• 공학교육연구
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• 제16권5호
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• pp.9-17
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• 2013

The purpose of this study is to analyze elementary and secondary school teachers' recognition about engineering education in elementary and secondary school. For this, we surveyed elementary and secondary school teachers. The result of this study is as follow. First, most teachers perceived that engineering positively affect national competitiveness and development. They also found that engineering education helps student to select natural science and engineering field career. Moreover, they perceived that engineering contents are not applied in elementary and secondary schools curriculums, hence it does not stimulate interest in engineering. Therefore, they perceived that if engineering education contents are systematically applied in formal curriculum, it will have a positive effect on current engineering education. Second, most teachers perceived that roles of engineering education are to make students learn creative design and problem solving process and inform about the engineering field career. They perceived that the best grade to start engineering education is 4~6 grade in elementary school and the best way to apply engineering education is through distributing engineering education contents to related subjects. They also perceived that technology subject has the most relation to engineering education and science subjects; mathematics subject follow after.

• East Asian mathematical journal
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• 제39권2호
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• pp.141-166
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• 2023

The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the in-service mathematics teachers on the statistics(Representative value, Degree of scattering) through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 12 secondary in-service mathematics teachers, in this study the test items of the MKT on the statistics were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) and SCK(Specialized Content Knowledge) of the mathematics teacher was confirmed as a high score, whereas the and KCS(Knowledge of Content and Students) and KCT(Knowldge of Curriculum and teaching) were confirmed as low scores. In addition, through these results, it was shown that the difference in MKT's elements the middle school and high school teachers obtain occurred slightly.

• 한국가정과교육학회지
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• 제17권2호
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• pp.129-143
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• 2005

본 연구의 목적은 Tschannen-Moran(2000)이 개발한 Ohio State Teacher Efficacy Scale(OSTES)를 중등학교 가정과교사를 대상으로 교사 효능감 하위 요인들을 알아보고, 확인적 요인분석을 통해 교사 효능감 문항들의 타당성과 신뢰성을 규명하여 교사 효능감 문항들의 모형 적합성을 검증하는데 있다. 먼저 교사 효능감의 요인들에 대한 심리 측정학적 타당성을 검증하기 위해 263명의 가정과교사를 대상으로 교사 효능감 요인의 신뢰도와 요인 구조를 검사하였다. 중등학교 가정과교사의 교사 효능감 요인을 분석한 결과, 하위요인은 학급운영 효능감, 요구대처 효능감, 교수전략 효능감, 환경지원 효능감, 학습지원 효능감으로 나타났다. 그리고. 요인구조로 나타난 문항들의 요인 적합성을 판단하기 위해 교사 효능감의 5개 요인에 대한 확인적 요인 분석을 실시한 결과, 5개 하위요인이 타당한 것으로 지지되었다.

• 한국지구과학회지
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• 제38권5호
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• pp.378-392
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• 2017

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs' structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions' programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students' perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions' preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations' licensing and employment processes.

• 대한수학교육학회지:학교수학
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• 제3권2호
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• pp.401-421
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• 2001

This paper describes the teaching of mathematics in France at the elementary and secondary levels. It consists of four parts: the structure of the french education system and the status of mathematics within it, the evolution of mathematics teaching in France from 1968 to nowadays, the teacher training in France, the mathematical contents in the elementary school curriculum and the mathematics curriculum in the lower secondary school. From this review, we can extract some characteristics of the teaching of mathematics in France.

• 수산해양교육연구
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• 제18권1호
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• pp.65-77
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• 2006

A total of 725 questionnaires, collected from secondary teachers appointed within the recent three years in the Metro-Busan, were analyzed. According to the results, the novice teachers perceived that supervisory practice in school was helpful for them in the four areas; instructional method, guidance, class management and administrative work, except for human relations, and they felt the need for instructional supervision but the major hindrance to the practice was time constraint.

• 한국학교수학회논문집
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• 제17권3호
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• pp.321-335
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• 2014

본 연구의 목적은 중등 수학 예비교사의 신념을 조사하기 위하여 특별히 예비교사의 교수-학습 개념에 대해 알아보고 학년 및 성별의 차이를 알아보는 것이다. 이를 위해 선행 연구를 통해 확인한 Chan & Elliot(2004)의 설문도구를 이용하여 인천 지역의 중등 수학 예비교사 86명을 대상으로 설문조사를 실시하였다. 그 결과 예비교사들은 교수-학습 개념에 있어 구성주의적인 개념에 매우 동의하는 것으로 나타났다. 학년 비교 결과에서는 전통적인 개념관련 문항들에서 4학년이 3학년에 비해 약간 더 동의하는 것으로 나타났고, 성별 비교 결과로는 남자가 여자에 비해 전통적인 개념에 약간 더 동의하는 것으로 나타났다. 본 연구는 연구 대상과 범위에 있어 제한점을 지니지만, 교사 교육자들에게 예비교사교육의 변화를 위한 기초적인 정보를 제공할 것이다.

• 수산해양교육연구
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• 제17권3호
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• pp.305-323
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• 2005

To reveal secondary teachers' in-service education needs, in-depth interviews were conducted with 15 individual teachers based on semi-structured questions and qualitative data analysis procedures were adopted. They wanted to have; a. more knowledge of one's subject, subject related information, culture and common sense, counseling psychology, foreign language, and the 7th curriculum, b. better skills of student-centered teaching-learning methods, guidance and class management, good use of computers, and educational evaluation, c. improved attitudes regarding democratic problem solution processes, conversation with and service to students from their viewpoints, commitment to preparations for teaching, educational innovation and improvement, elimination of improperness, and pride of teaching job.

• 한국환경교육학회지:환경교육
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• 제3권1호
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• pp.33-46
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• 1992

The purpose of this paper is to identify some of the issues and problems related to the dimension of education and training of teachers and develop educational directions and strategies for enhancing teacher quality in environmental education. In order to review the status of environmental education at primary and secondary school levels analysis of the related literatures and the results of our studies since 1991 were briefly summarized.

• East Asian mathematical journal
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• 제27권4호
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• pp.417-432
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• 2011

This article deals with the teacher training for a minor in mathematics. We investigate the drawbacks of the teacher training which is enforced to resolve the overabundant teachers. And we claim that theachers must get a master's degree in a graduate school of education if they get a secondary teaching certificate.