• Journal of Fisheries and Marine Sciences Education
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• v.22 no.4
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• pp.537-552
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• 2010

This paper attempts to study for preliminary model for consulting school curriculum. To accomplish this goal, the meaning of school-based curriculum, supervision of school curriculum, supervision of curriculum consulting are examined. Second, The condition for supervision of school curriculum is reviewed in line of curriculum context. They are discussed problem of supervision in Korea through the diagnosis of present condition. Third, Model development for the consulting in the school curriculum is attempted for building creative curriculum management. Finally, the conception of school curriculum consulting, feature of model, and the item of actual applications are discussed.

• 대한공업교육학회지
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• v.41 no.2
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• pp.24-47
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• 2016

The purpose of the this study is to analyze consulting demands in vocational education and training (VET) high schools participating the apprenticeship system in Korea. The results of the study are as follows. Firstly, there are 9 sections of consulting that teachers in charge of apprenticeship program in VET high schools demanded. Especially, the demands for the consulting that related with 'student evaluation', 'apprenticeship program development and organization planning of schools' curriculum', 'selection and management of enterprises', 'organization of apprentices classes and student management', 'teaching & learning activities and textbook development' were relatively high. Secondly, there were differences in demands of consulting by VET high schools' current management status. By the type of organization, demands for consulting of both 'training center in main school' of organization and 'training center in common' of organization were higher than 'independent school' of organization generally. By the type of apprenticeship program hours, demands for consulting of both 'above 1400 hours' and '1200 ~ 1400 hours' were higher than 'less than 1200 hours' generally. By the type of OJT operation, demands for consulting of 'a type of OJT that is operated in long term(more than 2 weeks)' were higher than 'a type of OJT that is operated weekly' generally. As a result from above, there are some pre-requisites for the stable operations of VET high schools. 1) The apprenticeship program shall be developed not to interrupt school's regular curriculum. 2) For the smooth management between apprenticeship program and school curriculum, the academic calender has to be established so as the type of OJT operation. 3) The cooperation among the participating schools in part of the organization is unavoidable.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.6
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• pp.51-70
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• 2022

This study examined whether learner-customized start-up education, such as business consulting, functions effectively as part of universities' start-up support and whether business consulting positively strengthened start-up capabilities compared to consulting from other institutions. Furthermore, it explored the direction of universities' start-up support development by harnessing customized education, such as business consulting. The results of the study are as follows. First, business consulting had a positive impact. It informed the shortcomings of individual founders (teams) and identified the direction for improvement. Second, compared to consulting from other institutions, the fact that it formed a relationship between the consultant and the student beyond the business relationship and that it was conducted for free on campus have a relative advantage. Such business consulting enabled university students to see the world more maturely. Third, this study argues that customized start-up businesses can generate synergy with school curriculum and other non-curricular subjects. Based on this perception, it designed a method to build a co-curriculum education system. This study is significant because it investigated satisfaction and the possibility of a customized start-up business with business consulting as a representative case, exploring the direction of support for start-up education students want.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.269-277
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• 2016

Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers' learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers' learning communities at the school level, and investigate the effect of cross-curricular instructional consulting on middle school science teaching. We analyzed features and limitations of cross-curricular instructional consulting revealed in three case studies in middle school, including open classes and instructional consulting sessions, and conducted additional instructional consulting on the same videotaped science classes with science experts from outside. According to the results, science inquiry experiments are often replaced with text reading and interpreting, students' misconceptions and exact scientific representations are ignored, and the goal setting as well as class coverage has been questionable and disputable in science classes resulted from cross-curricular instructional consulting. Discussed in the conclusion are the necessity of cross-curricular instructional consulting in middle school, and ways to overcome limitations of the method of cross-curricular instructional consulting, including alternatives to a praise-only policy in cross-curricular instructional consulting, ways to use cross-curricular instructional consulting without compromising the subject's essence, and ways to improve the undue authority of consultants.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.1-29
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• 2013

The main goal of the research is to develop instructional consulting manual to help math teachers improve classroom teaching. Improving the quality of teaching in schools is stressed as a central focus of meaningful classroom instruction and high quality education. In this research, teaching consulting was defined as an activity that covers reflection process oriented towards formative assessment and continuing professional development. Within this context, subject-specific teaching consulting and teaching professionalism with focus on PCK was reviewed. Further, the questionnaire survey was conducted to investigate the current situation of teaching consulting and teachers' needs for consulting. And also, specific examples of subject-specific consulting based on our previous consulting experiences in math classes were shown. Alternative ways to improve subject teaching were derived through the conferences where consultants and consultees analyze video-taped lessons conducted by the consultees. By those results, a manual for invigorating teaching consulting was developed. The contents of the manual consists of setting conditions of teaching consulting and its implementation in the classroom teaching. The first part of the manual contains steps to establish teaching consulting system, the qualification and role of the consultant, system evaluation, etc. The second part of the manual presents the pre-preparation, prescription and implementation and follow-up management steps. Each part of the manual provides consultants with specific guidelines for each step. Finally, recommendations for making policy related to ways to invigorate teaching consulting was suggested. It is expected that specific examples and cases of subject-specific teaching consulting presented in this research will be used to narrow the gap between theory and practice of teaching consulting, and to help math, science and English teachers develop teaching professionalism.

• 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 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.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.159-172
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• 1999

This is the second year study of ''The Development of Model of National Criterion- Referenced Assessment Standards" that had started in 1997. In the study, national assessment standards for high school common science were developed based on national curriculum. In the whole process of developing the standards, high school teachers, university professors and administrators of the Ministry of Education have participated as the "developing group" or "consulting group". Through various activities such as conference, workshop, intensive work, examination by science education experts, the standards and instruments were developed and modified. The research contents can be itemized as follows: - modifying the achievement standards developed in the first year research based on the opinions of various experts(science teachers, professors of science education, philosophers) - developing assessment standards based on the specially designed system. The standards divide students' achievements into three levels(upper/middle/low) and state each level so that it can guide evaluation of achievement. - developing various types of test instruments to probe students' achievement levels for each assessment standard.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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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 Convergence for Information Technology
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• v.8 no.6
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• pp.381-387
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• 2018

The purpose of this study is to make a lot of efforts for student employment in government or university. therefore We have developed Start-up Consulting courses that include easy to find jobs, convergence and multidisciplinary knowledge. The results of the comparison between university and graduate school, management consulting, and start-up consulting curriculum were reviewed according to STEAM 's rules. The results were divided into 5 main classes and 15 sub classes according to the 15 week subject. As a result of the study, we divided into 5 main classes and 15 sub classes in accordance with the 15 week subject. We were able to apply the understanding to the 1st stage company understanding(Arts), 2 stage consulting ability(Technology) 3 stage entrepreneurship strategy(Technology) 4 stage sub consulting(STEAM) 5 stage management case analysis(Arts).