• 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.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.231-241
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• 2011

The purpose of this study lies in finding out a betterment of ongoing experimental training program in science for the secondary science teachers to increase their training ability more effectively. For this, from 2010 July to September, a preliminary study on secondary science experiment training, questionnaire on the satisfaction of 128 secondary teachers in U metropolitan city with the training program were carried out which were contributive to the preparation of a better plan for the training program to be helpful for the teachers at schools. Following are the study results. First, the class theme should be selected by the teachers who participate in the experiment for the year to raise their training ability for experiment class. Second, the direct activity of the teachers' joining in experiment training for the development of experiment training module, and the demonstration with the developed module-used experiment class need to be included to the program Third, the assessment for the demonstration of experiment attitude, the development process of experiment training module, would be more advisable compared with that for written examination for the teachers joined in the experiment training to concentrate more on the experimental activities and to get richer experiment experience As this study results show, the theme selection, class method and assessment method involved in ongoing experiment training need for betterment for the science teachers to apply it at schools and this improved experiment training program proposed by this study is suitable for that under a condition it has to be modified and supplemented to the distinct features of every city and province.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.213-228
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• 2009

The purpose of this study was to examine whether the new introduction of elementary science experiment specialist is appropriate under the current situation of serious emphasis of the importance in science experiments in elementary science in Korea. For this study, the survey items were developed twice through the preliminary study. The results show that most elementary teachers consider the importance of experiment in elementary science and the critical role of science experiments to increase students' curiosity and scientific understanding. About 80% of the teachers stressed the professionalism in elementary science. Although 65% of the teachers believed their having basic professionalism, 53% of them appealed the difficulty in teaching science experiments to students. Nevertheless, 67.5% of the teachers opposed to the idea of teaching elementary science in separation between experiment and theory in science, and only 8% of them agreed the idea of induction or adoption of the college graduates majoring in science and engineering, or holding the secondary teacher's certificate. Further, over 60% of the teachers responded no necessity of inducing the new policy of elementary science specialist. Many numbers of teachers revealed their serious worries about the new policy because of their past experience to suffer from the side effects of inducing the teachers with secondary teacher certificate to the elementary school. In particular, they also made a proposal to make a good use of the current system of exclusive elementary science teacher in Korea. The educational implication and suggestions for policy making were discussed.

• 대한공업교육학회지
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• v.34 no.1
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• pp.252-273
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• 2009

Due to the importance of biotechnological literacy, the educational community in fields such as technology education, science education, and agricultural education has acknowledged the importance of biotechnology instruction for secondary school. Although recognized as a content organizer in the field of technology education, the actual teaching of biotechnology has not been broadly implemented in technology education classes. In the perspective of expectancy-value theory, technology teachers' motivation is the key factor for affecting the biotechnology instruction. This study investigates Korean technology teachers' motivational beliefs toward biotechnology and its instruction and their perceived ability and value toward biotechnology learning contents. To measure their motivational beliefs and attitudes, a composite on-line survey (fifteen motivational beliefs items, eight biotechnology content items, and related demographic items) was developed. Based on 114 Korean technology teachers' responses the researcher performed a descriptive analysis, independent t-test, and factor analyses (exploratory and confirmatory factor analysis using M-plus 5.0 and SPSS 16.0). Korean technology teachers' abilities toward eight biotechnology contents indicated lowscores while their values were relatively high. Through the independent sample t-test by two demographic variables (gender and professional development), this study found several significant differences in the perceived value. As a preliminary finding of exploratory factor analysis, fifteen items was separated into two motivational constructs of expectancy (6 items) and value (8 items). One item (item #6) was eliminated due to the cross loading. The final findings of this study may have significant implications for professional development regarding biotechnology and its instruction (both in-service and pre-service training) of technology teachers. Also, the confirmatory facctor analysis supported the preliminary finding. Finally, this study recommends that a validity test for other population, investigation for motivational sub-constructs, and in-depth investigation toward biotechnology instruction.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.3-12
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• 2015

The aim of this paper is to provide teacher awareness and the status of robot based instruction(RBI) by focusing on the school curriculum. To gather that information, we conducted a questionnaire survey composed of six items to 116 teachers who have had experiences on RBI. The questions are about the fit school year for RBI, the fit subjects for it, the possibility of applying it to regular subject, the fit students' learning levels for it, the fit learning styles for it and effective methods to apply it to regular subject teachers. The result is as follows: (1) RBI is suitable for fifth and sixth grade in elementary school and all grades in high school. (2) It is suitable for all regular subjects in all schools. (3) It is more effective for the students who have average learning level. (4) It fits into introverted students more than the other style of learners. (5) It is likely to be more effective in supporting of learning and understanding of the contents than merely assisting the teachers' instruction. (6) The teachers showed positive awareness on applying RBI to subject of creative activities. The results are significant in relation to the following two views. First, we can get the positive possibility in applying school curriculum using RBI. Second we can foresee that RBI will provide an innovative paradigm to school curriculum. In addition, the results of this paper can be used as preliminary information for developing models and programs on RBI.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.155-183
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• 2020

Objective: In this study, we tried to verify the effects of program by constructing an effective maker education program that can cultivate the maker's capabilities through voluntary production activities by utilizing various technologies and tools. Methods: First, prior research on maker education and the station teaching strategy was considered, and interviews and surveys were conducted on prospective early childhood teachers in order to find out the degree of demand for maker education. The final program was finalized through verification of the contents validity. Results: The developed program was applied to a total of 49 prospective early childhood teachers (24 in the experimental group, 25 in the comparative group) attending U College, and it was found to be effective in enhancing convergence talent, education knowledge of early childhood teachers' technology, and self-directed learning skills. Conclusion/Implications: These findings show that the preliminary early childhood teacher maker education program using station teaching strategy has educational value that can be used as an effective teaching method in early childhood education.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.458-467
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• 2022

The objective of this study is to investigate the meaning of children perceived by pre-service childcare teachers through metaphor analysis. To this end, data were collected from a group of 288 pre-service childcare teachers majoring in childcare at a university in Gyeonggi-do from the 4th week of May until the 2nd week of June 2021. As a result of the study, the meaning of children was categorized into 'being in need of care,' 'being affected by the environment,' 'being with personality,' 'precious and invaluable being,' 'being giving joy,' 'being who will lead the future,' 'pure and innocent being,' and 'being who develops teachers and parents.' Pre-service teachers showed the highest tendency to perceive children as 'beings in need of care' among the eight categories. The metaphorical expressions, 'sprout,' 'seed,' 'flower,' 'canvas,' 'sponge,' and 'mirror,' in descending order of frequency, were most commonly used among 138 metaphorical expressions. The findings of this study are expected to broaden the understanding of the pre-service teachers' perception of children and provide preliminary data for qualitative support and improvement plans for training pre-service childcare teachers in the future.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.473-492
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.723-732
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• 2017

Software education is highly needed to train talent in the fourth industrial age. In order to emphasize the importance of software education. In recognition of the importance of software education, Korea decided to implement 17 hours of software education in elementary school from 2019 in the revised education curriculums in 2015. Because all teachers in elementary school have to be able to teach software, the government is carrying out systematic training for teachers. It is necessary to analyze the curriculum for preparing the software education at the university that educates teachers The results of this study show that subject education curriculums for software education are 1.64 hour in 11 educational universities and contents of education are composed of computer general education. In this software curriculum, it is not possible to educate teachers who can teach software education in universities that educate elementary teachers in Korea. Therefore, in order to develop the ability of preliminary teachers to educate software, curriculum of education college should be conducted for 5 hours or more similar to other subjects, and education content should be composed of teaching and learning methods for software education.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.