• Hwankyungkyoyuk
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• v.17 no.2
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• pp.10-25
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• 2004

This study aims to standardize and analyze the environmental teacher recruitment examination for secondary school. To achieve the purpose, the environmental teacher recruitment examinations, which were carried out for five times through the school year 2000 to 2004, were compared and analyzed. And then, based on the above analyses, we presented ‘the plan of standardization for the environmental teacher recruitment examination in secondary school.’ In addition, the propriety, reliance, and realistic suitability of the plan were confirmed by professors of environmental education department in universities, environmental education professionals, and environmental teachers in secondary school. By presenting ‘the plan of standardization for the environmental teacher recruitment examination in secondary school’ in this study, we expect that the curriculum design and management of environmental education teacher training universities can be standardized and improved, and that the teacher who have expert qualities in environment education is reasonably selected by the environmental teacher recruitment examination.

• International Journal of Quality Innovation
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• v.8 no.3
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• pp.123-155
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• 2007

This research treated the secondary school teachers as the research scale and the research targets included the following: secondary school (employ unit), center of teacher education, and qualified teachers. In terms of these three groups of people, the topics of exploration focused on the perception of suitable teachers, perception of evaluation standard during the process of teacher examination and the relationship among teacher examination systems. The research was managed by two phases: the first phase referred to literature reorganization, expert interview, the qualities and conditions of suitable teachers, important evaluation standard during the process of teacher examination and teacher examination system used; the second phase included questionnaire survey, employ school acquisition, the perception of centers of teacher education and qualified teachers toward the suitability condition and examination evaluation standard in the first phase and teacher examination system used. This research found out that as to the perception of suitable teachers, through data collection, there were six factors reorganized. The levels of their importance were as follows: education devotion, teaching capacity, class management, capacity to guide special students, capacity to communicate with the parents and the will to undertake administrative works. Noticeably, employee unit and centers of teacher education apparently valued class management more, compared with trained teachers; as to evaluation standard of examination, the analytical result found out that the perception of three groups were different in terms of the views toward educational works, written examination data, candidate's age, club experience at school and capacity to use multimedia support teaching materials. This research further proposed six suggestions for centers of teacher education and trained teachers: (l) employ schools considerably valued educational devotion; (2) trained teachers tended to neglect the importance of class management; (3) employee unit considerably cared about the new teachers' competence to use multimedia support teaching materials; however, trained teachers did not have the same view; (4) employee unit considerably cared about new teachers' views toward educational works as well as the candidates' ages; (5) generally speaking, trained teachers neglected the importance of club experience at school; (6) the data revealed that written examination data was not relatively important in terms of teacher examination.

• Research in Community and Public Health Nursing
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• v.23 no.2
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• pp.155-164
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• 2012

Purpose: The purpose of this study was to investigate Seoul teacher's satisfaction with and needs for health examination and health promotion programs. Methods: The participants were 3,186 teachers in Seoul. Data were collected through an on-line survey system from November 16 to December 7, 2008. Collected data were analyzed by descriptive statistics, t-test, ANOVA, and Scheffe's test using PASW 18.0 program. Results: Teacher's satisfaction with teacher health examination was low and needs for detailed tests of cancer and vocal cord disorders were high. Teacher's satisfaction with teacher health promotion programs was low and needs for stress management, exercise and vocal cord protection program were high. Conclusion: Vocal cord disorders should be included in teacher health examination and vocal cord protection program should be provided for teacher's health promotion. Stress management and exercise program should also be provided for teacher's health promotion.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.265-275
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• 2019

The purpose of this study was to explore factors that physical education graduate students in graduate school of education drop out of teacher appointment examination of secondary school by using Ecological Model. The in-depth interview was conducted for 10 physical education graduate students studying in school of education. As an aspect of the intrapersonal component, the effort to apply how participants'current job positively affects their preparation for teacher appointment examination is required and they need to clearly decide academic priorities to prepare for teacher appointment examination. As an aspect of interpersonal component, participants are negatively affected by subjective norm, thereby providing personalized mentoring program is required. As an aspect of organizational component, limited tuition support and inappropriate place to study are emphasized, so practical helps like sports practice instructor or teacher appointment examination preparation class is required. Finally, this study suggests the introduction of integrated system for teacher appointment examination.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.127-149
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• 2011

The presence of teacher is very important and it could be the core of making success or failure of education. Thus, most countries have a training program and employment system school teachers for guarantees to school teachers' qualification and profession. Teacher qualifications can be obtained by law, teacher recruitment examination for school in Korea. The Praxis tests are taken by individuals entering the teaching profession as part of the certification process required by many states and professional licensing organizations in U.S. Korea teacher employment test consist of 3 groups(1st, 2nd, 3rd test), 1st test measure general and subject-specific Knowledge. The U.S. teacher certification test consist of 3 groups(Praxis I, II, III), Praxis II measure knowledge of specific subjects that K-12 educators will teach, as well as general and subject-specific teaching skills and knowledge. The purposes of this study is to review teachers' certification and recruitment system comparative analysis examination questions in the Korea and U.S. This will allow for suggestions in the Korean teacher librarian employment test system.

• Journal of the Korea Fashion and Costume Design Association
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• v.18 no.4
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• pp.125-139
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• 2016

This study looked into how Colleges of Education around the country about how they are composing the curriculum to achieve the goal of Home Economics Subjects' national teachers training, how National Teacher's Examination's questions are set and which correlation is between university's curriculum composition and National Teacher's Examination questions and they were mainly focused on clothing area. For this study, 11 Colleges of Education's Home Management Major's curriculum and clothing area of Home Economic Subjects' National Teacher's Examination's questions from 2010~2016 were analyzed, and it will be summarized in the following. First, in College of Education's Home Management department, clothing area is organized with minimum of 4 to maximum of 12 different subjects. 'Textiles and Care for Textiles' and 'Design for Clothing' which is needed for the very basic subject completion for certificate to become a Home Economic Subject's teacher were included in all the university's curriculums and depending on the department's characteristics, 1~10 extra subjects were composited. Second, there were 34 questions on the exam of National Teacher's Examination in Home Economic subjects, and the results were 10~12 out of 80 each year according to the record of recent 7 years which is from 2010 to 2016. In the Clothing Area, 31 questions included various materials such as pictures, graphs, dialogues, explanations, examples and others, and 19 questions had more than 2 data overlapping. Third, as a result of looking into the correlation between the questions of Curriculum of Clothing Area of College and National Teacher's Examination, there were most questions from the curriculum of basic subject of completion. This means, 18 questions were related to 'Textiles and Care for Textiles' and 'Design for Clothing' and there was 8 questions related to 'Construction of Clothing' which was the second most. The result of this study will help effecting setting exam questions for Home Economic Subject's National Teacher's Examination and Home Management's Curriculum of Clothing Area College being amended.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.485-494
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• 2018

This study aims to summarize characteristics of teacher certification system in China and identify its problems and improvement directions through the analysis of examination contents and examination conditions and so on. The teacher certification examination in China, including written examination and interview, is dominated by Ministry of Education. And all districts and departments put into practice according to their own characteristics and practical situations. Without distinction between normal university students and non-normal university students, only when all specific conditions are met could candidates sit for the examination. Problems of teacher certification examination are as following. The limitation of examination conditions focus on educational requirements and some basic conditions, the negligence of educational experience and practical ability, and interview tends to become apparent and formalistic.

• Hwankyungkyoyuk
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• v.14 no.1
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• pp.66-80
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• 2001

In this study, the current status and the desirable ways for improvement of the examination system for the employment of the environmental education teachers in the secondary school were investigated. For the study, first, problems and reasons, and the counterplan of policy on the teacher connected directly with the examination employing secondary school teachers through exploration of the related literatures were analyzed; second, it was identified that the essential quality which environmental education teachers should have ready; third, the curriculum of environmental education teacher training universities and the seventh environmental curriculum were examined to provide a basis of discussion on the principle of setting questions for the employment of environmental education teachers; fourth, the number of recruitment, the number of examinee, the principle of setting questions, the composition of questions, and the distribution of scores of the examination which were carried out in the school year 2000 and 2001 were compared and analyzed; finally, the basis of the above analyses, recommendations to consider the examination system for the employment of environmental education teachers in the secondary school were presented as follows: first, the team managing the examination for the employment should reflect the aims and special contents of environmental education to discuss and decide the principle of setting questions on the environmental course; second, the proportion of subject matter education in the examination for environmental education teachers should be increased; third, the validity of questions for the examination should be clarified and the difficulty level of the questions should be low.

• Journal for History of Mathematics
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• v.27 no.5
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• pp.347-364
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• 2014

This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.

• 대한공업교육학회지
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• v.43 no.2
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• pp.43-60
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• 2018

The purposes of this study are to compare practical ability of vocational education high school, investigate effectiveness of recruitment practical examination, and provide basic data that can be helpful to recruit teaching staffs of occupational training institution in the middle stage and strengthen practical guidance capability of teacher through the analysis by variables of teacher's background. To achieve them, concrete capability areas related to practical ability were conceived and differences of new teacher's abilities were compared between area that fulfilled recruitment practical examination and areas that didn't fulfill. The conclusions of this study are as follows. First, practical abilities among specialized subject teachers of vocational education high school were compared by existence of vocational education high school teacher recruitment practical examination. As a result, the average of practical ability of the group who was fulfilled by recruitment practical examination was somewhat high in all of 5 sub-areas for practical ability, but wasn't significant statistically. Second, the differences of practical ability by background variable among specialized subject teacher of vocational education high school were compared. As a result, the group who possesses national technology licence, existence of short-term teaching career, teaching course completion form of open teacher training showed higher average and it showed significant differences statistically.