• 영어어문교육
• /
• 제17권1호
• /
• pp.81-99
• /
• 2011

The role of corrective feedback (CF) has long been discussed in the field of second language acquisition. It has been claimed that CF enables learners to notice the problems in their second language (L2) production. However, it should not be assumed that learners always adequately interpret teachers' responses to their problematic utterance as correction. Especially when feedback is provided in an implicit way, the possibility that CF goes unnoticed should not be excluded. In this regard, the study aims to investigate how learners perceive teachers' corrective feedback in English classrooms in Korea. The study focuses particularly on examining the relationship between type of feedback and target linguistic content with learner interpretation of teacher corrective intention. Nine classrooms were observed and videotaped. Forty-five students and nine teachers participated in stimulated recall interviews. Their comments were analyzed to document the learners' perception and the teachers' intention of feedback. It was found that learner perception of teacher corrective intention was at its greatest when feedback was provided explicitly and was focused on morphological errors.

• 한국초등과학교육학회지:초등과학교육
• /
• 제20권1호
• /
• pp.75-89
• /
• 2001

The purpose of this study is to get the more qualified elementary science teacher's guide as a major curriculum material for teachers and to find more improvement suggestions by analyzing of the teachers' perception and using status of it. To examine the problems of this study, 183 teachers from the elementary schools were surveyed by the questionnaire that was developed by researcher, and statistical technique for data analysis was frequency, using SPSS win(version 7.5). Teachers generally thought that the general remarks of the elementary science teacher's guide were helpful to understand elementary science education and the detailed subjects were useful, but teachers less satisfied about 'practice of teaching' of the detailed subjects. The most interested sector of the teachers' was the sector of the teaching methods. The results of this study were that the sector' the methods and evaluation of the elementary science education' of the general remarks and the sector' practice of teaching' of the detailed subjects were mostly interested. So it is necessary to be more detailedly guided when the development of the elementary science teacher's guide are considered.

• 한국산학기술학회논문지
• /
• 제19권9호
• /
• pp.482-491
• /
• 2018

본 연구의 목적은 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층을 분류하고, 분류된 잠재계층에 따라 교사의 직무스트레스, 교직만족도에 차이가 있는지 확인하는 것이다. 이를 위해 한국아동패널 8차년도(2015년도)자료 교사대상 설문지의 1.031명의 데이터를 활용하였다. 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층을 확인하기 위해 잠재프로파일분석을 사용하였으며, 확인된 잠재계층에 따른 직무스트레스와 교직만족도 차이를 검증하기 위해 다변량분산분석을 실시하였다. 분석 결과, 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층은 '낮은 수준의 개인 환경 적응집단', '중간 수준의 개인 환경 적응집단', '높은 수준의 개인 환경 적응집단'의 세 개 유형으로 구분되었다. 세 개 유형에 따라 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 차이가 나타났는데, 높은 수준의 개인 환경 적응집단이 중간과 낮은 수준의 개인 환경 적응집단보다, 그리고 중간 수준이 낮은 수준의 개인 환경 적응집단보다 교사효능감, 학교장의 인화적 지도성과 과업적 지도성, 동료교사에 대한 긍정적 인식이 더 높은 것으로 확인되었다. 둘째, 확인된 잠재계층에 따라 직무스트레스와 교직만족도에 차별적인 특징이 나타나는지 확인한 결과, 높은 수준의 개인 환경 적응집단이 중간과 낮은 수준의 개인 환경 적응집단보다, 그리고 중간 수준이 낮은 수준의 개인 환경 적응집단보다 직무스트레스는 낮고, 교직만족도는 높은 것으로 확인되었다. 본 연구결과는 교사의 직무스트레스를 낮추고, 교직만족도를 높이기 위해서는 교사효능감, 학교장의 인화적 지도성과 과업적 지도성, 동료교사에 대한 인식의 개별특성을 확인하기 보다는 교사 개인의 프로파일을 이해하고 프로파일에 기초한 맞춤형 도움을 주는 것이 필요함을 시사한다.

• 한국보육지원학회지
• /
• 제13권6호
• /
• pp.127-141
• /
• 2017

Objective: The purpose of this study was to figure out early childhood teachers' perception on rights of young children and what they do to implement the perceived rights of young children in early childhood settings. Methods: Two individual and two group interviews were conducted. First, individual interviews were held with one childcare center teacher, and then interviews were held with one kindergarten teacher. Both group interviews were conducted with three different kindergarten teachers. All interviews were held two times. Recorded and transcribed interview data were analyzed. Results: The results are as follows. First, participants perceived rights as natural, protective, expressive, equally respectful, and joyful but understood differently from that of adults due to developmental status of young children, which included rights to life, equality, participation, protection, and happiness. Second, teachers remarked that they used strategies to project young children's emotions to implement perception on rights to life and happiness, discern deprivation from violation for rights to protection and equality, and set rules and have double standards utilizing resources around, for rights to participation. Conclusion/Implications: These results have implication for organizing contents for rights education for early childhood teachers.

• 한국생활과학회지
• /
• 제13권3호
• /
• pp.407-415
• /
• 2004

The purpose of this study was to investigate the effect of kindergarten's factors on athletic movement ability in early childhood. The factors included teacher's perception of athletic movement, length of time for physical activity, and number of athletic facilities in the kindergarten. The subjects consisted of 551 children aged from four to five years in 8 private kindergartens. The instruments used for this study were the obstacle course of Project Spectrum for measuring athletic movement ability, and the questionnaire to investigate the teacher's perception, length of time for physical activity, and number of athletic facilities in the kindergarten. The data from all the tests were analyzed by correlation and regression analyses. The results of this study exhibited that the length of time for physical activity was the most important factor among three factors, and the teachers' perception of athletic movement and the number of athletic facilities in the kindergarten were also deciding factors for the children's athletic movement ability.

• 아동학회지
• /
• 제36권4호
• /
• pp.49-69
• /
• 2015

This study is mainly concerned with researching the perception and the actual conditions of the body education in the kindergarten. For the purpose of this study, the research was carried out using 150 early childhood teachers located in Pusan. Data were collected from survey and interview with early childhood teachers June 2014 to March 2015. Interview proceeded total 5 sessions by study participant and that was required about 1 hours. Questionnaire extracts basis category that analyzes literatures and researches related to body systematically and arranged question category and contents according to investigator's study objective. The results of the study were, first, There is need for deterritorialization and reterritorialization in perception of the teachers of the children's body. second, we need learning and teaching based on children body in teaching and learning activities. It begins with perception change of teacher. And these activity in the classroom are required accordingly. Third, the method for reducing the gap between teacher's perception of body and teaching activities have to be provided.

• 한국과학교육학회지
• /
• 제39권1호
• /
• pp.143-160
• /
• 2019

본 연구의 목적은 자유학기제가 전면 시행된 이후 자유학기제 과학과 평가 경험이 있는 중등 과학교사 15명을 대상으로 자유학기제와 자유학기제 평가에 대한 교사의 인식, 자유학기제 과학과 평가의 실제를 알아보는 것이다. 본 연구의 서술형 문항 설문과 개인 면담 전사본은 반복적 비교 분석법을 통해 분석하였고, 선택형 문항 설문은 응답 빈도를 분석하였다. 자유학기제 기본 방향 중 평가 방법 변화는 낮은 순위로 선정한 교사가 많았고, 자유학기제 평가의 객관성 부족, 자유학기제 평가의 입시 미반영, 자유학기제 평가에 대한 체계 미확립, 활동 중심 수업 및 교과에 대한 학생의 흥미 유발이 평가보다 더 중요함 등을 이유로 언급하였다. 본 연구의 대부분 교사들은 자유학기제 평가의 기본 방향을 교육부에서 제시한 과정 중심 평가로 이해하고 있었다. 과정 중심 평가를 매우 긍정적 또는 긍정적으로 인식한 교사들은 학생에게 미칠 수 있는 긍정적인 영향에 초점을 맞추어 설명한 반면, 과정 중심 평가를 보통 또는 부정적으로 인식한 교사들은 교사들이 겪는 어려움에 초점을 맞추어 설명하였다. 본 연구의 절반 교사들은 주관성과 복잡성 등의 이유로 학생 자기평가 학생 동료평가를 실행하지 않은 것으로 나타났으며, 시간 부족을 이유로 평가 결과에 대한 피드백을 거의 제공하지 않은 교사들도 일부 있었다. 일부 교사들은 평가 방법에 익숙하지 않거나 평가를 실행하기 위한 방법을 모르기 때문에 특정 평가 방법을 사용하지 않았다고 하였다. 본 연구 참여 교사들 중 교과 협의를 하지 않은 교사들은 동 학년을 담당하는 교사의 수나 동료 교사의 태도와 같은 환경적 요인에 의하여 협의를 하지 못한 것으로 나타났다. 평가 관련 연수에 참여하지 않은 교사들은 자유학기제 담당자만 연수에 참여하거나 연수의 필요성에 대한 교사의 인식 부족, 교사 개인 사정 등과 같이 교과 협의회와는 달리 교사의 자율적 선택에 의해 연수에 참여하지 않은 것으로 나타났다.

• 한국보육지원학회지
• /
• 제11권1호
• /
• pp.101-128
• /
• 2015

본 연구는 자유선택활동의 의미와 자유선택활동 시간의 교사 역할에 대한 예비유아교사의 인식을 살펴보는데 목적을 두었다. 이를 위해 현재 유아교육과 3학년에 재학 중이며 보육실습에 참여한 학생 69명이 실습 중에 작성한 반성적 저널 및 은유하기와 이미지 그림, 면담 기록을 분석하였다. 연구 결과, 예비유아교사들이 인식한 자유선택활동의 의미는 '가슴 설레는 축제', '울타리 있는 놀이터', '배움을 찾아가는 여행'으로 요약될 수 있으며, 자유선택활동 시간 교사의 역할에 대한 인식은 '함께 하는 교사', '끌어주는 교사', '바로잡아주는 교사', '북돋아주는 교사'로 정리될 수 있다. 이러한 결과를 통해 예비유아교사들이 자유선택활동의 의미와 교사의 역할 수행에 대한 균형 잡힌 시각과 인식을 형성할 수 있도록 돕는 교육이 직전교육과정을 통해 체계적으로 이루어져야 할 필요가 있음을 알 수 있다.

• 한국생활과학회지
• /
• 제17권3호
• /
• pp.389-397
• /
• 2008

This study is investigating the perceptions of early childhood teachers on early childhood music activity. The subjects are early childhood teachers(N=217) working at kindergartens and day care centers in Jeonbuk Province. The data were collected from a questionnaire and analyzed with the tests of frequency, Cronbach's $\alpha$, t-test, ANOVA and Duncan. The results are as follow: first, the early childhood teachers are being aware of importance of infant music activity in the order of "aesthetic exploration", "artistic expression", and "art appreciation". Second, according to teachers' working place, the teachers have no differences of perception in early childhood music activities, while, according to children's age in the class which the teachers are taking charge of, they show differences of perception in the activities of "exploring movements " and "respect for artistic expression". Third, according to the early childhood teacher's career, they have difference of perception in "singing" activity only, while according to their education level, they have no differences of perception in all music activities. According to teachers' age, they have differences of perception in the activities of "aesthetic exploration", "exploring sound", and "singing".

• 수산해양교육연구
• /
• 제23권2호
• /
• pp.182-197
• /
• 2011

The purpose of this research is to know the teachers and parents' perception on the National Assessment of Educational Achievement system that has been conducted since 2008 and to obtain the implementation on the National Assessment of Educational Achievement. For this purpose, total of 1,000 questionnaires were distributed to 500 elementary school teachers and 500 parents in Busan, and 766 of the analysis of survey results follows excluding the retrieved and insincerity responses. First, the national assessment showed negative perception from the teachers, whereas the parents were generally positive and the method to reduce the gap of perception is needed. Second, it has to be improved after collecting opinions of a teacher and parents of students for improvement on the National Assessment of Education Achievement and reviewing enough the potential problems in the context of education in Korea and school.