• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.269-281
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• 2008

In Korea, the criteria for the requirements of a secondary school science teacher's certificate are based entirely on the subjects and/or areas as prescribed in laws for the teacher's licensure examination. However, the criteria do not account for the specific competencies or qualities that a good science teacher should possess. The objective of the research was to explore and suggest the three lists of the image of an ideal science teacher, science teacher's role and science teacher's competency that might be used to establish the criteria for science teachers' certificate and the curricular content for science teacher education in Korea. In order to achieve this objective, the study used such research methods as literature analysis, status survey in combination with on-line workshop, in-depth interview, and professional consultation. The participants in the research comprised of a group of 258 students (186 middle school students and 72 high school students) and 13 in-service science teachers (8 middle school science teachers, 5 high school science teachers) for questionnaire survey and on-line workshop, and 4 science teachers for in-depth interview. The list of the image of ideal science teacher, science teacher's role, science teacher's competency contains 44, 32, and 75 statements, respectively. Based on the results of the research, this paper suggested that the criteria for the Korean secondary school science teacher's certificate requirements be selected and organized in consideration of the teachers' competencies rather than the courses and/or subject areas. It is also implied in the paper that further research over a period of time is necessary for using the competencies for curricular contents and/or science teacher's certificate standards.

• School Mathematics
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• v.15 no.2
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• pp.443-457
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• 2013

This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

• The Journal of Korean Association of Computer Education
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• v.22 no.6
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• pp.35-42
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• 2019

The purpose of this study is to investigate secondary school teacher's perceptions and needs of computer and information literacy(CIL) convergence education and to suggest implications for promoting CIL convergence education in the actual school fields. We conducted a survey on teachers perceptions and the needs for CIL convergence education and analysed 227 secondary school teachers responses. As a result, we found that the perception of the necessity of CIL convergence education was very high while understanding level of the CIL convergence education and the actual frequency of teaching experiences were relatively low. In addition, CIL convergence education activities are mainly conducted through Informatics curriculum rather than various subjects. We identified that the main constrains of CIL convergence education were the burden on the progress of subject based curriculum as well as the lacking of teaching and learning equipments including computers. We identified that the needs for empowering teachers professional developments and constructing the physical and institutional environments of school sites were high. In discussion, we suggested the support strategies in terms of teacher professional development, institutional supports, and physical environments.

• Research in Mathematical Education
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• v.7 no.2
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.65-83
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• 2007

The purpose of this study was to survey science teachers, perception and attitudes on disposal of school laboratory waste water and materials. To fulfill this aim, a questionnaire was administered to 244 secondary school science teachers. The result of this study revealed that there was no large disparity in the degree of understanding of laboratory waste disposal and the laboratory waste water treatment, and in secondary science teachers' perception and practicing attitude on the environment. While science teachers had deep understanding of laboratory waste disposal and its influence on environmental pollution, they expressed less positive attitude toward the actual disposal of waste materials and waste water, and participation in teacher training. Therefore, it is necessary to provide standards of systematized disposal methods and proper disposal facilities in middle and high school laboratories, as well as to investigate teachers' needs before providing teacher training program.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.265-287
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• 2013

The purpose of this study was to analyze the trends of domestic research on teacher knowledge in mathematics in terms of its conceptualizations of teacher knowledge, topics, methods, subjects, and content domains. For this purpose, the papers published in 9 professional journals during the recent 14 years (1999-2012) were analyzed by 5 criteria. The results of this study showed that the concept of PCK was the most frequent, whereas its subcategories appeared in different forms. The most frequent research topic was survey of teacher knowledge. The qualitative research methodology was more frequently used than the quantitative methodology, whereas mixed one was hardly used. The subjects for research included a little more elementary school teachers than secondary counterparts, but did similarly both pre-service and in-service teachers. Whereas both the research on number and operations in elementary mathematics education and the research on function in secondary were active, the rest of content domains were not. On the basis of these results, this paper provides several implications for future research direction in teacher knowledge in mathematics.

• Journal of Internet Computing and Services
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• v.24 no.6
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• pp.57-64
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• 2023

This study analyzed the perceptions of elementary and secondary school teachers regarding the importance of SW/AI education in fostering students' fundamental knowledge and the necessity of integrating SW/AI into education. A total of 830 elementary and secondary school teachers were selected as study subjects using the judgment sampling method. The analysis of survey data revealed that elementary and secondary teachers exhibited a strong awareness of the importance and necessity of SW/AI education, irrespective of school characteristics, region, educational experience, or prior involvement in SW and AI education. Nevertheless, the primary reasons for not implementing SW/AI education were identified as excessive workload and a lack of pedagogical expertise. An analysis of opinions on the essential conditions for implementing SW/AI education revealed that workload reduction, budget support, teacher training to enhance teacher competency, content distribution, expansion of subject-linked courses, and dedicated instructional time allocation were the major influencing factors. These findings indicate a significant demand for comprehensive instructional support and teacher capacity-building programs.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.510-518
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• 2007

In many countries, secondary school science is no longer solely for those destined for careers in science, medicine or engineering and both boys and girls study biology, chemistry and physics. In Japan, secondary science has been studied by boys and girls as a compulsory subject since the establishment of the modem school system in the late 19th Century. However, although 'science for all' is becoming the norm, it appears that science is less popular with girls than it is with boys, and that lower-attaining students are not adequately catered for in Japan and elsewhere. In this paper, the author investigates gender issues in the secondary science curriculum and examines the curriculum for future scientists using a historical perspective and focusing on the case of Japan. An analysis of two historical issues, gender and the curriculum for future scientists, found that, firstly, the science curriculum needs to contain a clear statement of its aims, and, secondly, that the secondary science teacher is one of the most important factors influencing science teaching particularly for girls. ost important factors influencing science teaching especially for girls.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.636-646
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• 2010

The purpose of this study is to confirm secondary biology teachers' recognition about cell and gene concepts that should be taught in biology according to each school level and to classify the concepts into essential, optional and non-essential ones. We developed a questionnaire in consultation with 5 biology professors after selecting some biological concepts from some data about the recommendations of BSCS, biology, study for the connection with biological contents in each school level. This survey was conducted to biological teachers in secondary schools (146 individuals) from all over Korea for studying the concepts of the cell and gene in elementary and secondary schools. The results of this study revealed the following: The number of essential concepts in the cell and gene domain increases as the school levels go up. Moreover, secondary biology teacher recognized that there must be much more cell and gene concepts that should be taught in elementary and secondary schools compared to those suggested in the science curriculum and BSCS' recommendation.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.4
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• pp.115-137
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• 2022

This research aims to suggest the way of activation of book curation in secondary school libraries by analyzing examples of book curation and the recognition of the persons in charge of secondary school libraries. A documentary research and a survey is conducted. 192 school librarians are chosen for that survey in Incheon region secondary school. 4 teacher librarians of Incheon region secondary school and a professor of library and information science are interviewed. Also an investigation is executed by visiting school libraries. Augmentation of the persons in charge of secondary school libraries, coordinating and information sharing with educational teachers, establishment of manual for book curation operation, publishing examples of subject selection are suggested for the measure of activation of book curation.