• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.95-119
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• 2013

The study uses a qualitative research method for an in-depth study on child care practice for preliminary child care teachers. The study shows firstly that prior to practice, a preliminary child care teacher expects to perform a dual role. The preliminary child care teacher conceives an unequal, vertical relationship with a practice guidance teacher and serves as someone between a teacher and a friend to children, while perceiving the facility head as a mediator and practice colleagues as companions. Secondly, the preliminary child care teacher performed a triple role, while the practice guidance teacher played the role of a preliminary child care teacher. A preliminary child care teacher has mutually supportive interaction with a practice guidance teacher and serves as someone between a teacher and a friend, while acting as an important supporter to the facility head and as an uncomfortable competitor to a practice colleague. Thirdly, when a practice is completed, a preliminary child care teacher feels satisfied and sorry, while emphasizing a balance between theory and practice in a curriculum. The purpose of the current study lies in figuring out the needs for child care practice for a preliminary child care teacher who is the subject in child care practice to suggest improvements for a qualitative enhancement of child care practice.

• Research in Community and Public Health Nursing
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• v.19 no.2
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• pp.247-259
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• 2008

Purpose: This study was conducted to develop a teacher-efficacy scale which is adequate for heath education teachers. Method: A preliminary questionnaire was made based on the hypothetical factors. A total of 364 health education teachers answered to the preliminary test, and the potential factors of teacher-efficacy were checked out by exploratory factor analysis (EFA). In the main test 378 health education teachers answered, the factor structure was drawn by EFA, and confirmatory factor analysis (CFA) was conducted to test and the fitness of the factor model. Results: Through the preliminary test, 5 potential factors were found, which were instruction, health-service, administrative task, interpersonal relationship, and community connection. Also, 48 items were reduced to 31 items. Through the main test, from the 34 items were extracted 4 factors with 24 items, And then teacher-efficacy scale was developed, which included the subscales of instruction efficacy, health-service efficacy, task-interpersonal efficacy, and community connection efficacy. Conclusion: Different from that for other subject teachers, the factor structure for health teachers had 4 factors with 24 items. The scale developed in this study is consistent with health teachers' work areas, and for this reason, has significance as a adequate and valid scale to measure teacher-efficacy of health education teachers.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.258-266
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• 2011

This study was carried out to P University of Education 111 students who participated in science materials study course 1 in spring semester 2011. Students have taken the course pre-service teachers of elementary school classes to target elementary school earth science field, they selected one of the sections to create a class and the students have fulfilled 15-minute classes in respectively from the first week of May 2011 to until end of that course. In this class, colleagues evaluated the classes and we used evaluated scores to determine level of instructional motivation strategy. The obtained results from this study are as follows; First, motivational strategies used by preliminary elementary school teacher were questions, presentation of pictures and photographs, storytelling, presentation of contradictory concepts and phenomena, pilot experiments Second, among preliminary elementary teachers' motivational strategies for teaching in the field of the earth storytelling, presenting contradictory phenomena and concepts, pilot experiment, presentation of contradictory concepts, questions got higher scores in the order. Third, storytelling received the highest scores by the evaluators. So we can consider storytelling as a good strategy for the next class. In particular, storytelling used by animism were more effective. Fourth, preliminary elementary school teachers used life knowledges and dairy experiences as instructional motivation.

• Korean Journal of Community Nutrition
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• v.14 no.3
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• pp.316-326
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• 2009

The purposes of this study were to identify the significance of a nutrition teacher, to analyze the importance of competence as a nutrition teacher and to evaluate the importance and difficulty for duties of nutrition teachers. The questionnaire was distributed to 554 preliminary teachers and a total of 468 usable data were collected with 84.5% of response rate from August to October 2006. The statistical data analysis was completed by using SPSS Win (ver. 10.0) for descriptive analysis, t-test, ANOVA and ${\chi}^2-test$. The results were as follows: Preliminary nutrition teachers expected that conversion of a school dietitian into a nutrition teacher could lead to systematic and constant nutrition education and come into synergic effect by doing meal service with nutrition education. For a teacher's competence, all three paradigms were perceived as important. It was evaluated to be high for a knowledge factor in the empirical analytic paradigm, a personality factor in the practical interpretive paradigm and an attitude factor in the critical emancipatory paradigm. And 'a knowledge for nutrition and sanitation (4.59)' and 'an ability to raise a self-management capacity for right food habit and dietary life (4.59)' were showed as most important in a nutrition teacher. It appeared that both important and difficult duties of nutrition teachers were nutrition education, nutrition counseling and sanitation quality of nutrition education; the most necessary solution was to develop a reference and program for nutrition education (37.4%). In conclusion, the systematic supports of district offices of education and associated institutions as well as sustained efforts of preliminary nutrition teachers for themselves should lead to establish a successful system of nutrition teachers.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.41-52
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• 2018

In Computational thinking is emphasized as a basic learning ability to grow into a key talent in the digital society. There is much interest and discussion on computing education nationally, and the Korean government has also included education in the curriculum. As a result of these changes, the level of computer literacy that preliminary teachers need to be imporved, and the role of computational thinking as a leader in digital society is being emphasized by teachers. Therefore, it is necessary to have a curriculum that can understand computational thinking through various programming learning from preliminary teacher education curriculum. In this study, we designed and taught programming curriculum for non-majored preliminary teachers. Through the developed questionnarie, we analyzed the affect of programming education on the preliminary teacher's development of computational thinking ability.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.447-454
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• 2022

The purpose of this study was to strengthen the practicality of preliminary teachers in preparation for future education, to respond to structural changes in the teacher training system due to a decrease in the school-age population, and to seek a future-oriented direction for the curriculum of teacher training institutions. To this end, we analyzed the competency diagnosis items of the teacher training institutes in the 5th cycle from 2019 to 2020, and based on the proposal for the development plan for the teacher training system announced by the Ministry of Education in July 2021 and the contents of the 4 discussions, content was presented. The results were as follows. First, to nurture creative and convergence-type talents, teacher training institutions need to develop multi-curricular competency and reorganize the curriculum into a future-oriented curriculum. Second, in order to foster the competence of teachers and preliminary teachers in teacher training institutions, it is essential to strengthen the competence of teachers through the introduction of the metaverse, general teaching methods, and ICT-using teaching methods. Third, teachers' training institutions will introduce and strengthen the 'education practice teacher homeroom system' to strengthen school field-oriented practical competencies, 'dedicated mentor-mentee' centered on seniors and juniors, 'monitoring system' led by university professors, and 'probationary teacher system'

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.571-581
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• 2009

The purpose of this study was to examine teacher's perception, practices about the multicultural education. The subjects were 382 kindergarten teachers in G province. Kim A Young(1996)'s questionnaire which is modified and improved after preliminary research was used to measure teacher's perception and practices about the multicultural education. The data were analyzed by the descriptive statistics, t-test, one-way ANOVA, Scheffe test. The results of this study were as follows. First, Kindergarten teacher's perception about multicultural education were significantly different by teacher's teaching careers, teacher's kindergarten types, children's age, learning experience in preservice curriculum. Second, Kindergarten teacher's practices about multicultural education were significantly different by teacher's teaching careers and kindergarten types.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.227-251
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• 2014

In this study, we explored the preliminary model of multicultural mathematics teacher education to foster mathematics teachers' multicultural competencies. For the purpose, we investigated the multicultural competency of mathematics teachers with a survey questionnaire. We also interviewed mathematics teachers to analyze mathematics teachers' need of teacher education for multicultural mathematics education. In addition to the survey and the interview, we conducted a review of literatures to identify the principles, goals, contents, and methods for multicultural mathematics teacher education. In this research, we have identified 4 principles for multicultural mathematics teacher education: mathematics as culture, respecting diversity and equity, and identity. Under the principles, we presented 6 educational goals of teacher education for multicultural mathematics education. We chose the contents and the methods to promote the multicultural competency of mathematics teachers suitable for educational situation of Korean school. We integrated the principles, goals, contents and methods to design multicultural mathematics teacher education program for in-service teachers. Finally, we discussed the features and benefits of the preliminary model based on situational analysis for multicultural mathematics teacher education. We proposed that follow-up study is necessary to investigate the effect of the model for the future development of multicultural mathematics teacher education model.

• Journal of Korean Public Health Nursing
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• v.28 no.3
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• pp.574-589
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• 2014

Purpose: This study was designed for understanding their experiences through qualitative research method. There is a growing concern about what the trainee school health teachers experience during teaching practice period, the first experience as a teacher. Method: Data collection was conducted on 2012-2014, using the student teaching practice self-reports. Participants included 43 school health preliminary teacher's teaching practice from G colleges. The study conducted a qualitative analysis by utilizing computer assisted qualitative data analysis software(CAQDAS), NVivo 10. Results: The trainees experienced that tension, excitement and fear was changed to joy, rewarding and gratitude. They defined the practice as a standard of the possibility in the capacity of a future teacher. It was a hard job without a sense of accomplishment. They thought that too much works in school health teacher and thanks to the school and teacher for the teaching opportunities. They think teaching as a hard job to endure without a sense of accomplishment. Conclusion: Findings of this study allow for a comprehensive understanding of trainees. It was investigated the suggestions for the improvement of a teaching practice. The challenge need to the expand school health teacher placement and more research.

• 대한공업교육학회지
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• v.42 no.2
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• pp.47-66
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• 2017

As the necessity of humanistic education has recently been socially emphasized, aptitude and character test has been conducted in the stage of training instructors to focus on making them equipped with proper ability of humanistic education. Especially, considering characteristics of students in specialized high schools with stronger negative concept of ego along with higher proportion of students looking for job in early ages compared to regular high schools, instructors in specialized high schools need to pay more attention on humanistic education of students compared to those in regular high schools. Therefore, this study has developed social emotion learning (SEL) of preliminary teachers in specialized high schools and analyzed the influence of developed programs on characters in teaching positions of preliminary instructors in specialized high schools. In this study, ADDIE model has been used developing SEL programs, and developed programs were comprised of total six sessions. Social emotion learning has been performed on 27 preliminary teachers in experiment group, and regular academic education courses were given on 30 preliminary teachers in control group. At this time, as for class contents, 'self-recognition' has been dealt with in the first and second sessions followed by 'self-management' in the second and third sessions, 'adjustment in relationship' in the fourth session, 'responsible decision making' in the fifth session, and 'personal relationship' in the sixth session. Classes have been conducted for 90 minutes in average. Since intentional sampling method has been used in this study, difference of pre-scores between groups might influence on the difference on post-scores. Therefore, ANCOVA that adjusted the pre-scores to be consistent has been utilized. As a result, there was a significant difference on the post-scores in characters in teaching positions between experiment group and control group.