• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.1-22
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• 2010

The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.735-760
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• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.

• The Journal of the Korea Contents Association
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• v.14 no.3
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• pp.470-481
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• 2014

This study aims to describe how to develop a teacher training system and provide basic datum and implications for offices of education. In order to achieve this, the teacher training system for "A" Office of Education was organized into 3 major categories; method, grounds and results. The teacher training system was developed according to the characteristics and needs of "A" which included status analysis, need analysis, foreign and a domestic training case analysis of school districts and companies, a literature review, as well as consultation with a group of experts. The model of the teacher training system for "A" Office of Education consisted of a vision, goals, a strategy and a four programs (4S Project) that was created based on this model. This study proposed to build visions of teacher training based on the vision and goals of the Office of Education, to create programs based on vision of teacher training and to develop a strategy that can be implemented.

• Journal of Korean Library and Information Science Society
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• v.25
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• pp.475-500
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• 1996

The purpose of this study is to survey the development trends of school libraries in the western world namely U. S. A., Canada by analyzing such items as education and environment, staff, policy, standard and professional organization, and to find out how and why they were able to maintain efficient library services. The major findings are summarized as follows : (1) There are school district supervisor whose functions are to direct and supervise the school libraries in the district. (2) The school district supervisor, school administrator, Teacher and Teacher librarian all recognize the importance of its educational role and cooperate together for the development. (3) They gether statistical data on school library for continuous revision of statement, guideline and standard. (4) Not only the educational organization and the library organization but also the private foundation conduct systematic research and extend financial aid for the development of school library. (5) The Compulsory Codes and pertinent laws have been enacted to promote school library development.

• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.153-163
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• 2001

The purpose of this study was to find the relationship between the leadership type of the chief and the occupational satisfaction of a teacher as well as the desirable type to fullfill the educational purpose of pre-school institutes. The subject of this study were 191 teachers in private pre-school institutes. Halpin's "Leadership Behavior Description Questionnaire" and Paula Jorde Bloom(1989)'s "Early Childhood Job Satisfaction Survey" have been modified and used for this study. The results are as follows: First, the leadership types of the chief teacher is recognizing can be classified into effective leadership, initiating structure, consideration, and ineffective leadership. Second, in regard to the occupational satisfaction of teachers they are satisfied with occupation itself and relationship between people rather than pay, social stability, and the environment of working. Third, the relationship between the leadership types of the chief and the occupational satisfaction shows the meaningful difference and consideration among the leadership types indicates the higher satisfaction of teachers. On the other hand, the type of ineffective leadership shows the lower satisfaction. As a result, the type of leadership of consideration contributes to the satisfaction rather than the types of leadership such as effective, ineffective, and initiating structure.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• Korean Journal of Human Ecology
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• v.16 no.4
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• pp.711-722
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• 2007

The purpose of this study was to analyzed child care teachers' health state and a relationship between health promoting lifestyle and job stress of child care teachers. The subjects were 101 child care teachers in Busan. They responded to 'health state open ended question', 'health promoting lifestyle scale', and 'job stress scale'. For the analysis of the data, M(SD), frequencies, t-test, Pearson's correlation were run by using SPSS WIN computer program. The major findings of this study were as follows; First, the most uncomfortable symptoms of child care teacher's physical health state was respiratory organs and the main cause was classroom ventilation and dust. The most uncomfortable symptoms of child care teacher's mental health state was tension and the main cause was children's safety. Second, the mean scores of the variables were as follows : the mean score of health promoting lifestyle was 2.54. The highest sub factor of health promoting lifestyle was 'positive self recognition' and the lowest one was 'exercising'. The mean score of job stress was 2.80 and the highest sub factor was 'administration services'. They desire for a healthy life, but in reality, they are unsatisfied with their current health state and they are not able to practice certain actions actively to promote their health. Third, health promoting lifestyle was negatively correlated with job stress. The result of this study can be used as the basic data for reducing day care teacher's job stress, development of a program to promote day care teacher's health and improving day care teachers working environment.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.177-189
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• 2006

This study focuses on the analysis of prospective elementary teachers' representation of trapezoid area and teacher educator's reflecting in the context of a mathematics course. In this study, I use my own teaching and classroom of prospective elementary teachers as the site for investigation. 1 examine the ways in which my own pedagogical content knowledge as a teacher educator influence and influenced by my work with students. Data for the study is provided by audiotape of class proceeding. Episode describes the ways in which the mathematics was presented with respect to the development and use of representation, and centers around trapezoid area. The episode deals with my gaining a deeper understanding of different types of representations-symbolic, visual, and language. In conclusion, I present two major finding of this study. First, Each representation influences mutually. Prospective elementary teachers reasoned visual representation from symbolic and language. And converse is true. Second, Teacher educator should be prepared proper mathematical language through teaching and learning with his students.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.155-165
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• 2009

This study was conducted to identify relationships between toddler-teacher joint attention and toddlers' vocabularies. Toddlers' vocabularies were assessed by the MacArthur Communicative Development Inventory-Korean (MCDI-K) modified by Kim (2006); joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). Data were analyzed by means, t-test and Pearson's correlations. Results were that : (1) receptive vocabulary of toddlers was about 1.1 times as high as their expressive vocabulary. (2) Coordinated joint attention was observed most frequently, followed by supported joint attention; coordinated joint attention was closely related to support joint attention. (3) The relationship between toddler-teacher joint attention and toddlers' vocabularies were significant in a positive direction.

• Korean Journal of Health Education and Promotion
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• v.17 no.2
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• pp.35-56
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• 2000

This study is research on physical health and mental health(physical and mental symptom at school) in perceived school environment among adolescents. The study subjects ere selected by senior high school students in seoul and random sampling. The 3,060 subjects were selected 18 schools. The duration for survey was for Nov. 25-Dec. 13, 1998. The reliability of Questionnaire was Cronbach's $\alpha=0.95$. This study used multiple regression through Factor Analysis in SPSS programs. The major findings of this study are as follows: (1) All of Multiple Regression Models were significant. (p<0.001). (2) Physical Mental health is related to gender, personal environment, and economic status. (3) Physical Health is related to perceived school environmental variable (therapeutic teacher-student relationships, classrom climate, and school life satisfaction) among adolescents. (4) Mental Health is related to perceived school environment variables(therapeutic teacher-student relationships, classroom climate, school life satisfaction, teachers' climate, and classmates' attitudes) among adolescents. This study could be used as the basis for the development of educational program, counseling, teacher in-service training, student teacher training and the establishment of educational and health policy.