematical thinking like as intuitive insight, generalization, logical thinking & mathematical abstraction and so on, and the teacher plays roles as instructional designer, facilitator, technical assistant and counselor.

• Journal of the Korean Home Economics Association
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• v.49 no.4
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• pp.37-50
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• 2011

The purpose of this study is to examine the relationships between children's roles, parental attachment, teacher's concerns and school adjustment among Children's Alcoholics(COAs). Participants were 2,803 middle and high school students in Seoul. The regression analysis results showed that hero role was positively associated with school bonding and academic performance but increased the level of anxiety/depression. Meanwhile, scapegoat and lost children's roles were negatively associated with school bonding and also increased the level of anxiety/depression. Mascot role were positively associated with school bonding and academic performance but had no relation with anxiety/depression. Regarding moderating effects, maternal attachment moderated the relationship between scapegoat role and school bonding while teacher's concerns moderated the relationship between hero role and anxiety/depression, and the relationship between scapegoat role and anxiety/depression. These findings suggested that practitioners need to consider the contributions of children's roles on school adjustment and moderating effects of maternal attachment or teacher's concerns when intervention programs are developed to improve school adjustment among COAs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2450-2464
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• 2015

This study is a professor of creative behavior and roles of teachers and teacher-student interactions between was conducted to analyze the impact on the problem solving skills of middle school students. Study, professor of creative actions and roles of teachers showed significant influence on middle school students in problem-solving skills, teacher-student was found that a significant effect on the interaction between. In addition, teacher-student interaction was found between the effects of a significant effect on middle school students problem-solving skills, creative roles of teachers and professors behavior was confirmed that a significant mediating effect among middle school students in problem-solving skills. The results of this study performed a professor of creative behavior and the role of teachers and teacher-student liver and suggest to improve the interaction education and training programs are needed, that can help in problem-solving skills and theoretical training of junior high school as a practical implication offers a number of implications for school education.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.269-281
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• 2008

In Korea, the criteria for the requirements of a secondary school science teacher's certificate are based entirely on the subjects and/or areas as prescribed in laws for the teacher's licensure examination. However, the criteria do not account for the specific competencies or qualities that a good science teacher should possess. The objective of the research was to explore and suggest the three lists of the image of an ideal science teacher, science teacher's role and science teacher's competency that might be used to establish the criteria for science teachers' certificate and the curricular content for science teacher education in Korea. In order to achieve this objective, the study used such research methods as literature analysis, status survey in combination with on-line workshop, in-depth interview, and professional consultation. The participants in the research comprised of a group of 258 students (186 middle school students and 72 high school students) and 13 in-service science teachers (8 middle school science teachers, 5 high school science teachers) for questionnaire survey and on-line workshop, and 4 science teachers for in-depth interview. The list of the image of ideal science teacher, science teacher's role, science teacher's competency contains 44, 32, and 75 statements, respectively. Based on the results of the research, this paper suggested that the criteria for the Korean secondary school science teacher's certificate requirements be selected and organized in consideration of the teachers' competencies rather than the courses and/or subject areas. It is also implied in the paper that further research over a period of time is necessary for using the competencies for curricular contents and/or science teacher's certificate standards.

• Human Ecology Research
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• v.57 no.3
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• pp.419-430
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• 2019

This study examined the influences of middle school students' affective empathy and guilt-proneness on defending behavior against bullying and investigated if class climate (teacher support and student support) had moderating effects. The participants consisted of 163 second to third grade students (77 boys and 86 girls) in Seoul and Gyeonggi-do. The data were analyzed with descriptive statistics, Pearson's correlation, and hierarchical regression. Moderating effects were examined using multiple regression analysis. The results of this study indicated that guilt-proneness, teacher support, and student support had significant effects on the defending behavior of middle school students. The higher the level of guilt-proneness, the higher the level of defending behavior. Defending behavior was also higher when students perceived a belongingness to a classroom where their teacher and students provided support. However, affective empathy had no effect on defending behavior. Second, teacher support moderated the relation between guilt-proneness and defending behavior. The effects of guilt-proneness on defending behavior against bullying were greater when teacher support was high compared to low. The results suggested that guilt-proneness and classroom climate play important roles in increasing defending behavior in middle school students. Some implications for future research were also discussed.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.154-163
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• 1996

In Korea, previous survey in science education mainly dealt with Quantitative variables. Qualitative ethnographic observation can bring deeper understanding of the context of school lesson and it's feature. The purpose of this study was to develop qualitative understanding about the learning experiences provided in middle school and students' responses to them through observation and interview and to investigate it from a constructivist perspective. Six lessons of the 9th grade were observed and recorded on the video tape. The topics of the lessons were potential energy, kinetic energy and conservation of mechanical energy. We had also unstructured interview with the teacher and three groups of students. The teacher's deductive explanation starting from scientific definition and quantitative problem solving using formula were the main features of the classroom lectures. The video - watching lesson was taking the role of a break rather than being seen as a useful tool for science learning and teaching by both students and the teacher. The teacher's perception about the lab experiment was not supported by the responses from the students. The teacher and students preferred problem-book to textbook for their teaching and learning. From a constructivist's perspective, however the teacher seemed to have intention of introducing daily life context, he couldn't unfold it to main context of the lessons. Students were so accustomed to passive learning that they did not express directly their complaint about their learning and did not participate in planing and controling their learning. The teacher and the students believed the scientific knowledge came from an exact experiment. There was a cooperation to seek right answer rather than a social process of making sense of knowledge. In conclusion, the observed science lessons of a middle school showed typical cross section of teacher - centered, passive learning environment, which is far from constructivist perspective.

• Journal of Industrial Convergence
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• v.21 no.10
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• pp.47-56
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• 2023

The purpose of this study was to explore educational awareness and meaning by applying an role-playing game (RPG) type class based on constructivism in physical education class in middle school. Regarding the research method, data collection was conducted through in-depth interviews, observations, and related documents, and data analysis was performed using case record analysis, inductive category analysis method, and case extraction process. Results of the study First, in terms of teachers' perceptions, there are both positive and negative aspects of teachers' perceptions of middle school physical education classes using the role-playing game (RPG) format. Second, in terms of educational meaning, the educational meaning of middle school physical education classes using the role-playing game (RPG) format emphasizes the need for a systematic lesson plan and sufficient support system. In conclusion, positive attitudes toward physical education as well as educational implications can be formed, and the basic foundation of the constructivist physical education class method and its preparation are thought to be of greater significance than anything else.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.321-328
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• 2017

The aim of study was to identify factors influencing the self-confidence in the teacher's role on adolescent suicide. The cross-sectional descriptive study design was used. Participants were 318 teachers from elementary, middle, and high school in D city. Data were collected using questionnaires which included general characteristics, attitude toward adolescent suicide, knowledge about guideline for adolescent suicide prevention, and self-confidence in the teacher's role on adolescent suicide. Collected data was analyzed using descriptive statistics, t-test, Pearson correlation coefficient, and multiple regression with SPSS 21.0 program. The results of the regression analysis revealed that experience of suicide education, attitude, and knowledge about adolescent suicide were the significant factors affecting the self-confidence in teacher's role for adolescent suicide. The predictor variables explained 22.5% of variance regarding self-confidence in teacher's role for adolescent suicide. Findings indicate the factors should be used in developing effective intervention for enhancement of self-confidence in teacher's role on adolescent suicide.

• Journal of Korean Academy of Rural Health Nursing
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• v.16 no.2
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• pp.54-59
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• 2021

Purpose: This study aimed to describe a school health teacher's experience working in a mountain village during the COVID-19 outbreak in 2021. Methods: The study used a case study method based on the school records and reports to the local office of education. Results: In T City, since the first COVID-19 case confirmed on March 8, 2020, as of May 17, 21, a total of 21 cases have occurred, including two third-year students of H Middle School. Since then, one additional case was confirmed on May 18, one more on May 25, and one more on May 27, resulting in a total of five confirmed cases. During this period, 42 students and 13 teachers were self-quarantined, all students and staff were tested for COVID-19 PCR, and students received remote classes. The role of school health teacher can be described through three categories: "collaborator", "care coordinator", and "educator". The school health teacher did a lot of work until the situation came to an end, successfully fulfilling these three roles. Conclusion: Some suggestions were made to prepare a more effective communicable disease response system suitable for public health infrastructure of non-urban area.