• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.421-426
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• 2013

Under the education system which is shifting to smart circumstances the level of literacy competencies of pre-service teachers who carry out teaching and learning in the future will be drawn in this study. Because above all the role of inservice teachers is so important that smart education may be smoothly carried out and established, this study has been done for the purpose of establishing the understanding of smart literacy of pre-service teachers who carry out smart education in education field in the future and proposing what competencies be needed. To achieve this goal, first, examined the understanding of smart literacy of pre-service teachers on a basic research. Second, analyzed the competencies level of pre-service teachers on the basis of the index of core competencies for smart education. Third, proposed improvement plan for building up smart literacy core competencies of pre-service teachers. The subjects of this study were surveyed pre-service teachers in a college of education. On the grounds of study it is necessary that define a concept of smart literacy applicable to pre-service teachers and derive standard indexes of core competencies for smart education, also study proposed the requisite curriculum which is capable of fulfilling smart literacy core competencies and improvement plan for building up smart literacy core competencies which is able to reinforce field adaptability as smart education carried out in the high-tech learning circumstances like real education field.

• East Asian mathematical journal
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• v.36 no.4
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• pp.475-492
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• 2020

This study is to establish the items on class critiques based on the mathematical competencies according to the mathematics curriculum revised in 2015. Namely, this study deals with the items on how pre-service or in-service teachers understand and comment on mathematics instruction on their own instruction or peers' instruction. To accomplish this, first of all the draft items on instructional reviews was developed by researchers of this study on the basis of the previous study(Hwang, 2018). In order to revise and develop the draft items, the experimental study was executed. The experimental study was done by the subject of 11 groups who are undergraduate students in the educational college of C University. The subject was supposed to watch an in-service middle school mathematics teacher's excellent instruction(study) video and to comment the instruction video on the draft items on class critiques. While analyzing the comments of the subject, the revised items on the class critiques were to be develop. Based on this study, from now on, the final and ideal items on the class critiques would be establish to reflect and comment teachers' instruction.

• Journal of Digital Convergence
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• v.5 no.2
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• pp.109-122
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• 2007

The original element for development in current society is recognized as knowledge, technology and information. It has been developed and improved the human resources development system through the occupational standards that closely connected system among work, education training and qualification in every country. This study is for development of the occupation standards that was standardized the required competency element, performance criteria, range statement, assessment guideline in machinery industry, also developing the education training program based on competency to be able to apply department of relevant machinery industry in vocational high school. Occupational standards and key competencies were developed by expert in field engineer and verified about contents and level system by questionnaire and interviewing. Education training program was developed on SCID model, and the effectiveness and suitability of the training program was verified by teacher, professor and student belonging to training organization.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.344-354
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• 2017

Purpose: The purpose of this study is to assess school health teachers' awareness of the severity of natural disasters and nursing core competencies related to disasters. Methods: This cross-sectional study asked 119 school health teachers to complete structured questionnaires sent by email and mobile phones from Feb to Aug, 2017. Data were analyzed using t-test, ANOVA and multiple regression analysis with SPSS 21.0 statistical program. Results: The predictor that had a significant effect on school health teachers' core competency was the experience with natural disaster safety education. Its explanatory power was 14.3%. Conclusion: The finding of this study suggests a strong need for the implementation of disaster-related education targeting school health teachers in order to improve their disaster management ability.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.169-172
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• 2021

Based on the scientific and pedagogical analysis of the theory and experience of teaching computer science disciplines, the didactic mechanism for ensuring the continuity of the average (full) general and higher professional education of economists for practical implementation innovative technology of personal experience foundation. The pedagogical conditions for the formation of information competence, including laboratory, design, research work, the use of active teaching methods for acquiring management skills in production and activities of the enterprise. An indispensable requirement for the conditions for the implementation of basic of educational programs is the assessment of competencies. With this the goal was to develop criteria and levels of formation information competence of future economists and carried out complex diagnostics.

• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.93-110
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• 2020

Objective: The purpose of this study was to explore the early childhood education teacher's ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child's play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher's action competence for play-centered curriculum.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.183-206
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• 2018

It arises that teachers' professional competence should be considered not only with a cognitive perspective but also with a situative perspective. In this study, we considered mathematics teacher noticing as situational professional competencies of a mathematics teacher, and explored how mathematics teachers noticing on children's development of reasoning about variability in a video club has changed with the situative perspective. Findings illustrate that the 'interpreting' component among the three components of noticing-attending, interpreting, and deciding how to respond-was critically decisive for the change of the participant teachers' noticing. We also discussed how the video club intervention(the framework of children's development of reasoning about variability) can support the development of teacher noticing as a professional competence. This study has implications on the design of a video club to improve mathematics teacher noticing.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.5
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• pp.626-635
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• 2009

The purposes of the study were to identify a comprehensive competency list related to the jobs of nutrition teachers and to compare the competency needs for nutrition teachers and dieticians' competency levels. Job functional areas and a competency list for nutrition teachers were developed based on a review of literature and revised through expert panel reviews. A total of 53 competency statements associated with 11 job functional areas were specified. Questionnaires were distributed to 457 dieticians engaged in school food service and 148 responses were returned (response rate: 32.4%). Excluding incomplete responses, 142 questionnaires were used for data analysis. Approximately half of the respondents were enrolled in an 1-year nutrition teacher certificate program, 25% in a graduate school of nutrition education, and 19% had completed an 1-year nutrition teacher certificate program. The dieticians highly rated requirements of the competencies related to sanitation and employee safety, nutrition counseling, nutrition education, and teaching practices; in contrary, their competency levels for nutrition education, nutrition counseling, and teaching practices were low. Respondents' competency levels were significantly lower than the required competency levels of effective nutrition teachers in all functional areas. A quadratic analysis based on the requirement and self-evaluation of the competencies revealed that priorities of education programs targeting school nutrition teachers or students preparing to be nutrition teachers should be placed on improving competencies related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, menu management, and human resource management. These results can be used to develop curriculum materials for basic and continuing professional education for nutrition teachers. It is necessary to review and update competencies regularly to reflect environmental changes in school food service programs.

• 대한공업교육학회지
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• v.31 no.2
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• pp.177-202
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• 2006

The purpose of this study was to determine the present teaching competency level and the educational needs of electricity electronic communication technical teachers. The population was electricity electronic communication technical teachers, 750 teachers were sampled for this study. A survey questionnaire consisted of teaching competencies scale including 3 domains based on Performance-Based Teacher Education Modules. The professional competencies scale consisted of 5-point Likert-type 30 items for them to rate the importance and also to indicate the teaching competency level. A questionnaire was mailed to the sample and 443 returned questionnaires were analyzed after data cleaning. The educational needs of teachers were calculated by using the Borich's needs assessment formula. The findings of this study were as follows. 1) electricity electronic communication technical teachers perceived all the thirty competencies as highly important ones. 2) They perceived that their current teaching competency level was just beyond the ordinary level but was lower than the good level. 3) The highest needs were 'determining learning level & interests of students', 'applying problem solving techniques', 'reconstructing lesson contents', 'establishing lesson objectives'. 4) They have a different level of educational needs on the competencies according to their gender, terminal education level, year of teaching experience, practical work experience, school type(national public school/private school), and school location.