• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• Journal of the International Relations & Interdisciplinary Education
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• v.3 no.2
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• pp.47-66
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• 2023

The purpose of this study is to observe teachers' perceptions of career education for incumbent Chinese general high school teachers.This is because no matter what the curriculum on career education looks like, career education can eventually be conducted in various directions according to the perception of teachers who provide career education. The survey categories to examine teachers' perceptions are largely divided into five categories: experience/current of career education, importance of career education, necessity of career education, difficulty in the implementation process, and method of implementation. Currently, the Chinese government strongly encourages career education, but it lacks the ability of teachers to stockpile expertise in the field.In addition, teachers showed a high awareness of the effectiveness of career education, but they expressed difficulties in recognizing how to develop vocational career skills. This study is meaningful in that it suggested the direction of improving career education through a survey of teachers' perceptions that determine the realization of career education in a situation where career education research itself is very weak for teachers in general high schools in China.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.317-324
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• 2018

This study analyzes elementary school teachers' perception of Artificial Intelligence, educational effect, and necessity in education. To analyze teachers' perceptions, we developed questionnaires with expert advice. We collected questionnaires for 151 elementary school teachers. The collected data were analyzed by t-test and one-way ANOVA. As a result, AI' perceptions of female teachers were lower than those of male teachers and the necessity of education was less. Teachers with experience in leading schools recognized that AI education would help to improve creativity. Teachers who have a lot of teaching experience, many experience in SW education, the experience in SW education have a high interest in AI and understand the relevance of the subject. We expect that this study will help the direction of SW education.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.75-89
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• 2007

This study has its aim at suggesting new direction of our education to search different ways in housing contents by comparing the necessity perception and demands between teachers and students for housing contents in Technology Home Economics curriculum of middle school. To achieve this aim, I chose middle school teachers in charge of Technology Home Economics and male and female students who are in the first grade in high school in Ulsan. I sent e-mail, mail, and visited researcher to gather the data. I used SPSS +12 statistical package for frequency, percentage, mean, standard deviation, and t-test to analyze the data. Here is the result. First, In the part of application of living place, teachers had necessity perception in use and placement of furniture, and arrangement of objects. Students had necessity perception in the use and placement of furniture, the kind and choice of furniture. Also in the indoor environment and equipment part, both teachers and students had necessity perception in controlling of ventilation, temperature, and humidity. In the part of maintenance repair of housing, teachers had necessity perception in the need for maintenance management but students had necessity perception in house equipments and repair had high necessity perception Second, In housing-related general part, teachers demanded housing for elderly, disabled people, information about future housing and students demanded environmentally friendly living environment, housing for elderly, disabled people. In interior design part, teachers demanded in the expression of interior places through computer, the kind and characteristic of housing material and students demanded the way to reuse old furniture, kind and characteristic of housing material. In the part of housing preparation and occupation, teachers demanded the kind of housing-related occupation and students demanded the housing tax and the process of house purchase or concerned matter. Third, there were some difference of necessity perception and degree of demand between teachers and students. Teachers had higher necessity perception and demand in all part except in demand for housing equipment, maintenance, and environmentally friendly living environment.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.1-10
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• 2019

Recognizing the necessity of content-centered teacher professional development programs in a rapidly changing educational environments, this study analyzed the contents of teacher professional development programs in terms of teachers' participation by program contents and teachers' perception of the necessity and the effectiveness of such program contents. Employing Teaching and Learning International Survey(TALIS), this study analyzed the perception of 4,000 Korean secondary school teachers. The results showed that the programs with the highest teacher participation were mainly subject-centered while the teacher participation rates on the newly required contents such as ICT, intercultural counseling, school management and administration, and new job skills were low. Besides, when teachers were asked to identify the content areas where teacher professional developments are needed, the level of teachers' perception of the programs with low participation rates was accordingly low. Lastly, this study implies that since the years of teaching experience serve as a determinant on the types of the contents that teacher professional developments are needed and on the teachers' perception of the effectiveness of such contents, the course of teacher development should be taken into consideration when the contents of teacher professional development programs are developed.

• Hwankyungkyoyuk
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• v.24 no.1
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• pp.102-113
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• 2011

The role of teachers has been explicitly emphasized to implement the vision of sustainable development(SD). Also, it is very important to understand the way student teachers understand SD and how they interpret their own professional task in terms of SD, usually referred to as education for sustainable development(ESD). This study investigated student teachers' perceptions of SD and ESD using group interview. Key findings include, first, that they think SD as development which does not exceed the limits of natural environment, and as wise management of resources/protection of environment for future generations. They also think SD as good thing though they don't understand the contested nature of SD. Second they think ESD as education about SD, but some student teachers say they can't explain ESD. Many student teachers prefer field trip to local examples for both elementary school students and themselves. Also they will teach only what the textbook says about SD and ESD during their school placement and as teachers. So it will be the beginning of ESD in school to include SD in the curriculum for students and student teachers. It is suggested to study student teachers' perception of SD focussing on how they think the relationship between protection of environment and economic growth.

• Journal of Korean Home Economics Education Association
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• v.14 no.2
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• pp.1-14
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the Perception and needs of the teachers from the perspective of the curriculum content. professionalism of the teacher realistic operations of the school . and the administration of the school system. The results obtained from the research are as follows : 1) The background knowledge and characteristics of the two curriculums are different. and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher. 2) The issues that were most serious to teachers were professionalism of the teacher. qualification of the teachers. and teaching method. Also the teachers lacked in confidence in teaching and the curriculum itself. 3) In regards to qualifications of the teacher the teachers requested that teachers should have single qualification in 'Technology(or Home Economics)'or dual qualifications in both 'Technology' and 'Home Economics'. As for teaching methodology responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be Put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into two subjects.

• Human Ecology Research
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• v.55 no.1
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• pp.93-103
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• 2017

This study investigated the difference of perception and needs among director, teacher, and parent for an open-childcare center focused on parent participation. The subjects of this study consisted of 56 directors, 231 teachers, and 299 parents in childcare centers in Seoul, Gyeonggi, Incheon, Chungcheong, and Gyeongsang province. They completed a questionnaire about the perception and needs of an open-childcare center, which was later analyzed by SPSS ver. 23.0. The findings were as follows. First, five areas of open-childcare center were 'participating activities as various roles,' 'willingness of parent participation,' 'reflection of parent needs,' 'concern about CCTV,' and 'sharing outdoor spaces.' Second, the perception of directors concerning open-childcare centers were higher than the ones for teachers or parents; however, there were differences in perception depending on their perspective position. The biggest perception of directors was 'participating activities as various roles,' and parents' one was 'concerned about CCTV.' However, the perceptions of teachers were a lower level than the other two groups'. Third, the directors showed a higher level of needs to promote an open-childcare center (except for one concerned about CCTV). Parents also showed their needs 'increasing awareness of open-childcare program,' 'promoting to parent's participation,' 'communication with on-line,' and 'concerning CCTV.' The implication of these results were discussed as action plans to promote an open-childcare center.

• Korean Journal of Child Studies
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• v.33 no.1
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• pp.63-80
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• 2012

The purpose of this study was to analyze the effects of stress perception and social support on subjective well-being according to differing levels of optimism. The participants in this study were 230 pre-service early childhood teachers, majoring in early childhood education at two universities located in Daegu, Gyeongbuk province. The results of this study could be summarized as follows. First, pre-service early childhood teachers were shown to be more optimistic, be more satisfied with life, and had higher positive emotion rates than average. They also showed lower stress perception and negative emotion rates than average. Second, the highly optimistic group showed higher levels than the less optimistic group in terms of both satisfaction with life and positive emotions. Third, the stress perception in both the highly optimistic group and the less optimistic group had an impact on their satisfaction with life, positive emotions, and negative emotions. The degree of peer support perceived by the highly optimistic group showed an impact on satisfaction with life and negative emotions, whereas the degree of parental support perceived by the less optimistic group showed an impact on their levels of satisfaction with life.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.355-364
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• 2017

Purpose: The purpose of this study was to identify health promotion behaviors of elementary school teachers and investigate the factors influencing the health promotion behaviors. Methods: Data were collected from 234 elementary school teachers in the B Metropolitan City Office of Education from 5th to 30th October, 2016. The collected data were analyzed by descriptive statistics, t-test, ANOVA, $Scheff{\acute{e}}$ test, Mann-Whitney test, Kruskal-Wallis test, Spearman correlation coefficient and multiple regression analysis, using SPSS/WIN 23.0. Results: The elementary school teachers' health perception scored 2.94 out of 4, health status 1.59 out of 3, and health promotion behaviors 2.66 out of 4. The level of mental health status (1.67) was higher than that of physical health status (1.54) and the most practiced health promotion behavior was spiritual growth (3.15) and the least was health responsibility (2.00). Significant negative correlations were found between health perception and health status (r=-.59, p<.001) and between health status and health promotion behaviors (r=-.41, p<.001). A significant positive correlation was found between health perception and health promotion behaviors (r=.32, p<.001). The significant factors influencing health promotion behaviors were job stress and health status. These factors explained 19.6% of the health promotion behaviors. Conclusion: It is necessary to establish measures to increase the health perception and health promotion behaviors of elementary school teachers and improve their health status. In addition, since job stress and health status are factors influencing health promotion behaviors, it is necessary to actively manage job stress and health status in order to increase health promotion behaviors.