• Journal of the Korea Convergence Society
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• v.12 no.10
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• pp.255-263
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• 2021

The purpose of this study was to identify the teaching competency for software education for young children. Teaching competency was derived through literature study and Delphi survey of expert groups. The derived competences are composed of 'selection of software education objectives-goals and educational contents', 'software curriculum planning and implementation' and 'evaluation and feedback of software curriculum'. The derived competencies were found to be 15 competencies in a total of 3 competencies groups. The relationship between the derived competencies and previous studies was discussed and implications were presented. The teaching competency derived from this study can be used for teacher education and instructional practice.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.283-294
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• 2000

The purpose of this study was to determine early childhood education(ECE) and early childhood special education(ECSE) teachers' perceptions of (a)important teacher competencies needed for working in inclusive early childhood programs and (b)current levels of these competencies. Sixty-two ECE teachers and 77 ECSE teachers responded to the survey developed for this study. There were no differences between the ECE teachers and ECSE teachers in the ratings of importance of the competency domains. However, the ECSE teachers had significantly higher perceptions than the ECE teachers of their self-proficiency on competencies related to child development, curriculum and instruction, assessment procedures, working with other adults, and professionalism. Both the ECE and ECSE teachers perceived the greatest need for further training in competencies related to assessment procedures and working with families and other adults.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.377-394
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• 2019

The purpose of this study is to scrutinize the characteristics of a teacher's discursive competence on the basis of mathematical competencies. For this purpose, we observed all semester-long classes of a middle school teacher, who changed her own teaching methods for the last 20 years, collected video clips on them, and analyzed classroom discourse. Data analysis shows that in problem solving competency, she helped students focus on mathematically important components for problem understanding, and in reasoning competency, there was a discursive competence which articulated thinking processes for understanding the needs of mathematical justification. And in creativity and confluence competency, there was a discursive competence which developed class discussions by sharing peers' problem solving methods and encouraging students to apply alternative problem solving methods, whereas in communication competency, there was a discursive competency which explored mathematical relationships through the need for multiple mathematical representations and discussions about their differences. These results can provide concrete directions to developing curricula for future teacher education by suggesting ideas about how to combine practices with PCK needed for mathematics teaching.

• Journal of the Korean earth science society
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• v.34 no.4
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• pp.368-377
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• 2013

The purpose of this research was to investigate ways of restructuring key competencies (KCs) in preparation for a revision of Korean science curriculum. Recently a number of countries have reformed their curricular using competencies as a key element because they believe that competencies-based curriculum helps students build up the necessary skills to live in the future society. Through literature reviews, in-depth interviews with experts and teachers, expert meetings, Delphi methods, and surveys with teachers, three major categories of KCs emerged as follows: Character competencies, Intellectual competencies, and Social competencies. For each major category, its definition, characteristics and teachers' comments are discussed. The specific components of KCs for each major category and implementing KCs should be determined at the subject- and teacher-level based on teacher professionalism. In the conclusion section, we suggested a couple of important points that deserve readers' attention when we reconstruct science curriculum by incorporating three major categories of KCs. When we develop a science curriculum in the future, we need to include three major categories of KCs, and set up KCs as a minimum set of goals for all students. We need to remember that specific components of KCs for each major category and linkage among KCs may vary depending on science topics and objectives.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.97-118
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• 2017

This paper aims to provide reference model for directions and objectives of Software(SW) gifted education. In order to achieve the goals introduced above, we conducted the research in the following steps. First, we selected the concept of ICT-based creative talented person as a base model to establish the concept of SW gifted person. The selected base model composed three core competencies which were 'knowledge and technology competencies', 'synthesizing and creativity competencies', and 'personality competencies'. Second, we developed survey tools, like questionnaires, to investigate participant's recognition of SW gifted person. The survey tools composed three components 'computational thinking', 'entrepreneurship', and 'social responsibility'. Each of the components composed seven elements. Third, after selecting the opinion poll participants as an elementary school teacher, we surveyed opinion polling. By selecting an elementary school teacher as the opinion poll participants, we wanted to identify theirs ' opinions which are thought to be the starting point for gifted education. To survey we developed on-line survey system by using Google functions. Fourth, we analyzed the collected opinion data. To identify we summarized and synthesized participant's opinions that average values and agreement level by using frequency analysis. Also, in order to compare opinions that average values and agreement level based on whether or not participant's various experiences and competencies we computed t-value, F-value, and ${\chi}^2$ verification.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.97-111
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• 2018

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the six types of mathematics competencies such as problem solving, communication, reasoning, creativity and collaboration, information and handling, attitude and practice which were emphasized in the mathematical curriculum revised in 2015. By the result, seventh evaluation domains such as an instruction involving problem-solving activity, an instruction involving reasoning activity, instruction involving communication activity, instruction on information and handling activity, instruction involving learners' achievement level and attitude, instruction involving the development of assessment method and tool, instruction applying on assessment result were new established. According to those domains, the 19 instructional evaluation standards were developed totally. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Journal of Korean Library and Information Science Society
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• v.40 no.2
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• pp.355-373
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• 2009

School library concentrates its focus on how information literacy is implemented through the collaborative efforts of classroom teachers and teacher librarian. The role of teacher librarian and the competencies they need in order to succeed have changed over many years. However, current LIS education for teacher librarian has limitations in terms of institution, curriculum. In this research, I designed and implemented an Internet-based educational contents development and evaluation for teacher librarian's competency. This system was development by lecture authoring tool(LectureMAKER v2.0). This study tested the effectiveness of the system was verified by survey by 51 college students. The test paper consisted of 20 items(5 scale) for measuring teaching competencies of college students. This study verified effectiveness of the Internet-Based Educational Contents by two dependent samples t-test, Levene test.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.23-31
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• 2024

The purpose of this study is to present the direction of teacher training to the future society by analyzing the key directions for teacher training announced by the Teacher Education and Training Department of the Ministry of Education for the past three years (2021, 2022, and 2023). The research results are as follows. First, there has been no change in the background for teacher training over the past three years. The background for the promotion of teacher training over the past three years is to increase teacher expertise, respond to the future environment, improve the quality of teacher training, and secure momentum for educational policy. The details of the background for the promotion have also remained unchanged over the past three years. Second, the teacher training vision for the past three years is innovation in the teacher training system. To this end, the vision is to lead changes in the future educational environment in 2021, to lead future public education in 2022, and to provide customized educational support for individual students in 2023. In terms of training goals, in 2021, the goal is to continuously develop professionalism appropriate for the life stage of teachers and enhance teacher core competencies suitable for the future educational environment, and in 2022, to strengthen teacher capabilities appropriate for the future education system and secure social trust through enhancing teacher training. In 2023, the focus is on changing classroom teaching through strengthening teacher capabilities suitable for the future education system and improving teacher training. There are three main directions for teacher training over the past three years. First, customized training support, second, strengthening the future training system, and third, improving teacher training. These three are all similar over the past three years. In conclusion, there has been no significant change in the direction of teacher training over the past three years.

• 한국체육학회지인문사회과학편
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• v.54 no.2
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• pp.421-430
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• 2015

The purpose of this study was to investigate the effects of Adapted Physical Education Majors' perceived teacher competencies on the emotion reaction towards challenging behaviors of students with disabilities. In order to achieve the object of the study, the data collected from 413 sophomores, juniors, and seniors currently studying adapted physical education in schools located in Seoul, Gyeonggi, Gyeongnam, and Gyeongbuk, where they offer department of adapted physical education, was analyzed. As a measuring tool, Kwon (2008) and Han (2011) questionnaire for adapted physical education educators' perceived teacher competency and Oh, Seo & Kozub's (2010) questionnaire on the emotion reaction towards challenging behaviors of students with disabilities were revised, modified, and reconstructed. Data was processed using SPSS 21.0, and the exploratory factor analysis, reliability verification, difference verification, and multiple regression analysis were performed. The results are as follows. First, in terms of the analysis of emotion reaction based on demographic characteristics (sex, grade, disability in the family, friends with disabilities), sex, grade, and friends with disabilities displayed statistically significant difference on emotion reactions. Second, in terms of the effects of adapted physical education educators' perceived teacher competencies on the emotion reactions on towards challenging behaviors of students with disabilities, the parental education and the special activities of adapted physical education among the sub-factors of perceived teacher competencies affected significantly on emotion reactions, whereas the common knowledge on adapted physical education, curriculum lesson, and education knowledge by disability did not affect significantly on emotion reactions.

• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.15-28
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• 2021

Objective: The purpose of this study was to examine the mediating effect of teacher emotional intelligence in the relationship between job environments and teacher efficacy. Methods: Participants of this study were 205 child care teachers from U-city. Correlation analysis between variables was conducted with the collected data, and regression analysis was conducted to verify the mediating effect of emotional intelligence in the relationship between the job environment of daycare centers and teacher efficacy. Results: First, there was a positive correlation between job environments, teacher efficacy, and teacher emotional intelligence. Second, job environments and teacher emotional intelligence had a significant direct effect on teacher efficacy and teacher emotional intelligence also had a significant indirect effect between job environments and teacher efficacy. Conclusion/Implications: The way to improve the quality of child care is to improve the quality of teachers. Among the teacher's competencies, it is very important to increase teacher efficacy. Teacher efficacy plays a very important role in the quality of childcare and the healthy development of toddlers and children. In order to increase teacher efficacy, policy support for the job environment and training support to increase teacher efficacy are considered necessary.