• Journal of the Korean earth science society
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• v.27 no.4
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• pp.390-400
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• 2006

The purpose of this study is to propose an improvement plan based on an analysis of the current earth science teacher education curriculum in the department of education in the four fields of teaching profession theory: student-teacher practice, subject lesson education, and subject content education. The following are the conclusions and suggestions of this study. In case of teaching profession theory, too much emphasis is put on pedagogical theory over practical issues, and a problem arises upon completion. Therefore, it is sugguest that teaching profession theory might be completed before subject lesson education to ensure more authentic subjects performing teaching profession. The current term for student-teacher training is too short to understand the whole school system. Current school system does not have any off-job training course or internship system. Therefore, student-teacher training term should be increased by at least $3{\sim}6$ months to play a vital role in the current system. The credit number of subject lesson education is too small compared with subject content education. Consequently, the credit number of subject lesson education should be increased, and more professor majored in subject lesson education should be recruited. Significant deviation between the content of subject content education and that of middle school grade exists, and there is also much difference in the ratio of subject according to university. To get rid of these problems, subject content education should be connected with subject lesson education and appropriate number of credit needs to be assigned to each subject domain.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• Journal of Distribution Science
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• v.21 no.12
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• pp.15-22
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• 2023

Purpose: Business education is in high demand whereas knowledge is critical for an individual's professional development in general, and for teachers in particular. In this research, the effect of the distributions of teachers' business knowledge on schools' achievement were investigated. Research design, data and methodology: This study employs a quantitative method to investigate the level of business knowledge distributions of teachers on schools' achievement. 155 business studies subject teachers were categorised into 66 respective schools to measure the correlation and regression between teachers' business knowledge distribution and schools' achievement. Results: The results of the study show that there is a significant relationship between school achievement from the aspect of teachers' business knowledge distributions, with the score of, r = 0.345, p < 0.05. The value of R² shows a moderate relationship between the teachers' knowledge distributions on school achievement but still plays a role in determining the measurement of the school's level of achievement. Conclusions: It is concluded that the relationship between teacher's business knowledge and school achievement in the subject of Business Studies is significant. This study proves that the teacher's knowledge about business is very important in guaranteeing the success of students who took this subject.

• Journal of Korean Library and Information Science Society
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• v.39 no.2
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• pp.449-467
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• 2008

In this study, collaboration of teacher librarians and subject teachers in school libraries has been investigated(tried, attempted, suggested) in order to improve the information literacy. The effective teaching-learning can be conducted by extending student's roles, which are essential elements in school education. Above all, the model. focused on direct exchange of knowledges in communications between teachers and students has been suggested with consideration of content knowledge, pedagogical knowledge, and technological knowledge.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.102-115
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• 2019

This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.

• The Mathematical Education
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• v.42 no.4
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• pp.523-540
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• 2003

The main purpose of this work is to propose programs of calculus for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal and contents of calculus course for pre-service teacher, followed by principles for teaching the subject. We suggest the constituents and something being kept in mind for each part in calculus.

• The Mathematical Education
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• v.42 no.4
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• pp.561-577
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• 2003

Because statistical concepts are important parts in school mathematics, mathematics teachers have trained by special education model. In this study, a desirable direction of curriculum on probability and statistics at pre-service for mathematics teacher is considered. We proposed four subjects as Exploration and Analysis of Data for Mathematics Teacher, Probability and Statistics I, II for Mathematics Teacher and Statistical Software for Mathematics, and suggested the constituents and something being kept in mind for each subject.

• The Mathematical Education
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• v.42 no.4
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• pp.579-588
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• 2003

The main purpose of this work is to propose programs of discrete mathematics for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal, syllabus and contents of discrete mathematics course for pre-service teacher, followed by principles for teaching the subject.

• Journal of the Korea Fashion and Costume Design Association
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• v.18 no.4
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• pp.125-139
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• 2016

This study looked into how Colleges of Education around the country about how they are composing the curriculum to achieve the goal of Home Economics Subjects' national teachers training, how National Teacher's Examination's questions are set and which correlation is between university's curriculum composition and National Teacher's Examination questions and they were mainly focused on clothing area. For this study, 11 Colleges of Education's Home Management Major's curriculum and clothing area of Home Economic Subjects' National Teacher's Examination's questions from 2010~2016 were analyzed, and it will be summarized in the following. First, in College of Education's Home Management department, clothing area is organized with minimum of 4 to maximum of 12 different subjects. 'Textiles and Care for Textiles' and 'Design for Clothing' which is needed for the very basic subject completion for certificate to become a Home Economic Subject's teacher were included in all the university's curriculums and depending on the department's characteristics, 1~10 extra subjects were composited. Second, there were 34 questions on the exam of National Teacher's Examination in Home Economic subjects, and the results were 10~12 out of 80 each year according to the record of recent 7 years which is from 2010 to 2016. In the Clothing Area, 31 questions included various materials such as pictures, graphs, dialogues, explanations, examples and others, and 19 questions had more than 2 data overlapping. Third, as a result of looking into the correlation between the questions of Curriculum of Clothing Area of College and National Teacher's Examination, there were most questions from the curriculum of basic subject of completion. This means, 18 questions were related to 'Textiles and Care for Textiles' and 'Design for Clothing' and there was 8 questions related to 'Construction of Clothing' which was the second most. The result of this study will help effecting setting exam questions for Home Economic Subject's National Teacher's Examination and Home Management's Curriculum of Clothing Area College being amended.

• 한국체육학회지인문사회과학편
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• v.58 no.2
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• pp.363-372
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• 2019

This study examined current system of qualification for dance teacher and curriculums along with their actual state, and sought to suggest methods to improve system of qualification for teacher among secondary school dance teachers by type and curriculums. Firstly, through literature analysis, the study examined systems and methods related with acquiring certificate for the current secondary school teacher (2nd grade) and for culture & art teacher for physical education (2nd grade) at the time when preliminary teachers qualified as secondary school dance teacher turned out. And then, using instrumental case study, it analyzed main issues and discourses by examining the cases in which they acquired qualification for secondary school teacher and qualification for dance teacher. Building on this, the study suggested how to improve systems in regard to qualification for dance teachers among regular teachers of secondary school, acquisition path, method and curriculum.