• Journal of Korean Home Economics Education Association
• /
• v.29 no.1
• /
• pp.125-143
• /
• 2017

This program aimed at preparing the pre-service teachers to teach about North Korean family life culture to secondary school students, by promoting the understanding and acceptance of cultural differences between the two Koreas. Based on the literature review, the educational contents were developed to reflect general aspects of North Korean family life. The program was implemented with 35 undergraduate students in a home economics teacher education program. The program consists of 15 units of 150-minute instructional sessions. The first three introductory sessions dealt with the definitions of family life culture and multiculturalism, as well as a historical review of South-North relationship. The following nine sessions were devoted to North Korean family life culture in five different domains: consumption and leisure, family and child-caring, food and dietary life, housing and neighborhood life, and clothing/fashion. During the final two weeks, pre-service teachers conducted mock-teaching. For evaluation, pre- and post-session scores on general teaching efficacy and understanding of cultural differences were compared using paired t-tests. The pre-/post-test results confirmed that the program was successful in promoting the understanding and acceptance of cultural differences between two Koreas of pre-service teachers.

• Korean Journal of Childcare and Education
• /
• v.11 no.2
• /
• pp.177-200
• /
• 2015

The purpose of this study is to analyze physical activities in 'Teachers' Guidance Books for the Nuri Curriculum of 4-year-old children' through simulated instruction of pre-service teachers and, through this, to help them better perform physical activities in their field education for early-aged. The subjects of the study were 30 sophomore students in the early-aged children's Education Department in their 2ndsemester of K University located in Gyeonggi-province. For the analysis of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children', a qualitative study was conducted and data were collected through informal interviews, reflective journals of pre-service teachers and 30 sessions of education assessment sports. The results of the analysis on the physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' are as follows; first, preliminary teachers of early-aged children understood the major goal of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' as 'expressing.' Second, the teachers thought careful analysis is required on media such as 'video, illustration books, sounds, picture materials' presented together with physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children.' Third, teachers pointed out 'activities that were difficult to understand for pre-service early childhood teachers' and 'improperly presented activities different from the title' as errors and problems in the performance of the Nuri Curriculum. Fourth, as for 'points to make improvement on', pre-service early childhood teachers' requested basic physical activities before the actual activities, the provision of proper actual materials, the necessity of active demonstrations of teachers and making a regulation for the situation of physical activities by early-aged children and teachers together. The results of the study illustrate that deep contemplation and judgment is required of the teachers before conducting physical activities of the Nuri Curriculum.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.443-450
• /
• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.

• Korean Journal of Comparative Education
• /
• v.24 no.3
• /
• pp.157-177
• /
• 2014

The importance of selection methods of secondary school teachers have gathered attention due to their enormous influence on the pre-service education programs. However, scholars and practitioners are skeptical about the effectiveness of the measures, especially under the condition of teacher oversupply found in South Korea and China. Based on this problem statement, this study seeks to compare the secondary teacher employment methods of the two countries to better understand the situations as well as to draw implications for improvement. We reach the following conclusions through comparative analyses. First, the reforms of the teacher employment system in both countries have been triggered by the quantitative supply concerns not by the qualitative concerns. Second, both countries require teaching license as a precondition of employment, while their quality assurance measures for the license reveal critical limitations. Third, both countries have attempted to improve selection methods; nevertheless, oversupply of prospective teachers makes objectivity and fairness more important than the appropriateness. Based on the conclusions, policy implications focusing on the quality-oriented approach are suggested in order to employ effective secondary teachers who can contribute to the quality improvement of school education.

• The Journal of the Korea Contents Association
• /
• v.20 no.3
• /
• pp.470-480
• /
• 2020

The purpose of this study was to investigate the perceptions of multicultural education for pre-childhood educators in Korean and Chinese, and to explore the direction of multicultural education. The subjects of this study were Korean and Chinese college students enrolled in the Department of Early Childhood Education, and the t-test and chi-square test were conducted on the questionnaire. The results of the study were as follows: First, there was no significant difference in the two groups' interests in multiculturalism and their perceptions of multicultural children and their families, but there were some differences. Overall, Korean students were positive about multicultural children and families. Second, there was no significant difference between the two groups in the recognition of the necessity of multicultural education, but Korean students were more positive. Third, the need for multicultural education did not differ between the two groups. Through this study, it was found that in order to revitalize multicultural education, it should be made in the direction of improving multicultural efficacy with practice-oriented education rather than theory-based education.

• Journal of the Korean Society for Library and Information Science
• /
• v.44 no.2
• /
• pp.221-239
• /
• 2010

The purpose of this study is to cultivate the educational competency of pre-librarians in the Department of Library & Information Science. To achieve this, first, the program is developed which is based by PBL(Project Based Learning) method for LIS education. Second, the questionnaire for education librarian self-efficacy is developed to measure the education librarian self-efficacy. Third, data were collected from 42 LIS undergraduate students at the beginning and end of the semester-long program during which it was adopted. The data were analyzed by paired t-test with SPSS. Analysis shows the program has a significant effect on the improvement of educational self-efficacy for pre-education librarians. Also, it is hoped that for this program will be applied to continuing education programs for education librarians and teacher librarians.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.12
• /
• pp.586-594
• /
• 2020

This study examined the effect of self-esteem of pre-infant teachers on self-elasticity, emotional regulation, and empathy. The subjects of this study were 230 university students from W University's Early Childhood Education Department in location I. The data were analyzed using SPSS 24.0. In addition, in each sub-variable, self-elasticity was found to have the greatest positive correlation with positivity, emotional regulation ability with self-emotional regulation ability, and empathy ability with cognitive empathy ability. Second, self-esteem had a significant positive effect on self-elasticity, and among the sub-variables, this study found that general self-concept, self-responsibility, and personal integrity in order were important determinants. Third, self-esteem has an influence on personal integrity in emotional regulation ability. Fourth, as for the effect of self-esteem on empathy ability, it was found that self-assertion had a significant and positive effect on empathy ability. These research results have led to re-awareness of the importance of pre-service early childhood teachers' self-esteem, suggesting that research on various educational activities that can improve self-esteem in the curriculum is needed.

• Journal of Science Education
• /
• v.36 no.2
• /
• pp.263-278
• /
• 2012

The purpose of this study was to introduce the development and application of STEAM education science camp program conducted in J university for high school students and to suggest the ideal class design method and procedures along with STEAM logics and viewpoints. The pre-service science teachers participated in the class developed teaching materials in accordance with STEAM education model and the teaching procedures and materials were modified and supplemented through the education specialist group's assessment and the actual class. The developed program was applied to the second-year students(N=45) of a science-focus school in Jeonju City and the first and second-year students(N=61) of 13 high schools in Jeonbuk province who participated in the 'STEAM experiment camp' during the summer vacation in 2012. After the class, the learners' average satisfaction level in the program content and activities was 4.02 point out of 5 point and the pre-service science teachers' average satisfaction level in the program and teaching-learning was 4.28 point. Therefore, the STEAM education program of this case study can be a model to the teachers who desire to plan the science-focus STEAM class and conduct it.

• Journal of the Korean Chemical Society
• /
• v.62 no.1
• /
• pp.52-63
• /
• 2018

The purpose of this study was to observe and analyze how pre-service secondary chemistry teachers conduct open-ended, free style, exploratory chemistry experiments. The study examined common difficulties and tendencies that teachers showed in the chemistry labs. The study also investigated how these teachers deal with their difficulties and obstacles, such as unexpected results and device errors. Next, the study explored how students' epistemic goals and considerations have been shaped and changed as they interacted with one another and participated in their experiments over time. The study suggests that it could be more effective to gradually decrease guided-features of the experiment by providing appropriate scaffolding, than to start with completely open-ended inquiry labs. The study also suggests that the establishment of epistemic agency among group members influences the way they conduct experiments. Consequently, it is necessary to consider how instructional design for open-ended inquiry labs may provide students with scaffolds to encourage their active participation and to build responsibility in group discussions.

• Journal of The Korean Association For Science Education
• /
• v.33 no.4
• /
• pp.794-806
• /
• 2013

The purpose of this study is to analyze what kinds of science education theories are targeted in the "Examination for Appointing Secondary School Science Teachers (EASST)." For the analyses, we extracted the contents related to the science education theories in the question items of the EASST of 2008 through 2012, and categorized those theories into science curriculum, history of science and philosophy of science, scientific inquiry, theory of teaching and learning, model of teaching and learning, and assessment. The results of this study indicated that the theory of teaching and learning appeared most frequently and there were high proportions of question items related to the following topics: contents in science curriculum, scientific method, contemporary philosophy of science, process of inquiry, Ausubel's theory, learning cycle model by Lawson, cooperative learning, criteria of performance assessment, and etc. While we, as science educators, believed that the other categories such as 'history of science' provides important topics for pre-service science teachers, questions items dealing with those were rarely found in the past EASSTs. As EASST has strong influences on the professional developments of pre-service science teachers, more research should be pursued on how much and what domains of science education theories would be appropriate for the test.