• 한국지역사회생활과학회지
• /
• 제21권3호
• /
• pp.285-298
• /
• 2010

This study aims to analyze teachers job satisfaction according to the working environment of teachers working in child-care centers and to investigate which variables of the working environment relate to job satisfaction of child-care teachers. The main results of this study were as follows. First, married teachers are more satisfied with the job itself, supervision, and colleague relations compared to teachers who are not married. Teachers with certificates are more satisfied with the job itself compared to teachers without certificates. Second, teachers's job satisfaction is significantly correlated with their salary, welfare, and colleague relations. Also teachers' job satisfaction is correlated with responsibility in the case that teachers have a good relation with their principal and child-care parents. Third, the results of this study show that teachers consider substitute teachers, vacation systems, day care systems, compliant with the ratio of teacher and children, job security, order of legal status as important. With regard to external compensation, teachers want salary increase, payment on overtime labor, flexible work-time, use of both full-time and part-time teachers, expansion of educational materials, increase on purchasing cost for textbooks and materials. To improve the quality of child-care teachers' working environment as well as their satisfaction, practical policies need to be implemented.

• 한국초등과학교육학회지:초등과학교육
• /
• 제35권4호
• /
• pp.416-425
• /
• 2016

As curriculum statements require addressing ethical and social issues which are raised by modern science and technology, the ability to perceive ethical and social issues regarding science is necessary for teachers to introduce socio-scientific issues (SSI) in their science class. The purpose of this study is to explore elementary school teachers' ethical sensitivity on SSI and attempts to give implications for teacher education. To explore the ethical sensitivity in the context of SSI, the revised version of the Test for Ethical Sensitivity on Science (TESS) was used. Two socio-scientific issues (genetic engineering and radioactive waste) were provided to read and write down five possible questions they believed should be considered before reaching a decision. Data was collected from eighty-two elementary school teachers in Korea. To analyze the ethical sensitivity, the responses including ethical considerations were analyzed by situation and ethical issues. The result showed that 81 out of 82 teacher participants provided at least more than one ethical consideration on each scenario of this study. However, not many teacher could raise various ethical issues and situation that ethical issue might occur. There were only a few teaches who could consider all the situations, 'process of scientific research', 'application of science and technology', and 'science influenced by society', that ethical issues might occur. Especially, teachers failed to consider that the ethical issue can occur in the situation when science is influenced by society. Based on the results, we suggest that during teacher education teachers need to experience finding various ethical issues that can occur in the context of SSI and especially considering the ethical issues when science is influenced by society.

• 대한지구과학교육학회지
• /
• 제15권1호
• /
• pp.27-46
• /
• 2022

이 연구는 초등 및 중등 지구과학 예비교사들을 대상으로 생소한 경험 공간(Novelty Space)에 대한 인식 조사를 목적으로 하였다. 이를 위해 A 교육대학교의 초등 예비교사 38명과 B 대학교 지구과학교육과에 재학 중인 31명의 중등 지구과학 예비교사들이 설문에 참여하였다. 또한 연구 참여자 중 추가적인 면담 참여에 동의한 초등 예비교사 3명과 중등 지구과학 예비교사 9명, 총 12명을 대상으로 비대면 면담을 실시하였다. 생소한 경험 공간에 대한 요소를 사전 지식(인지), 사전야외학습 경험(심리), 야외조사지역과의 친숙도(지리)에 덧붙여, 사회적인(social) 요소과 기술적인(technical) 요소를 추가하였다. 초등과 중등, 학년를 기준으로 분류하였을 때 생소한 경험 공간의 요소에 대해 인지적 영역, 심리적 영역, 지리적 영역, 사회적 영역에서 통계적으로 유의미한 차이를 보였다. 통계적인 차이는 야외학습과 관련된 경험이나 자본이 중등 지구과학 예비교사들이 초등 예비교사들보다 더 많은 것으로부터 비롯되었을지도 모른다고 해석하였다. 반-구조화된 면담에서 초등 예비교사 및 중등 지구과학 예비교사 모두 가상야외지질학습의 가치나 필요성을 강조하였으며 특히 기술적인 영역에서의 역량을 강조하였다. 이 연구는 초등 및 중등 지구과학 예비교사들을 대상으로 야외지질학습을 실행하기 위한 생소한 경험 공간에 대해 현재의 교육 맥락적인 상황을 고려하여 새롭게 정의할 필요성을 제안할 뿐만 아니라 생소한 경험 공간 요소들을 구체화하였다는 점에서 학술적인 의의를 갖는다.

• 한국과학교육학회지
• /
• 제28권3호
• /
• pp.253-268
• /
• 2008

This paper has two major purposes. One is to introduce the essentialist methodology as a way to articulate subjective aspects of human beings (e.g. teachers' personal values and concerns, philosophies, subjective experiences, etc.) at a deeper level. And the other is to present two portraits, as examples, of science teachers who actively address socioscientiifc issues (SSI) out of their own motivations. The primary data source was consecutive in-depth interviews with two science teachers, Jenna and Thomas, and the interviews were conducted on the basis of the principle of the "participant as ally" (Witz, 2006). The articulation based on the essentialist methodology shows that teachers' deep-rooted values and convictions often play a significant role as a personal social capital enough to expand their teaching practice (i.e. teaching SSI). Namely, this study confirms that teachers who are motivated out of their own convictions are likely to actively develop their own personal practical knowledge, and to implement particular topics or teaching strategies.

• 한국초등과학교육학회지:초등과학교육
• /
• 제19권2호
• /
• pp.83-92
• /
• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• 한국과학교육학회지
• /
• 제14권3호
• /
• pp.366-378
• /
• 1994

The titled study has been conducted by collecting questionnaires from 146 secondary school science teachers. The results analysed are as follows. 1. More than half of the science teachers think that they have too much loads on teaching and other works. They hope to teach 15 hours a week or less and also to be waived from extra works not related with teaching. 2. Most of the science teachers think that they are not paid enough salary. And more than half of them feel their economic and social status are below average. 3. Science teachers think that they have good relations with their colleagues but many of them are not much satisfied with the attitudes of students and their parents. 4. Science teachers want better facilities for teaching and for their office. 5. Science teachers feel difficult in teaching laboratory class. They pointed out that it is time-consuming to prepare for experiments and clean up the laboratory and that evaluation of experimental work is not easy. 6. Science teachers appeal that they have difficulties in teaching inquiry skills due to the crowded class and also lack of teaching materials for this purpose.

• 한국과학교육학회지
• /
• 제32권10호
• /
• pp.1502-1523
• /
• 2012

최근 급변하는 사회와 함께 교육의 변화를 요구하는 목소리가 높아지면서, 교육의 질적 향상과 직결되어 있는 교사 전문성에 관한 논의가 활발히 이루어지고 있다. 이에 따라 교사의 자질을 향상, 발전시키기 위한 각종 교사 교육 프로그램이 제안되었고, 또한 그러한 프로그램의 효과를 확인하기 위해 다양한 연구들이 뒤따랐다. 특히 프로그램의 목적이 교사의 변화를 전제하고 있다는 점에서, 대부분의 연구들이 교사의 지식, 신념, 또는 실행 등 교사의 개인적 변화에 주안점을 두어 왔다. 그러나 교사의 마음(mind)은 사회적으로 형성된 것으로서(Edwards, 2001), 교사의 변화는 사회적 맥락과의 상호작용에 의해 중재되어 나타난다고 볼 수 있다. 즉 개인 주체가 어떻게 시스템 안에서 상호작용하는지, 집합적인 측면에 대한 탐색이 요구된다고 할 수 있다. 이에 본 연구는 교사- 연구자간 협력적 워크숍에서의 집합적 이해(collective understanding) 양상과 각 양상에 따른 사회적 중재과정을 살펴보기 위해 구성원간의 상호작용 자체를 분석하였다. 워크숍 기간 동안의 소그룹 활동을 녹화한 비디오 및 오디오 자료를 주 자료원으로 하였으며, 상호작용을 통해 드러난 집합적(collective) 측면을 포착하기 위해, 녹화물과 전사본을 상호작용 사회언어학(interactional sociolinguistic)에 근거하여 분석하였다. 또한 집합적 이해 양상에 따른 맥락적 요소들의 중재과정을 기술하기 위해 활동 시스템(activity system)을 도입하였다. 분석 결과, 참여교사들은 집합적 이해와 관련하여 갈등을 통해 지식을 구성하였으며, 활동 시스템 내 목적, 규칙, 역할 등에 의해 그 과정이 중재되고 있음을 확인하였다. 또한 교사가 가르치기 위해 어떻게 배우는지를 이해하기 위해서는 교사교육에 대한 사회문화적 관점이 필수이며, 교사의 전문적 담화가 교사의 전문성 발달과 관련하여 매우 중요한 역할을 하고 있음을 확인하였다.

• The Journal of Asian Finance, Economics and Business
• /
• 제8권7호
• /
• pp.625-633
• /
• 2021

The study aims to explore the empirical effect of social intelligence, integrity, self-efficacy, and affective commitment on job satisfaction, and also to prove the theoretical model regarding affective commitment as a mediator between social intelligence, integrity, self-efficacy, and job satisfaction. This research uses a quantitative approach to the survey method through a Likert scale model questionnaire. The questionnaire for all research variables is reliable with an alpha coefficient > 0.7. The research participants are comprised of 386 teachers in Indonesia selected by accidental sampling. Data analysis uses path analysis supported by descriptive statistics and correlational matrices. The research results indicate that social intelligence, integrity, self-efficacy, and affective commitment have a significant effect on job satisfaction. Besides, affective commitment also indirectly mediates the effect of social intelligence, integrity, and self-efficacy on job satisfaction. Thus, a new model regarding the effect of social intelligence, integrity, and self-efficacy on job satisfaction mediating by affective commitment was confirmed. The research suggested that the teachers' job satisfaction can improve through social intelligence, integrity, self-efficacy, and affective commitment. Therefore, researchers and practitioners can adopt a new empirical model to enhance job satisfaction through social intelligence, integrity, self-efficacy, and affective commitment in the future.

• 한국초등과학교육학회지:초등과학교육
• /
• 제25권4호
• /
• pp.374-382
• /
• 2006

This study investigated the effect of the 'Chemistry in everyday life' course for 234 pre-service elementary teachers on their beliefs regarding science teaching efficacy and the nature of science. This study also examined the effect of this particular course by their field (natural science, humanities & social science, and fine arts). The results show that after the semester the pre-service teachers' science teaching efficacy beliefs were enhanced. In particular, their personal science teaching efficacy beliefs were improved across all fields. However, their beliefs regarding the nature of science remained largely unchanged. This study discussed the implications surrounding science courses for pre-service teachers.

• 한국과학교육학회지
• /
• 제27권9호
• /
• pp.796-808
• /
• 2007

본 연구에서는 다양한 개념으로 사용되고 있는 과학 문화의 개념을 과학과 문화를 융합하고자 하는 관점에서 정의하였다. 과학문화연구를 진행하면서 과학문화에 대한 지표체계 개발의 필요성을 인식하였으며,이에 따라 전문가들의 검증을 거쳐 과학문화지표체계를 개발 하였다. 과학문화지표는 크게 과학역사, 과학철학,과학 문학과 예술,과학관련 사회활동,과학 대중매체의 다섯 분야로 구성되어 있다. 다섯 분야는 또다시 각각의 하위부문으로 이루어져 있으며,이에 기초하여 설문지를 제작한 후, 중등학교 교사들을 대상으로 전공별 과학문화수준을 조사하였다. 설문조사결과 교사들은 과학교사, 인문교사, 사회교사에 따라 전공별로 과학문화 수준에 차이를 보였으며, 특히 대다수의 문항에서 과학 교사가 인문 사회교사들에 비해 높은 과학문화수준을 나타냈다.