• Journal of Korean Public Health Nursing
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• v.7 no.1
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• pp.17-29
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• 1993

Nursing centers are nurse-managed organizations that give the client direct access to professional nursing services. Academic nursing centers are faculty-created and -organized nursing centers integrated into nursing school or cooperated with community nursing center. Academic nursing centers are needed for providing services to the forgotten or underserved populations in the community, providing learning opportunities for nursing students and practice opportunities for faculties. The intent of this study is to identify the elements needed in developing process and operations of acedemic nursing center for elderlies and the disabled, and to present the desired model for academic nursing center. The processes of my study were : 1) The articles of the academic nursing centers in U. S. were reviewed and analysed. 2) The academic nursing center for elderlies and the disabled was developed and operated in my paper. 3) Desired model for academic nursing center was presented in my paper. The followings are the results of my study: 1. Elements needed in developing process of academic nursing center were philosophy and goals, the community support, assessment of the validity of the service and health needs, identification of the service contents, roles and responsibilities, communication lines, finances for facilities and operations, cooperation with resources, and developing record system. 2. Elements needed in operations of academic nursing center were the structural organizations, realization of the above philosophy and goals, development of policy and nursing standards, faculty participation, continuity of services, and financial solutions. 3. The desired model was presented according to the process and operations.

• The Journal of the Korea institute of electronic communication sciences
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• v.10 no.7
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• pp.807-812
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• 2015

Lifelong education is a periodic keyword. For a lifelong learner friendly education, university should provide the adult learners with the efficient academic administrative service. A university should support them in learning a series of graded lifelong study and come up with the convenience of continuous learning, maintaining the educational operation as a lifelong education university. A local government induces the regional economy reinvigoration from setting the lifelong learning conditions of the city. In this paper, I suggest a policy management scheme for opening training courses of 3D printing and CAD professionals training module as a non-degree reeducation programs for the lifelong learners that reflects the industrial milieu of the local community.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.45-54
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• 2013

Computational thinking has been a powerful key recently to open a new paradigm era in the curriculum of Informatics subject and the community of computer science education. But the quality and quantity of domestic research about it has been very poor in comparison with other countries. Therefore, this study focuses on the definition, learning steps and learning contexts about computational thinking education using some professional questionnaires and analyses of related other countries' literatures. The learning contexts that were extracted by several previous works could be used as the factor to analyze the curriculum of Informatics subject and textbooks in middle school; these could be helpful to teach the ability of computational thinking in middle school. Results of these questionnaires show that the three steps and 13 learning contexts of computational thinking education are properly well-formulated. The 5 of 13 learning contexts, such as data collection, are missing in 2009 revised-Informatics curriculum in middle school as well as the seven Informatics textbooks that used in middle school contained 10 of 13 learning contexts for computational thinking education.

• The Journal of Korean society of community based occupational therapy
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• v.2 no.1
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• pp.65-73
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• 2012

Objective : The purpose of this study is to provide basic information for professional education by investigating to learning styles and achievement goal of the first year students in the department of occupational therapy and physical therapy. Methods : 123 first year students of the department of occupational therapy and physical therapy filled out a questionnaire in Gyeongbuk and Kangwon Province. In this study, Kolb's Learning Styles and Elliot & Church's Achievement Goal were used, and to analyze, Pearson correlation, chi-square were used. Results : The results of the study were as follows. 'Accommodator' was the preferred learning type for students, while 'diverger' was not. Collage students differed from university students in learning styles. A mastery level was the preference in the academic goal types of the students. Male students received higher grades on performance approach goals than female and student of department of physical therapy received higher grades on performance avoidance goals than students in the department of occupational therapy. There is a coefficient of correlation between performance avoidance goal and converger learning type. Therefore, first year students in the department of occupational therapy were not differed from the department of physical therapy in academic achievement but collage students differed from university students in learning styles. Conclusion : From these results, we suggested some effective teaching/learning methods based on the mastery achievement goal. An educational approach is necessary for understanding of the students' individual learning styles and achievement goal characteristics are account for students' individual negative/positive characteristics.

• Journal of Korean Home Economics Education Association
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• v.29 no.2
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• pp.1-22
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• 2017

The purpose of this research is to share the experience of reflective practice of a Home Economics teacher professional learning community(PLC) operator and to share better suggestions through reflection on PLC operation. All conversation in the 18 sessions of the PLC totally from May 31st 2013 to May 19th 2014 was recorded and transcribed. All materials of PLC activity were qualitatively analysed. Its themes were grounded on its coding and categorization scheme. Findings and conclusions of this study are as followings. The experience of learning the PLC for a year has found that it is the power to keep the PLC alive: courage and anxiety to face anxiety and anxiety about new challenges, the importance of theme selection, a teacher with a reckless challenge, shares of becoming a leader. Through reflection, I learned that concerns require attention to other teachers and the need for a 'New Round' for ongoing meetings. I, as a operator, did not fully consider participant's different interest as well as a program for a new round due to the lack of management experience. It led to the low participations in latter sessions of PLC. Suggestions are put as solutions to improve these problems; (1) grouping participants by school levels when collecting participants, (2) setting operation period and program applying participants' opinions, and (3) operating short-term PLC with certain themes to immerse reaching goal and satisfaction in short time.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.144-154
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• 2003

This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.102-115
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• 2019

This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.

• Korean Journal of Health Education and Promotion
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• v.15 no.2
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• pp.43-53
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• 1998

The National Health Promotion Law passed in 1995 was a milestone for initiating a national health promotion program in Korea, and government officers and health professionals are working on how to approach health promotion issues. The purpose of this study was to analyse methods and use of constructivist paradigm in health promotion and education. The health promotion area needs community empowerment, building community partnerships, and community capacity. To meet these health promotion requirements health promotion workforce should be trained through professional preparation programs that contains communication skills, group process skills, and management of programs in advanced countries such as the United States and Australia. Skills and responsibilities of those who are in charge of providing health promotion services have not yet been clearly defined in Korea because the area of health promotion is a multi-academic field, and needs a different approach, constructivist approach. Constructivist paradigm requires relativism, reasoning skills, collaborating, and motivation. These components are needed for community empowerment. Constructivism also has been applied to the field of education. Problem-based education, outcome-based education, performance-based education came from the constructivism. These educational methods are student-centered method. As the modernizing society becomes more complicated, traditional or conventional teacher-centered education cannot meet the needs of students. Students need to learn skills necessary to make healthy decisions with individual value system. So these interactive, self-learning methods can serve much more to the learner. Constructivist educational methods can be applied to educational programs in computers, too. To expand and differentiate the area of health education and health promotion from other health related fields, it is crucial to devote efforts in application and development of constructivist methods.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.27-43
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• 2019

Objective: The purpose of this study is to investigate how the child care teachers experience about professional vision development through participating in video clubs with their peers while watching videos about their interactions with children in the classroom. Methods: We selected three child care teachers in a day care center in Seoul area and conducted the qualitative case study. Video clubs were designed to support the quality of teacher-child interaction by developing child-care teachers' professional vision. And the video clubs used the self-reflection process and cooperative self-reflection process as an important educational method. Results: Teachers were able to experience the change of attention in watching their interaction scene through the 4-time video club participation and to have opportunity for educational (knowledge based) reasoning. Particularly, through participation in the video club, the teacher could pay attention to teachers' intention, teachers' decision making process, and child's intention. In addition, through video club participation, the teachers experienced educational interpretation based on children's thinking and interest; and reasoning through reflective thinking about the results of teaching behavior. This change of professional vision was possible through mutual scaffolding through cooperative reflection among participating teachers. Conclusion/Implications: Based on the results of this study we discussed the importance of the professional vision development of the child care teachers and the effectiveness of the video club for supporting their professional vision development.

• 한국노년학
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• v.29 no.2
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• pp.669-682
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• 2009

The purpose of this study was to explore the role of professional identity as mediating variable in the relationship between job- and organization- related factors and job satisfaction. This study surveyed social workers who worked at 24 senior welfare facilities in Daegu·Gyeoungbuk province from Aug. 1. to Aug. 30. 2006. A total of 137 questionnaires were collected using on-site survey (response rate 76.7%). Statistical analyses were performed using SPSS 12.0 for Windows. Descriptive analysis and frequency analysis were performed on overall measurement items and hierarchical regression analysis was conducted to test the mediating effect of professional identity. The reliability of statements was acceptable since the coefficient alphas were > .70. Results of hierarchical regression showed that professional identity was verified as a partial mediator in the relationship between factors related with job and organization and job satisfaction. As the population ages, there will be an increasing need for professional social workers effectively to work with and help care for the elderly. This study highlighted that job- and organization- related factors, namely self-regulations and social supports, are significantly related with job satisfaction of social workers. Especially, such effect was more significantly apparent in high professional identity which is playing a partial mediator. This result implies that there is potential to change work environments of social workers ensuring a delegation of power and responsibility. Therefore, efforts should be made to improve the promotion system and connect social worker as servant with community through diverse service learning programs.