• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.51-65
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• 2019

The purpose of this study was to collect information for the improvement of sewing practice classes and to draw implications by carrying out an investigation into the perception and needs of 185 students in the first grade of high school for sewing practice classes. The results of the study are as follows. First, most of the students perceived that the instructional objectives of the practicum as the utilization in everyday life. The students' perception of the class was moderately positive. In terms of the subfactors, the participation level appeared to be the highest while the comprehension level was the lowest. Also, the utilization level showed the greatest difference between male and female students. The results suggest that female students were more positive in their perception of the class than the male students because of the significant difference in the subfactors of class perception, excluding utility and teaching learning method satisfaction. Second, it appeared that the students were likely to use these skills in everyday life as a result of the sewing practice classes. In terms of the practice content, students preferred working individually in terms of organizing their own projects, making their own selections, and freely deciding the size of their products. This study demonstrated that the students preferred teacher-centered classes when acquiring skills and knowledge and student-centered classes when brainstorming and performing the teacher's role. In terms of instructional management, the students preferred four to six 50-minute long lessons per semester and no group work involved.

• Journal of the Korean earth science society
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• v.28 no.1
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• pp.14-23
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• 2007

The purpose of this study was to investigate beginning earth science teachers' perceptions about Learning in Geologic Field Trip. The hundred and sixteen high school earth science teachers who were in the training for their promotion answered the questionnaire of Learning in Geologic Field Trip. It was divided into five parts: needs and educational values, teachers' experiences and their difficulties, and desirable teaching methods of Learning in Geologic Field Trip. Results indicated that the participants perceived Learning in Geologic Field Trip important in earth science education and responded positively to the educational values of Learning in Geologic Field Trip. Most of the beginning teachers had experience of geologic field trip, but did not learn how to teach it to their students during the geologic field trip in the pre-service training program. It was shown that only a few teachers had experience of geologic field trip and of teaching students in the outdoor of geologic fields after they became a classroom teacher. Most of the participants perceived that teaching students about the geologic field trip is difficult because of lack of their experience. In order to overcome the difficulty, teachers suggested that they need to learn how to teach the geologic field trip to students through their in-service training. leachers suggested that a desirable teaching method of the geologic field trip is to provide teachers with a teacher's manual including geological explanation and information about field trip sites before their visit so that they can scaffold it and facilitate the students' cooperative group activity during the field trip. As a follow up activity, the participants agreed that the presentation and discussion about the results should concur.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.841-854
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• 2012

The purpose of this study is to investigate the teaching methods of prediction, inference, and hypothesis. The major data source was gathered by in-depth interview of science teachers (about 50-80 minutes for each interview). The interviews were conducted using semi-structured interview protocol, which consisted of three major parts: (1) Teacher's definition of prediction, inferences, hypothesis, (2) Teaching methods of prediction, inferences, and hypothesis and (3)Reasons of teacher's inaccurate perceptions of prediction, inference, and hypothesis. All the interviews were audio-taped and transcribed. Topics in the questions were categorized. The results were as follows: Teachers recognized the importance of prediction, inferences, and hypothesis. But they didn't have an accurate conception and they have great difficulty in classifying and explaining the prediction, inferences, and hypothesis. To find out the teaching methods, researcher investigated the inquiry activities, teaching times, usage of terms, teachers' questions, and teaching difficulties. Reasons for having difficulty were lack of teaching competency, difficulties from the students, and problems in the present curriculum. Finally, we discovered that the reasons for teacher's inaccurate perceptions of prediction, inference, and hypothesis were two factors. One is internal factors, which include the lack of scientific inquiry process skills, burdens of science subject and lack of science education knowledge. The other is external factors, which include education system for evaluations and lack of teacher education. In conclusion, this study suggested establishing more elementary teacher education programs that include strengthened concepts of inquiry process skills and teaching methods.

• Journal of the Korean Home Economics Association
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• v.40 no.7
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• pp.127-140
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the perception and needs of the teachers, principals, educational specialists from the perspective of the curriculum content, professionalism of the teacher, realistic operations of the school, and the administration of the school system. The research was executed through mail surveys to nationwide junior high school technology teachers, home education leachers, principals and to educational specialists. The results obtained from the research are as follows. 1) The integration of Technology and Home Economics was perceived to lessen the burden of students. However the background knowledge and characteristics of the two curriculums are different, and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher, 2) The issues that were most serious to teachers, principals and education specialists were professionalism of the teacher, qualification of the teachers, and teaching method. 3) In regards to qualifications of the teacher, the teachers requested that teachers should have single qualification in'Technology(or Home Economics)'. The principals were of the similar opinion but the educational professionals wanted dual qualification for both'Technology'and'Home Economics'. As for teaching methodology all 3 groups responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into taro subjects. On the other hand the principals and educational specialists agreed that from their own perspective Technology and Home Economics should remain an integrated subject and the teaching should be done by one teacher but replied that from the student or parent perspective division of responsibility in teaching would be appropriate.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.468-478
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• 2000

In this study, the effects of a teaching strategy based on interactive formative assessment on students' science concept understandings and science-related attitudes were investigated. Students' perceptions toward this teaching strategy were also examined. Eight classes chosen from a co-ed middle school in Seoul. Four classes were assigned to the experimental group and the other four classes were assigned to the control group. After the instructions, tests regarding students' conceptions and science-related attitudes were administered. We also interviewed 24 students randomly chosen from the experimental group to investigate their perceptions toward the teaching strategy used. The results showed that the teaching strategy used was more effective for enhancing students' science concept understandings. However, there was no significant difference in science-related attitudes between the two groups. For the experimental group, no significant differences were found in the gain scores of the conceptions tests between the subgroups by previous achievement or cognitive levels. From interviews, it was found that students thought that the teaching strategy used encouraged much interactions and motivated them to think, and that teacher's appropriate feedbacks were helpful to their understanding scientific concepts.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.635-645
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• 2014

The purpose of this study is to identify elementary school teachers' perceptions, practices, and background factors related to introducing students' everyday experience in science teaching process. The participants of this study were four elementary school teachers who have different features such as major, teaching period, gender, growth area, and age. The data was collected through semi-constructed and in-depth interviews. The results of the research are as follows: Teachers mostly used students' everyday experience during the introduction phase of science lessons for the purpose of motivation. They hold a positive view of using students' everyday experience during science lessons and thought that science teaching needs to actively use more of students' everyday experience, while in actual practice they disregarded or only passively introduced students' everyday experience. The various background factors found to affect teachers' practice are as follows: positive memory on their science class; educational experience of their own children; their own childhood environment; their learning style; their insufficient knowledge or enthusiasm; perceived educational value of everyday life in science education; teacher's duties; importance of students' achievement; difficulty in guiding experiment; reaction of students on introducing everyday experience; characteristics of science textbook and teacher's guidebook; lack of lesson time; realization of national common basic education; characteristics of their students; demands from parents or students; effect of introducing everyday experience. In addition, we found that the teachers behave not in accordance with what they thought due to external factors related to their profession and that, for a more active use of students' everyday experience in their teaching, teachers need support from textbooks and teachers' guidebooks.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.1-8
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• 2019

The purpose of this study is (1) to present a model for Capstone design class in English education, and (2) to recognize students' performance and perceptions about Capstone design class in English education. The participants were senior students majoring in English education. The Capstone design class model was developed, applied, and evaluated after changing 'English-American Culture' subject to 'Capstone Design for English-American Culture Education.' In this study, the class design, performance procedures, derived topics, and examples of performance outcomes were presented. The classes were also evaluated through an understanding evaluation of English-American culture, task performance and final outcome evaluation, a descriptive satisfaction assessment of students, a lecture evaluation, and a teacher's self-reflection assessment. As the result, the average score of a class that applies Capstone design was higher than that of a class that does not apply the Capstone design. There were many positive opinions regarding the Capstone design class. In addition, the teacher's self-reflection indicated that students should be exposed to such design from the beginning.

• Journal of the Korean Society for Library and Information Science
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• v.35 no.3
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• pp.211-234
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• 2001

Using structured interviews a study was undertaken with 25 high school students in Seoul and Kyonggi Province to elicit their perceptions of teacher-Ibrarian as a profession. The study also sought to gauge the extent of the student's intentions on pursuing a career in librarianship. Responses were content analysed to determine the extent of knowledge and understanding held. intentions on choosing librarianship as a career. Findings suggest the image of teacher-librarian to be poor and that librarianship as a career is far from desirable amongst the teenagers of Seoul and Kyonggi Province.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.59-77
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• 2011

In recent years, as many native English speakers are working in Asia to as English teachers, team teaching with local teachers has been commonly implemented within the Korean EFL classroom. Using qualitative case studies, this paper aims to explore native English-speaking teachers' (NESTs) perceptions of team teaching and their challenges at different secondary Korean schools. The study documents the challenges faced by three foreign teachers embedded in intercultural teaching teams. The data shows that common challenges include vague role distribution among teachers, problems presented by mixed levels of students, large classes, and students' low valuation during foreign teacher's classes, which go ungraded. The study calls for serious governmental efforts to change these fundamental problems and closely examine local factors that strongly affect team teaching practices before initiating a system of importing foreign teachers without proper preparation.

• Journal of Korean Library and Information Science Society
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• v.52 no.4
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• pp.127-152
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• 2021

The purpose of this study is to analyze the aspects of teacher librarians' book recommendation services for individual readers. For this purpose, data were collected through in-depth interviews with the teacher librarians of elementary school. Through the analysis of the collected data, the process of the teacher librarians' book recommendation, the main characteristics of the book recommendation, and the factors considering in the book recommendation, as well as information on major issues that arise in the book recommendation activity were derived and presented. Specifically, it was confirmed that the teacher librarians's book recommendation process was implemented in the following stages: questioning and interviewing, book recommendation, and follow-up. And, it was investigated that the factors considered when recommending books were students' interest, reading history, book fun, reading level, book level, teacher, class, and curriculum. In addition, it was confirmed that differences occurred in the experiences and perceptions of teacher librarians in the process of considering these factors. These results can provide the implications for resolving the problems of the teacher librarians who perform book recommendation services.