• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.1-10
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• 2019

Recognizing the necessity of content-centered teacher professional development programs in a rapidly changing educational environments, this study analyzed the contents of teacher professional development programs in terms of teachers' participation by program contents and teachers' perception of the necessity and the effectiveness of such program contents. Employing Teaching and Learning International Survey(TALIS), this study analyzed the perception of 4,000 Korean secondary school teachers. The results showed that the programs with the highest teacher participation were mainly subject-centered while the teacher participation rates on the newly required contents such as ICT, intercultural counseling, school management and administration, and new job skills were low. Besides, when teachers were asked to identify the content areas where teacher professional developments are needed, the level of teachers' perception of the programs with low participation rates was accordingly low. Lastly, this study implies that since the years of teaching experience serve as a determinant on the types of the contents that teacher professional developments are needed and on the teachers' perception of the effectiveness of such contents, the course of teacher development should be taken into consideration when the contents of teacher professional development programs are developed.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.295-308
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• 2007

The purpose of the study is to develop an effective model of a science teachers' professional development program. This study consists of two parts: (1) the theoretical review of science teachers' professional development and (2) a case study of a science teachers' professional development programme in the UK. After reviewing recent research on pedagogical content knowledge and new approaches to educational research, the following suggestions emerged: (1) Continuing Professional Development(CPD) should be embedded in teachers' real practice in the classroom and (2) embedded in the everyday life of learners' within the community. (3) CPD should support the development of teachers' communities of professional practice. The case study of 'CPD through Portfolios of Evidence' in the British programme indicated that collecting explicit evidence of good practice in the classroom and establishing agreement as to what constitutes good practice in a teachers' community helped teachers' professional development. Finally, what emerged from the case study of the CPD programme in the UK and the theoretical review of PCK was the following. An effective CPD model of science teachers should comprise these three stages: (1) providing opportunities of professional development, (2) changing practice in the classroom and research, and (3) spreading and sustaining change. The whole process is circular.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.143-157
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• 2003

This paper is to make strides toward an enriched understanding of mathematics teacher learning and professional development. Different theoretical frameworks in understanding mathematics teacher learning are reviewed, followed by a discussion of the relationships of knowledge and teaching practice. This paper then analyses contemporary conceptions about effective professional development and, in particular, deals with teacher learning in inquiry communities. This paper introduces a research project describing transition processes from teacher- centered mathematics classroom culture to student-centered culture and analyzing teacher learning in communities and its concomitant change in teaching practice. On the basis of the emerging problems in doing the project, this paper finally addresses some crucial issues on teacher learning and professional development, including the management of an inquiry community, the description of teaching practice from the researcher's perspective, and the analysis of teacher learning in communities.

• Journal of Korean Library and Information Science Society
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• v.46 no.4
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• pp.227-244
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• 2015

The study aims at identifying professional competencies of collection development librarians in academic libraries. For this, the study collected data through qualitative interviews with 8 librarians who are in charge of collection development programs in four-year university libraries. As a result, the professional competency components emerging from interviews were divided into three parts; knowledge in library and information science, knowledge in subject field, and professionalism. Detailed components of three parts of professional competency were divided into 13 sub-categories, with 37 meanings. It is expected that the study as an exploratory research may provide further research to design educational and training programs for collection development librarians with basic data.

• The Mathematical Education
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• v.53 no.2
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• pp.201-217
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• 2014

This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.389-395
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• 2022

This quantitative study explored the extent to which convenience enhances professional development (PD) online. The sample of the study consisted of 421 teachers and supervisors. Findings evinced that convenience stimulated online PD. Another salient finding is the absence of significant differences among participants' responses concerning position and gender. Nonetheless, a significant difference exists in the variable of teaching experience. Teachers with more than 26-year experience were motivated to use online PD, which evidently could be attributed to the convenience they had over teachers with fewer years of experience.

• Journal of the Korean Professional Engineers Association
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• v.41 no.4
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• pp.38-42
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• 2008

Current urban development paradigm is aiming from plane, single-functional. and public-driven to multi-dimensional, multi-functional, and private-driven development. However, existing laws and regulations relating urban development are not in accordance with the current paradigm. This paper is intended to focus on the necessity and urgency to reorganize the current legislative system.

• Journal of the Korean Professional Engineers Association
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• v.25 no.6
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• pp.19-23
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• 1992

• Journal of the Korean Professional Engineers Association
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• v.25 no.5
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• pp.18-20
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• 1992

• Journal of the Korean Professional Engineers Association
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• v.36 no.1
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• pp.60-65
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• 2003