• Title/Summary/Keyword: Professionalism education

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Comparison between the Recognition of Professionalism and Teaching Efficacy of the Gifted Education Teacher by Majoring in Education for the Gifted from the Graduate School of Education (대학원에서의 영재교육 전공 여부에 따른 영재교사의 전문성 인식 및 교수효능감 비교)

  • Jung, Jin-Cheol;Yoo, Mi-Hyun
    • Journal of Gifted/Talented Education
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    • v.23 no.5
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    • pp.751-769
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    • 2013
  • This study aims to compare the difference between the recognition of professionalism and teaching efficacy of the gifted education teacher by majoring in education for the gifted from the graduate school. The subjects were 44 graduate students in gifted education major and 56 gifted education teachers of elementary school who did not major in the education for the gifted. The results were as follows. First, the education for the gifted children majors showed higher statistical significance in the subject knowledge, the instructional strategies, the understanding gifted student, personal efficacy and outcome expectancy than the teacher who did not major in the education for the gifted children (p<.05). Second, in the results of Two-Way ANOVA by the major status in education for the gifted children and the gender, there was the interaction effects in the subject knowledge, the understanding gifted student, personal efficacy, and the females were influenced by the recognition of professionalism and teaching efficacy by the major status in education for the gifted children more than males. In the results of analysis on the major status in education for the gifted children and career for gifted education, the instructional strategies and personal efficacy showed the significant interaction effect (p<.05). Third, in the results of analysis on the relations between the recognition of professionalism and the teaching efficacy, all subordinate scopes of the recognition of professionalism and teaching efficacy showed the significant positive correlation (p<.05). In the results of the multiple regression analysis, the subject knowledge and the instructional strategies have effects on the personal efficacy. So the majoring in education for the gifted children from the graduate school may have significant effects on development of the subject knowledge and the professionality of the instructional strategies of the gifted education teacher, further, it can be said that has positive effect on teaching efficacy.

The Influence of Early Childhood Preservice Teachers' Aptitude of ChildCare Teacher on their Perception of Teacher Professionalism (예비보육교사의 보육교사 적성이 교사전문성 인식에 미치는 영향)

  • Kim, Young-Tae
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.7
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    • pp.317-324
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    • 2019
  • The purpose of this study is to find how the childcare teacher aptitude of students majoring in childcare and education influences their perception of teacher professionalism. To achieve that, a questionnaire survey was conducted with 216 early childhood preservice teachers living in A city. For data processing and analysis, SPSS program was used so as to conduct frequency analysis and calculate the mean and standard deviation. In addition, to test reliability and find relations between variables, Cronbach's ${\alpha}$, correlation analysis, and multiple regression analysis were conducted. As a result, firstly, in terms of the childcare teacher aptitude perceived by the students majoring in childcare and education, they highly perceived an affinity with young children and a sense of calling of their job; in terms of their perception of teacher professionalism, they highly perceived social necessity and vocational ethics. Secondly, early childhood preservice teachers' childcare teacher aptitude had a statistically significant correlation with their perception of teacher professionalism. Thirdly, the sub factors of early childhood preservice teachers' childcare teacher aptitude all positively influenced the sub factors of the perception of teacher professionalism. Given the study results, the students majoring in childcare and education perceived the importance of their aptitude of childcare teacher. In order to provide high-quality childcare service and create the positive aptitude of childcare teacher, it will be necessary to conduct a variety of basic research.

Definition of Pedagogical Content Knowledge and Ways of Raising Teaching Professionalism as Examined by Secondary School Science Teachers (중등 과학교사들이 말하는 교과교육학지식의 의미와 교직 전문성 제고 방안)

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.26 no.4
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    • pp.527-536
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    • 2006
  • This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

Korean Secondary School Teachers' Professionalism in Teaching Environmental Subjects (중등교사들의 환경교육 수업에 대한 교사 전문성 분석)

  • Son, Yeon-A;Myeong, Soo-Jeong;Choi, Don-Hyung;Min, Byeong-Mee;Kim, Kyoung-Ran
    • Hwankyungkyoyuk
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    • v.22 no.2
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    • pp.43-55
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    • 2009
  • The objective of this study is to find out the professionalism of secondary school teachers in teaching environmental subjects. This research was conducted using a questionnaire survey of 431 secondary school teachers from 34 schools in Seoul and Gyeonggi Province, Korea. A 5-point Likert scale self-evaluation questionnaire on their professionalism in environmental education was developed based on Hungerford et al.'s (1994) evaluation criteria. Two middle school teachers' classes were observed, and video taping and interviewing were also conducted. The survey analysis revealed that teachers evaluated their professionalism on environmental subjects to be a little above the middle of the scale. The mean values were 2.80 for the foundation level; 2.86 for the conceptual awareness level; 2.84 for the investigation level; 2.94 for the environmental action skills level; and 2.84 for the educational application level. However, class observations revealed that there was some gap between their self-evaluation of professionalism and their actual classroom application. Both classes were not that satisfactory with regard to 'the abilities to communicate and apply ecological concepts', 'the ability to clarify the roles of different value systems for environmental issues and personal values in decision making', 'the ability to clarify their own value system regarding solutions to environmental issues', and 'the ability to apply citizen action skills for solving environmental issues and for sustainable development'. The results provide a basic reference for the improvement of environmental-related education.

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Exploring the content factors to develop mathematics teachers' professionalism for creativity and character education (수학교사의 요구를 반영한 창의성과 인성 교육 전문성 신장 내용요소 탐색)

  • Kim, Hyun-ah;Lee, Bongju
    • The Mathematical Education
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    • v.55 no.4
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    • pp.485-501
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    • 2016
  • This study was to explore the factors that mathematics teachers actually need to improve their students' creativity and character to pursue education in the direction of the revised curriculum. We first temporarily extracted the elements to reinforce mathematics teachers' professionalism for creativity and character education through literature review, and then conducted the modified delphi technique and interview by targeting secondary school mathematics teachers. Based on the discussion of previous studies, we divided into five areas for mathematics teachers' professional development of creativity and character education: 1. understanding of creativity and character education, 2. creating an environment, 3. understanding curriculum for creativity and character education, 4. instructional design and apply for creativity and character education, 5. evaluating for creativity and character education. Actually content elements highly required by mathematics teachers were reset 17 items. The results of this study are expected to be used as the basis for teachers' professional development of creativity and character education in mathematics education.

A Study on the Situation and Trait of the Philippines School Education (필리핀 학교교육의 실태와 특징: 산베다 학교교육을 중심으로)

  • Chung, Yong-Kyo
    • The Southeast Asian review
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    • v.20 no.2
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    • pp.101-133
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    • 2010
  • Nowaday our school education have been undergone decisive influences by the entrance and examination-oriented education system. To enter universities which belong to top classes in Korean society could be look upon the important success of school education, and it could be equaled to the quality of competent teacher(teacher's professionalism). However, the creativity and knowledge composition ability in the school education will be considered seriously in the coming of 21st century knowledge, information-oriented and globalization society. In this situation, we try to trace about the system and style of foreign school education which is unfamiliar to us, spontaneously we should explore the educational implication which affects to our school education. In this paper, we have reviewed about the present condition and the current situation of Philippines school education(San Beda College Alabang and Rizal Campus). Of course, we tried to observe the practical education activities including a curriculum, teacher, teaching and studying method and student activity. Through this trial, we tried to suggest the effective environment and methodology for the improvement in quality of our school education. Philippines school education 1) could be achieved educational ideas and goals based on the spirit of school establishment, 2) could be gained teacher's professionalism through the system of Coordinator and Prefect, 3) could be conducted learner-centered lessons by the learning method of exploration, discussion, task-resolving, 4) was able to created a pleasant school education through the development and application of a variety of educational programs.

The Quality of Teacher-child Interactions by Teachers' Perception of Professionalism and Teaching Intentions (교사의 전문성 인식, 교수 의도 행동에 따른 교사-영유아 상호작용)

  • Ju, Hyun Jeong;Shin, Hye Won
    • Korean Journal of Child Education & Care
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    • v.18 no.2
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    • pp.1-15
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    • 2018
  • The purpose of this study was to determine if teachers' perception of professionalism, teaching intentions, and the quality of teacher-child interactions differed by teachers' education and career and how those variables were associated with one another. It was conducted in 50 teachers who were in charge of two- to five-year-olds at 22 national/public, private, and employer-supported childcare centers in Seoul and Gyeonggi Province. Arnett's (1989) Caregiver Interaction Scale (CIS) translated by Choi and Shin (2015) was used to measure the quality of teacher-child interactions, and the Current Status and Self-Desire for Professional Competence scale developed by Wang (2005) and translated and revised by Jeong (2016) was used to measure a teacher's perception of professionalism. The Teaching Intention Scale (TIS) developed by Wilcox-Herzog and Ward (2004) and translated and revised by the researcher was used to measure teaching intentions. The researcher and the research assistant personally visited the centers to observe the teachers for the quality of teacher-child interactions and a questionnaire for teachers was used to determine a teacher's perception of professionalism and teaching intentions. For data analysis, t-test and Pearson's product-moment correlation analysis were performed on the basis of the questions. The results of this study can be summarized as follows: First, the quality of teacher-child interactions differed insignificantly by education or career. Second, teacher's perception of professionalism differed significantly by teachers' career but differed insignificantly by education: the longer career, the better perception of professionalism. Third, teaching intentions differed insignificantly by education or career. Fourth, teachers with better perception of professionalism showed higher quality of teacher-child interaction. Fifth, The higher level of teaching intentions teachers showed the more sensitive interactions they made with children.

Case Study on Network of Manpower-training related to Long-term care insurance system - Focus on Education management about Long-term care-giver of Yong Do Gu in Busan city - (장기요양보험제도에 따른 인력양성의 네트워크 사례연구 - 부산시 영도구 요양보호사 교육운영 사례 -)

  • Nam, Hee Eun;Lim, Chang Ho;Ryu, Hwang Gun;Bae, Sung Kwon;Kim, Sang Hee;Kim, Sun Hee;Lee, Jae Hee;Kim, Hwang Eun
    • The Korean Journal of Health Service Management
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    • v.2 no.1
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    • pp.125-136
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    • 2008
  • Government came to enforce long-term care insurance system in preparation for the rapid aging society. Whether this system is successful or not depends on the professionalism of long-term care-givers who are professional population in charge of care service. Currently in the early stage of enforcement, such problems as a race cutting fee resulted from numerical increase of educational facilities, insolvent operation, degradation of education level resulted from unprofessional instructor, are pointed out. As a mean of manpower-training on long-term care insurance system, this study is to research public-private-university network model of the Academy of Continuing Education attached to Ko Sin University which is the case of Yong Do Gu Busan city. Networking between the vision and development strategy of Yong Do Gu on continuing education city, education system on community manpower-training supported by Ko Sin University, and service field of welfare for the elderly can not only contribute to the professionalism of long-term care-givers but also play an ideal role in manpower-utilization and arrangement of community. Through this networking, high quality of education level and circumstance, using the existing infra, manpower-training and utilization for continuing education of Yong Do Gu can be accomplished. Additionally, the connection with facilities related with welfare for the elderly can contribute to professionalism and accountability of manpower-networking.

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Development of Assessment Tool about Professionalism of the Information Ethics Teachers (정보윤리 담당교사의 전문성 평가도구 개발)

  • Kim, Kil-Mo;Kim, Seong-Soo;Kim, Seong-Sik
    • Journal of The Korean Association of Information Education
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    • v.18 no.1
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    • pp.1-11
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    • 2014
  • As the development of the information society, our lives enriched and became more convenient. However it leads to the dysfunction. These dysfunctions appear especially to teenagers. Information Ethics education should be strengthened in order to solve these problems. However experts in the subject of Information Ethics are lacking. The goal of this study is to find some factors of professionalism of teachers responsible for Information Ethics education and to develop an assessment tool. In this study, we find some factors of professionalism of Information Ethics teachers, make some preliminary questions and select some of them by discussing with experts. Through a preliminary and main inspection we analyze the reliability and validity of the questions and develop the final questions. To practically use the assessment tool, we consisted the standards table. This assessment tool can be used for evaluation an Information Ethics teacher's ability, used as the basic materials for improving it and suggested making some systematic curriculums for teacher's training.

The Effects of Professionalism Awareness and Occupational Stress on Teacher and Child Interactions in Early Childhood Teachers (유아교사의 전문성 인식과 직무스트레스가 교사와 유아 간 상호작용에 미치는 영향)

  • KU, JAYOUNG
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.6
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    • pp.470-477
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    • 2017
  • The Quality of Early Childhood Teachers has recently become More Important as the Amount of Time Spent by Early Childhood Educational Institutions Increases. The Purpose of this Study was to Investigate the Effects of Professionalism Awareness and Occupational Stress on Teacher and Child Interactions in Early Childhood Teachers. The Questionnaires were Distributed to 150 teachers in 30 Early Childhood Education Centers and 134 completed Questionnaires were Collected and Analyzed Using SPSS 18.0 Program. The Results of this Study are as Follows. First, the Lack of Leadership and Administrative Support Adversely Affects Teacher's Professionalism Awareness. Behavior Interaction and Verbal Interaction among Teachers and Children are Influenced by Emotional Interaction. Second, analysis of the Influence of Professionalism Awareness and Occupational Stress on Emotional Interaction of Early Childhood Teachers revealed that Among the Sub-factors of Professional Awareness, the Variables of Work Ethics, Professional Knowledge and Technical Requirements Positively Influenced Affective, Emotional, Verbal, and Behavioral Interactions.