• Journal of the Korean Home Economics Association
• /
• v.44 no.6 s.220
• /
• pp.15-22
• /
• 2006

The purpose of this study was to investigate the relationship between early childhood teacher's knowledge and protective practice on safety. The study subjects were 312 early childhood teachers working at kindergartens and day care centers in Seoul, Kyung-gi area. A modified questionnaire was based on that developed by Nam(2002). Data were analysed by t-test, One-way ANOVA, and Pearson's correlations. The results were as follows. First, there was a small but insignificant difference for safety knowledge in the teachers' teaching experiences, and working place, but no difference in attending safety education. Second, there were differences for safety practices in teaching experiences and working place. Third, teachers' safety knowledge was highly and positively correlated with safety practices. In conclusion, enhanced early childhood teacher' safety knowledge is needed for improved safety practice.

• Journal of the Korean earth science society
• /
• v.38 no.5
• /
• pp.378-392
• /
• 2017

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs' structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions' programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students' perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions' preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations' licensing and employment processes.

• East Asian mathematical journal
• /
• v.40 no.2
• /
• pp.149-166
• /
• 2024

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 five types of mathematics competencies such as problem solving, communication, reasoning, connection, information and handling, which were emphasized in the mathematical curriculum revised in 2022. By the result, ten domains such as an instruction involving instruction goal and content, problem-solving competency, data treatment competency, learners' achievement level and attitude, communication competency, reasoning competency, connection competency, the assessment method and procedure based on the competency, the assessment tool development based on the competency, assessment result based on the competency were new established. According to those domains, the total 20 instructional evaluation standards were developed. 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 the Korea Furniture Society
• /
• v.10 no.1
• /
• pp.103-111
• /
• 1999

In the age of knowledge and information when every aspect of economy, education and culture in society is changing rapidly, the teacher is not just a provider of knowledge in classroom. Ultra-modern educational tools and materials have come into being with the latest developments in science and technology and we see classroom teaching in general tending towards more 'open' classroom and study. What the students need most for the coming century is the cultivation of higher faculties such as creative thinking, the power to solve problems, and the spirit of inquiry. The present-day teacher is required to make use of various teaching medial in order to provide the students with better educational environment for developing these faculties, not the teaching method of the past with the teacher at the center. One way to enhance classroom environment is in reintroducing the modernized teacher's desk to the center of teaching apparatus. This paper is about the better way of designing the teacher's multimedia desk equipped with a PC that will make it possible for the teacher to utilize the internet-based educational resources.

• Journal of Korean Elementary Science Education
• /
• v.30 no.2
• /
• pp.162-177
• /
• 2011

The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.

• ETRI Journal
• /
• v.41 no.2
• /
• pp.242-253
• /
• 2019

We devise a layer-wise hint training method to improve the existing hint-based knowledge distillation (KD) training approach, which is employed for knowledge transfer in a teacher-student framework using a residual network (ResNet). To achieve this objective, the proposed method first iteratively trains the student ResNet and incrementally employs hint-based information extracted from the pretrained teacher ResNet containing several hint and guided layers. Next, typical softening factor-based KD training is performed using the previously estimated hint-based information. We compare the recognition accuracy of the proposed approach with that of KD training without hints, hint-based KD training, and ResNet-based layer-wise pretraining using reliable datasets, including CIFAR-10, CIFAR-100, and MNIST. When using the selected multiple hint-based information items and their layer-wise transfer in the proposed method, the trained student ResNet more accurately reflects the pretrained teacher ResNet's rich information than the baseline training methods, for all the benchmark datasets we consider in this study.

• Journal of The Korean Association For Science Education
• /
• v.26 no.4
• /
• pp.527-536
• /
• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

• Journal of Korean Elementary Science Education
• /
• v.35 no.4
• /
• pp.389-405
• /
• 2016

The purpose of this study was to analyze elementary school teachers' understanding, certainty, and familiarity with 13 key concepts of wave physics that are presented in textbook and teacher's guidebook. 123 elementary school teachers answered concept tests and questionnaires. In the results to these tests and questionnaires, teachers demonstrated a high level of understanding and high certainty in understanding with regard to the concepts of sound generation, effect of medium on wave, timbre, wavelength, and trough and crest of wave. For the topics of sound velocity, wave reflection and wave transmission, teachers demonstrated a high level of understanding but low certainty in understanding. With regard to sound propagation, teachers demonstrated a low level of understanding and an improperly high certainty in that low understanding. Teachers lacked knowledge, i.e., displayed a low level of understanding and low certainty in sound strength, sound frequency, constructive interference and destructive interference. In constructive and destructive interference, the teachers also displayed a low level of familiarity. We analyzed the differences in teacher's understanding, certainty, and familiarity according to teacher demographics defined by the teacher's gender, teaching experience with concepts of sound, career, curriculum track while in high school, and major in university. There were no significant differences in understanding, certainty, or familiarity as defined by gender, teaching experience, and career. However, these displays of knowledge were affected by the teacher's curriculum track in high school and their major. These results suggest that the teacher's understanding of, familiarity with, and certainty in wave physics concepts are more influenced by their learning experience than by their teaching experience. Therefore, we suggest additional learning opportunities for teachers (such as teacher training programs) in order to improve teacher knowledge and correct teacher misconceptions in wave physics.

• Child Health Nursing Research
• /
• v.12 no.4
• /
• pp.478-485
• /
• 2006

Purpose: The purpose of this study was to examine the relationships between safety knowledge, health beliefs and self-efficacy in child care teachers. Method: The participants were 394 teachers from child care centers in Seoul city. Data collection was done using a questionnaire that included a Safety Knowledge Test, Health Belief Scale and Self-efficacy Scale. Descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient were used to analyze the data. The SPSS 11.0 Win program was used for analysis. Results: The mean was 12.11 for safety knowledge, 38.31 for health belief, and 91.07 for self-efficacy. There were statistically significant differences in the degree of safety knowledge according to safety education, in the level of health beliefs according to length of service as a teacher and in the degree of self-efficacy according to age, and length of service as a teacher. There were statistically significant positive correlations between safety knowledge and health belief, and between safety knowledge and self-efficacy of child care teachers. Conclusion: According to the results, programs to improve safety knowledge, health beliefs and self-efficacy of child care teachers should be developed and used to decrease the proportion of accidents involving children in Korea.

• East Asian mathematical journal
• /
• v.39 no.2
• /
• pp.141-166
• /
• 2023

The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the in-service mathematics teachers on the statistics(Representative value, Degree of scattering) through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 12 secondary in-service mathematics teachers, in this study the test items of the MKT on the statistics were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) and SCK(Specialized Content Knowledge) of the mathematics teacher was confirmed as a high score, whereas the and KCS(Knowledge of Content and Students) and KCT(Knowldge of Curriculum and teaching) were confirmed as low scores. In addition, through these results, it was shown that the difference in MKT's elements the middle school and high school teachers obtain occurred slightly.