• 수산해양교육연구
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• 제25권1호
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• pp.53-64
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• 2013

This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.

• 영어어문교육
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• 제17권4호
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• East Asian mathematical journal
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• 제37권2호
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• pp.245-262
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• 2021

This study describes a sixth-grade teacher's professional development journey through action research for improving students' responses in a mathematics class. In the action research, the influence a teacher's questioning tactics would have on students' ability to determine answer reasonability to mathematics problems was investigated. Drawing on qualitative analysis of the teacher's lessons, reflection journal and interviews as well as the classroom students' questionnaires and interviews, this study examines how action research can affect the teacher and the classroom students. The results suggest the popularization of action research among teachers by teacher training and development programs showing the positive changes in the teacher's performance leading to improved student responses.

• 한국보육지원학회지
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• 제12권3호
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• pp.197-210
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• 2016

The purpose of this study was to examine the effects of young children's stay hours on kindergartens or child care centers on their language, cognition, and social development with teacher-child interactions as a mediator. For this purpose, the data from the 2013 Panel Study on Korean Children were analyzed using the GLM and pattern analysis. The results of the GLM analysis were as follows. First, the main effects of the stay hours on child development were statistically significant Second, the main effects of the level of teacher-child interaction were also statistically significant on the results of child development. Third, the moderating effect of teacher-child interaction level between the stay hours and child development were also significant. The results showed that young children's stay hours effected their language, cognitive, and social development and teacher-child interactions mediated these effects.

• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.233-239
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• 2018

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권3호
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• pp.257-271
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• 2002

As a part of attempts to understand better mathematics classroom culture, this paper first reviews plausible factors which influence the mathematics teacher's own development of instructional goals. The proposed factors consist of teacher characteristics and sociocultural factors. The teacher factors include learning and teaching experience, knowledge, beliefs, and personality traits. The sociocultural factors include cultural and educational norms, curriculum development and administration, teacher education, and professional models with community, This paper then presents detailed interview questions to explore significant influences on the teacher's conceptions of mathematics and its teaching. The interview probes 12 topic areas: (a) early influences on becoming a teacher, (b) the decision to become a teacher, (c) the teacher education years, (d) early mathematics interests, (e) early teaching experiences, (f) career path, (g) influence of peers within the school, (h) influence of administrators, (i) professional development, (j) professional self-development, (k) mathematics teaching, and (i) educational policies.

• 아동학회지
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• 제30권2호
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• pp.71-95
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• 2009

This study investigated relationships among infant development, teacher's sensitivity, home literacy environment, and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities; teachers' sensitivity was observed by trained observers; infant development was assessed by teachers; data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, and correlation analyses. Results indicated that boys showed more naming; girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher's sensitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.

• 영어어문교육
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• 제17권2호
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

• 한국보육지원학회지
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• 제13권6호
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• pp.143-161
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• 2017

Objective: The purpose is to verify that whether there are significant correlation between parent-teacher cooperation, quality of home environment, and mathematical interaction of parents and cognitive development of 3-year-olds, and the quality of home environment and mathematical interaction mediate the relationship between the parent-teacher cooperation and the cognitive development. Methods: A test was performed on 110 3-year-olds enrolledin a daycare center located in city S, and a questionnaire survey was conducted on their parents. We analyzed our data using SPSS WIN 21.0 and pearson's correlation, tested the mediating effect using regression, and used the Sobel test to check significance of the mediating effect. Results: Cognitive development of 3-year-olds was correlated with the parent- teacher cooperation, the quality of home environment, and mathematical interaction of parents. The quality of home environment showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development, and the mathematical interaction showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development. Conclusion/Implications: The parent-teacher cooperation indirectly predicts the cognitive development through the quality of home environment and the mathematical interaction. This research can contribute to the development of the family- institution connection program to facilitate the parent-teacher cooperation.

• 한국컴퓨터정보학회논문지
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• 제24권4호
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• pp.195-204
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• 2019

In this paper, we propose the way to solve the problems of current college of education at university that they are running a curriculum that is insufficient for immediate application to the school. So, we analyzed the application of capstone design which is proven to be effective in various fields, and constructed a curriculum for the development of educational materials to improve the teacher's qualification in the college of education and applied them to the preliminary informatics teachers. As a result, we confirmed that the development class of educational materials based on capstone design is positive for the change of awareness about informatics teacher's qualification, and also confirmed that the students' satisfaction level about class is higher. Based on the results, we discussed the effects of applying capstone design to the college of education. The conclusions are as follows: First, it helps students to improve the teacher's qualification. Second, it is a curriculum that can fill the shortage of student teaching. Third, the curriculum is an effective curriculum for the recognition of the student who is in charge of evaluation, and the teacher who is in charge of the evaluation. Fourth, Capstone design information textbook study class is a method of greatly improving class satisfaction compared to lecture class.