• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.65-75
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• 2006

With rapid developments in technology and communications' many teachers are increasingly exposed to a variety of e-Learning environments that they must develop new competencies and skills to be successful e-Learning teachers. The purpose of this training program, sponsored by HRD Korea (Human Resources Development Services of Korea), is to provide e-Learning teachers with meaningful opportunities for promoting quality e-Learning teaching. This program covers pedagogical issues as well as technical and practical aspects of the e-Learning environments. Before starting the program development the survey and the current e-Learning program assessments were conducted. The training program is divided into three modules as follows: 1) theoretical issues of e-Learning, 2) development of e-Learning contents, and 3) implementation of e-Learning environments. These three modules can be selectively reorganized in response to teacher requirements and demands. ln each module, there are five subtopics that include creative teaching and interaction strategies for promoting the effective e-Learning teaching. ln conclusion, teachers will gain greater understanding of teacher roles in e-Learning instruction, more flexibility in teaching jobs, increased confidence and knowledge to act as e-Learning facilitators through the completion of this training program.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.4
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• pp.51-63
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• 2023

The purpose of this study is to develop and implement a secondary teacher training program based on the TPACK model to strengthen the capacity of teachers of youth entrepreneurship education in the context of the increasing importance of entrepreneurship as a future competency, and to provide theoretical and practical implications based on it. To this end, a teacher training program was developed through the process of analysis, design, development, implementation, and evaluation based on the ADDIE model, and 22 secondary school teachers in Gangwon Province were trained and the effectiveness and validity were analyzed. First, the results of the paired sample t-test of TPACK in entrepreneurship education conducted before and after the program showed statistically significant improvements in all sub-competencies. Second, the satisfaction survey of the training program showed that the overall satisfaction was high with M=4.83. Third, the validity of the program was reviewed by three experts, and it was found to be highly valid with a validity of M=5.0, usefulness of M=4.7, and universality of M=5.0. Based on the results, it is suggested that in order to expand entrepreneurship education, opportunities for teachers' holistic capacity building such as TPACK should be expanded, teachers' understanding and practice of backward design should be promoted, and access to various resources that can be utilized in entrepreneurship education should be improved.

• Journal of Christian Education in Korea
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• v.77
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• pp.251-276
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• 2024

This study aimed to enhance the educational competencies of instructors and improve the quality of higher education by identifying instructing types, developing an assessment diagnostic tool, and designing a customized faculty training curriculum for each type. To achieve this, a literature review and Delphi research were conducted. The results are summarized as follows: First, instructing types such as 'Star Lecturer', 'Learning Mentor', and 'Designer' were identified through the analysis of previous studies. Second, a diagnostic tool for determining an instructor's type was developed by modifying and enhancing Grasha's Teaching Style Inventory, which is widely used both domestically and internationally. This tool comprises 24 questions, with 8 questions for each type. Third, a curriculum was designed for each instructing type, consisting of common courses necessary for all types and specialized courses tailored to the characteristics of each type. The common courses cover essentials for lesson design, implementation, and evaluation, while the specialized courses cater to the unique needs of each instructing type. Fourth, the developed model, tools, and curriculum underwent validation. A Delphi method was employed with a group of 10 experts, leading to revisions and finalizations based on their feedback. This study has laid the groundwork for instructors to identify their own teaching styles and receive customized training, thereby enhancing their teaching effectiveness and overall educational quality. However, further research is necessary to develop systems and mechanisms for the operationalization of these findings, including incentives for instructors and strategies for disseminating information among participants.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.77-96
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• 2017

This study seeks to examine current status and issues on primary education environment and teachers in Cambodia, a country that has a poor education environment and low educational achievement I analysed the features and limitation of education. Major findings revealed the primary school students' low accessibility on education and poor competencies and qualification of primary school teachers, which have hindered a quality of education in Cambodia. Central implications were produced to improve the quality of education and training system for primary school teachers. First, sustainability should be embedded from the initial design to the performance evaluation of the projects. Second, we should carry forward a customized training project that can meet the needs of primary school teachers in Cambodia. Third, the Education ODA project should be institutionalized into the national mechanism of the credit accreditation system, including the incentives of participating. Fourth, in-service training should ensure the inclusiveness and accessibility for the disadvantaged in remote areas. Fifth, short-term workshops for teachers should be avoided, but intensive programs including mentoring should be expanded. Finally, we should support the establishment of autonomous teacher- learning communities based on school level across the Cambodia, which could establish the social capital of the teaching profession in a long term.

• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.141-151
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• 2022

Recently, basic literacy education related to digital literacy and data literacy has been emphasized for students who will live in a rapidly developing future digital society. Accordingly, demand for education to improve big data and data literacy is also increasing in general universities and universities of education as basic knowledge. Therefore, this study designed and applied big data analysis courses for pre-service teachers and analyzed the impact on data literacy. As a result of analyzing the interest and understanding of the input program, it was confirmed that it was an appropriate form for the level of pre-service teachers, and there was a significant improvement in competencies in all areas of 'knowledge', 'skills', and 'values and attitudes' of data literacy. It is hoped that the results of this study will contribute to enhancing the data literacy of students and pre-served teachers by helping with systematic data literacy educational research.

• Journal of Korean Library and Information Science Society
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• v.53 no.1
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• pp.31-54
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• 2022

The purpose of this study was to examine the actual state of the curriculum on how qualification training is organized and operated based on the operation case of the K University Education and Training Institute, which operated librarian teacher (level 1) qualification training was held during the summer vacation of 2021. As a result of the study, a total of 111 librarians participated in the actual qualification training, of which 50 librarian teachers (4 males, 46 females) were from elementary schools, 24 (4 males, 20 females) from middle schools, and 37 (5 males, 32 females) from high schools. In addition, the curriculum for qualification training consisted of core competencies and subjects that met the scope of the job of the 'learner strength development' and the 'librarian role statement', and the satisfaction ratio of the 111 librarian teachers who participated in the qualification training averaged 4.76 out of 5. Overall, the satisfaction was high, but it was suggested on the areas that were either the lowest or lower than average.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.349-377
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• 2023

With the recent advancements in artificial intelligence, the emergence of ChatGPT is expected to bring significant changes to various industries. In particular, there are active attempts to introduce ChatGPT in the education sector, and for librarians, utilizing ChatGPT is seen as an essential element for future learning tools. Against this background, this study aimed to examine librarians' perceptions of introducing ChatGPT in the school library through Focus Group Interviews (FGI). As a result, six themes were derived, including differences in perceptions of ChatGPT application in school libraries, teaching and learning activities utilizing ChatGPT, practical operation of ChatGPT, considerations for successful performance, librarians' required competencies and environment (infrastructure), and the development direction of ChatGPT utilization services in school libraries. Based on these findings, implications for the necessity of educational services utilizing ChatGPT were proposed. This study is significant as the first attempt to introduce ChatGPT in the school library field.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of The Korean Association For Science Education
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• v.44 no.5
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• pp.453-471
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• 2024

In open inquiry, teachers must identify the difficulties of students and provide appropriate help, but most science teachers are struggling with open inquiry guidance. Therefore, this study, using autoethnography, focused on the professional growth of a novice science teacher who guided open inquiry and examined the experiences of a science teacher who guided open inquiry for two years. Based on this, we tried to explore the difficulties of open inquiry guidance, the process of overcoming them, and the process of professional growth. For this purpose, the researcher collected self-recall data, self-reflection data, interview data, and cultural artifacts data, and the collected data was analyzed according to a comprehensive analysis procedure. Teacher expertise in open inquiry instruction could be divided into three areas: areas related to teaching practice experienced during direct inquiry instruction to students, areas related to the external environment excluding students and teachers themselves, and the internal area of the teachers themselves. First, the researcher encountered difficulties due to a lack of understanding of the role of an open inquiry instructor but overcame difficulties and developed professionalism through the process of considering the competencies and qualities necessary for an instructor and making efforts to provide appropriate scaffolding to students. Second, difficulties were experienced due to institutional constraints such as lack of time for club activities, lack of science lab equipment, and difficulty in budgeting. To overcome these issues, researchers identified and utilized surrounding resources to create an environment so that students could focus on inquiry. Third, there was a difficulty due to the lack of a support system to receive internal concerns and conflicts encountered in the process of guiding open inquiry. But through communication with the head science teacher, the researcher was able to gain courage and strength and increase the efficacy as a teacher. The experience of guiding open inquiry served as a foundation for growth, and two years later, the researcher was able to confirm the growth as a teacher.

• Journal of Navigation and Port Research
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• v.34 no.7
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• pp.533-538
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• 2010

English is the accepted common working language of the maritime world and being competent in its use is essential to the safety of ships, their crews and the marine environment. This paper is a response to the urgent need to find a suitable solution to the problem of providing maritime students with quality instruction in Maritime English. This paper will show what type of English instructor is best suited to help cadets have at least a basic grasp of Maritime English communication, with a view to possessing the level required by STCW 95 within the shortest time. It presents ways that maritime institutes can develop their own qualified or 'marinated' English Instructors and what qualifications should be required. It is concluded that by further essential research, interviews and questionnaires etc., the language needs of the university and shipping industry in Korea as a whole can be clearly verified. By examining such data, the present language education systems can be evaluated as to efficacy and relevance, allowing the establishment and implementation of 'best practice' within the training institute. This will result in making excellent informed decisions and choices about how best to improve the language competencies of graduating cadets, thereby creating the catalyst for the success of future seafarers whilst raising the image of the institute and Korean shipping worldwide.