• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.396-402
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• 2022

The study deals with the problem of the formation of pre-service teachers' reflective skills in information environment. The role of reflection as a mechanism of formation of a modern teacher's self-consciousness was cleared up. The technology of formation of pre-service teachers' reflective skills was characterized and tested. The main stages of the technology were: a motivational and cognitive stage, a problematic and practical stage, and a reflective and operational stage. The substantiated pedagogical conditions of formation of pre-service teachers' reflective skills were adhered. The criterial and evaluative characteristics of the formation of pre-service teachers' reflective skills were worked out: components (reflection of personal conformity, reflection of the psychological and pedagogical barriers, reflection of professional growth); criteria (criterion of consistency, criterion of difficulty, criterion of potential); indicators (cognitive-evaluative, value-motivational, activity-creative). The levels of formation of pre-service teachers' reflective skills (insufficient level, acceptable level, and optimum level) were determined. The analysis of students' surveys showed the effectiveness and expediency of using the technology of formation of pre-service teachers' reflective skills in the process of professional training.

• Journal of Korean Public Health Nursing
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• v.29 no.1
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• pp.18-28
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• 2015

Purpose: This study was conducted to evaluate the effect of CPR education on the knowledge, attitude and self-efficacy of elementary and middle school teachers. Methods: After obtaining informed consent from participants, data were collected from 75 teachers receiving training in emergency care using questionnaires before and after education. Data were analyzed using percentage, paired t-test, and correlation. Results: The knowledge and self-efficacy scores were the middle level and the scores for attitude were the upper middle level. The knowledge, attitude, and self-efficacy scores at posttest were significantly higher than those at pretest. Conclusion: Teachers should receive CPR education regularly, so that they can acquire the knowledge, attitude, and practical ability of CPR.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.117-127
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• 2003

This qualitative research investigated how to improve preservice and in-service teacher education programs through in-depth interviews with 10 exemplary science teachers. Data from interviews were used to analyze how the teachers perceived current situations of teacher education and what they suggested as an improvement plan. In terms of preservice teacher education, exemplary teachers argued that teacher education programs should (1) ensure the teacher education program's identity and goals, (2) provide preservice teachers with practical knowledge by translating theory into practice, and (3) secure faculty members who majored in science education. In light of in-service education, the teachers contended that (1) teachers should acknowledge the continuing processes of their own professional development, (2) the content and method of in-service training should incorporate teachers' practical needs in the classroom, and (3) the teaching community should implement a clinical supervision to improve their classroom practices. The central role of teacher (re)education in a successful classroom reform is also discussed.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.129-134
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• 2022

The primary goal of any classroom is effective teaching and student learning, with an emphasis on changing negative students' behaviors into positive ones. This change can occur when students' behavior is always at the forefront of teachers' educational goals. The current study aimed to reveal the experiences of special education teachers in dealing with the behavioral problems that students with disabilities show by identifying behavioral problems among students with disabilities and investigating the efficacy of the application of behavior modification plans and strategies designed to address the behavioral problems presented by students with disabilities. The researcher used a qualitative phenomenological approach, and the study tool consisted of semi-structured interviews that consisted of (13) questions directed to (10) special education male and female teachers who work in special education centres and institutes. The data were analyzed using the thematic analysis method. The findings of the study showed that the most undesirable behaviors prevalent among students with disabilities in the classroom were aggression, bullying and ADHD. The actions taken by teachers in confronting these behaviors were not systematic and were carried out randomly, as no behavior modification plans were applied. The most important strategies used by teachers in facing behavioral problems were applied behavioral analysis (ABA) strategies such as reinforcement, punishment and ignoring. The results have many important implications for future practice, including the need to conduct practical training courses for special education teachers to implement behavior modification plans and develop methods of measuring inappropriate behavior.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.378-381
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• 2019

In this study, we compared the perception of general and specialist teachers about the software education that entered the classroom by the 2015 revised curriculum. For the comparison of cognition, the 17 - hour hourly curriculum, the statement of achievement criteria, and the curriculum were organized in grades 5-6, but the appropriateness of the inclusion of only textbooks in grade 6 was questioned. The general teacher had many opinions that all three items are appropriate. On the other hand, professional teachers were inadequate and many were. It is necessary to provide various opportunities such as the training for the recognition change in the future. In addition, positive keywords for the introduction of general and specialist teachers were derived as a result of analyzing the main keywords of the free - response opinions about the introduction of educational robots in the practical course curriculum and textbooks. However, general teachers showed differences in the use of post - adoption education, such as passive and passive keywords such as support, difficulty, and problems, and the use of specialist teachers and education. In the future, it seems that it is necessary to provide teaching support to elementary school teachers, to provide beginner level difficulty training.

• 대한공업교육학회지
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• v.42 no.1
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• pp.30-52
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• 2017

The purpose of this study is to investigate the duties of teachers working at secondary level technical vocational education institutes, and analyze job importance, difficulty and frequency of performance perceived by teachers. For deducing the duties of teachers working at secondary level technical vocational education institutes, they were theoretically devised by reviewing related legislations & regulations and domestic & overseas literatures. The devised duties were reviewed by 16 current teachers and 3 education experts to be revised and supplemented to complete the job model. Based on this, development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follow. First, the job categories of teachers working at secondary level technical vocational education institutes consisted of 7 categories that are subject instruction, student instruction, class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Based on the CFA, they consisted of 46 sub-factors in 10 categories with 3 categories of lesson preparation & planning, lesson administration and academic evaluation for subject instruction, and 2 categories of extracurricular student guidance and school life guidance for student instruction, and class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Second, job importance perceived by teachers working at secondary level technical vocational education institutes was found to be high overall with 4.10, while above average in difficulty with 3.45 and average in frequency of performance with 3.12 (1-3 times a month). As for categories with high job importance, they were found to be in the order of academic evaluation (4.32), lesson preparation & planning (4.28), expertise enhancement (4.27), lesson administration (4.26), school life guidance (4.25), class management (4.17) and PR & field practical training (4.12). In regards to categories with high job difficulty, they were found to be in the order of PR & field practical training (4.07), curriculum organization & administration (3.73), expertise enhancement (3.55), school life guidance (3.48), academic evaluation (3.35) and extracurricular student guidance (3.22). As for categories with high frequency of job performance, they were found to be in the order of class management (3.88), lesson administration (3.77), school life guidance (3.52), school affairs & administrative duties (3.40) and lesson preparation & planning (3.17).

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.77-102
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• 2018

The purpose of this study was to contribute to Home Economics(HE) teachers' culture by figuring out acknowledging characteristics of cultures of HE teachers and impeding factors on development of HE education. For this intensive interview were used. Intensive interviews were made with 14 HE teachers who completed coursework for master's or doctor's program of graduate school and belong to HE Teachers' Study Associations of each region or Korean Home Economics Education Association and analyzed by subject analysis method. The results of the study are as follows. First, HE teachers establish the philosophy of HE education, and practice education to provide profit to adolescents, their families, as well as society through HE class with their belief that HE is a practical and critical subject to benefit individual adolescents, families, and society. Second, HE teachers form culture to make an effort to continue to improve their expertises by attending graduate school, joining HE teachers' associations to enhance teaching methods, evaluation methods, and work ability or disclosing their own class. Third, HE teachers settle culture to conduct classes focusing on practical issues by converting the paradigm of HE education to that of practical critique. They also see that the system of three actions(technical action, communicative action, and emancipative action) should be applied in circulating ways to improve quality and value of life. Forth, for impeding factors of development of HE education, there are educational system and social recognition. However, with HE teachers' efforts, HE education settles well, as it reflects demands from students and society, finds students' talents, and actualizes its own goals. HE teachers believe that student will recognize that HE education is necessary for happiness of individuals and families. As a way to develop Home Economics teacher culture, Home Economics teachers should have the opportunity to develop more Home Economics teachers by participating in and working in research sessions in each area. It also called for a control tower to enable and lead collaborative networks between local Home Economics curriculum research committees. The Korean Home Economics Education Association should play a central role in the academic research community of each region and be able to help Home Economics teachers by moving more quickly and systematically to cope with the upcoming changes in education. Finally, participants said that in order to prepare a basic framework for the change in Home Economics education, practical critical Home Economics teacher training are needed. To this end, students can understand the essence of Home Economics education and establish their identity by taking a deeper Home Economics education curriculum philosophy for Home Economics teacher training.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.535-544
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• 2013

The purpose of this study is to analyze the elementary teachers' professional performance about science teaching practice according to their personal variables. For this study, professional performance test was modified based on Woo's 'framework for progression and learning in the professional development of elementary teachers' science teaching practice', which included 6 elements such as 'lesson plans', 'creating the learning environment', 'inquiry', 'conceptual understanding', 'practical application', and 'assessment'. And then it conducted to 79 elementary teachers. The collected data were analyzed by the statistical package SPSS. The results of this study were as follows: There was statistically significant difference in the sub-domains of professional performance according to teachers' career, experience of training program, deciding method of exclusive subject. But there was almost no significant difference in other personal variables, such as gender, major, etc. Findings suggest that there are needs of further study about interaction effects of personal variables affecting teachers' professional performance of science teaching practice in detail.

• Korean Journal of Community Nutrition
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• v.1 no.3
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• pp.423-432
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• 1996

The purpose of this study was to investigate the nutrition knowledge of kindergarten teachers and their attitude toward kindergarten lunch and snack service programs. Self-administered questionnaires were completed by 293 kindergarten teachers from January to February 1995. The results were as follows : 77.8% of the kindergarten teachers were taking part in the school meal service program. Most teachers were interested in the special training in child nutrition management, however, only 34.0% of the respondents had taken the nutrition related courses. The average score of nutrition knowledge of kindergarten teachers was 15.9$\pm$2.9 out of possible 28 points. They had better knowledge on such subjects as nutritional physiology and food choices for children, but had lower scores on practical subjects as calorie and nutrient value of food, cooking and nutrition management for children. When they chose snack items for children, teachers highly considered the nutritional value of snacks. Milk, cornflakes & milk, steamed potato, boiled egg, orange, apple and gimbap were their favorite choices for children's snacks. Other factors to be considered included children's preference, convenience in food service, and price of snack.