• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.492-502
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• 2022

This study was to verify the mediated moderation effects of parental neglect on the process where school teacher violence affected depression and suicidal ideation of adolescents. Data of 6,291 middle and high school students from 'research on the actual state of human rights of Korean children and adolescents IV' conducted by National Youth Policy Institute were analyzed. The analyses were carried out with SPSS 18.0 and Process Macro 4.0 using descriptive statistics, t-test, one-way ANOVA, regression analysis, and bootstrapping. The results showed that 1. school teacher violence and depression significantly influenced suicidal ideation of adolescents, 2. depression showed mediating effects on the process where school teacher violence influenced suicidal ideation, 3. parental neglect showed mediated moderation effects on the process where school teacher violence influenced suicidal ideation through depression. The study also suggested the necessity to complement the education and counseling program and the relevant policy for parents and teachers who could affect suicidal ideation of adolescents.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.213-228
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• 2009

The purpose of this study was to examine whether the new introduction of elementary science experiment specialist is appropriate under the current situation of serious emphasis of the importance in science experiments in elementary science in Korea. For this study, the survey items were developed twice through the preliminary study. The results show that most elementary teachers consider the importance of experiment in elementary science and the critical role of science experiments to increase students' curiosity and scientific understanding. About 80% of the teachers stressed the professionalism in elementary science. Although 65% of the teachers believed their having basic professionalism, 53% of them appealed the difficulty in teaching science experiments to students. Nevertheless, 67.5% of the teachers opposed to the idea of teaching elementary science in separation between experiment and theory in science, and only 8% of them agreed the idea of induction or adoption of the college graduates majoring in science and engineering, or holding the secondary teacher's certificate. Further, over 60% of the teachers responded no necessity of inducing the new policy of elementary science specialist. Many numbers of teachers revealed their serious worries about the new policy because of their past experience to suffer from the side effects of inducing the teachers with secondary teacher certificate to the elementary school. In particular, they also made a proposal to make a good use of the current system of exclusive elementary science teacher in Korea. The educational implication and suggestions for policy making were discussed.

• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.1-16
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• 2016

The purpose of this study is to examine the mediating effects of teachers' psychological well-being between teachers' attachment history and child-teacher relationships. The participants of this survey were 342 teachers from 41 day care centers and 11 kindergartens in four metropolitan cities and five provinces in Korea. The collected data were analysed through frequency and percentage calculation, Pearson's correlations, and the mediation methods suggested by Baron & Kenny(1986) were calculated by using SPSS 21.0. The findings are as follows. First, the percentage points of the attachment history of early childhood, the teachers' psychological well-being and the child-teacher relationship were higher than the average. Also, all the variables had correlations. Second, the teachers' psychological well-being partly mediated the relations between attachment history and child-teacher relationships. These results imply that teachers' psychological well-being is needed for positive child-teacher relationships, and can provide policy implications for teachers' psychological well-being in order to improve the quality of child-teacher relationships.

• The Mathematical Education
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• v.57 no.4
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• pp.393-412
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• 2018

Teacher quality is a key factor that determines quality of education. Being aware of this, the Korean government and teachers have been striving to improve teachers' professionalism. Research about the impacts of efforts to enhance teacher professionalism on students' academic achievement and course satisfaction, however, is extremely limited. This study sought to advance our understanding of the relationship between these factors by analyzing what teacher characteristics impact students' achievement and satisfaction. To this end, the study drew on the middle and high school data from 3rd to 6th year survey of the Seoul Educational Longitudinal Study. Structural equational modeling were used as the main approach. Latent profile analysis, a kind of mixture modeling analysis, were used as needed. This study found that teachers' participation in instruction enhancement activity and professional development impact students' attitude toward mathematics lessons and their perception on class atmosphere, and ultimately impact their academic achievement as well as their overall satisfaction in the course. In addition, teachers' use of EBS textbooks and videos impact 3rd grade high schoolers' academic achievement. These findings suggest that effort to improve teacher professionalism positively impact students' academic achievement and course satisfaction, although there is a difference according to the year grade. This study provides implications for education policy makers and teacher educators.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.439-464
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• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.451-459
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• 2019

Various policies have been implemented for human resources development in preparation for future society. Among the policies, STEAM education, SMART education and SW education are representative examples. In order for these policies to be implemented effectively in the school setting, teachers' positive perception and teaching competency are required. In consideration of the importance of pre-service teacher education, this study analyzed the current status of elementary pre-service teachers' perception and teaching readiness on STEAM education, SMART education and SW education, and sought implications that can be reflected in pre-service teacher education. The results of the study showed that the pre-service teachers' perception on the necessity of each policy was very high, and the understanding level of each policy was relatively high. Compared with this, it was found that pre-service teachers lacked training experience related to each policy, and the level of readiness for teaching was very low. As the most important task to be solved, many pre-service teachers selected the implementation of teacher education and seminars, and the distribution of instructional programs and materials. As the result of analyzing the difference according to pre-service teachers' individual characteristics, differences were found according to the level of their ICT utilization ability. Based on the results of this study, implications to be reflected in pre-service teacher training processes were suggested.

• Korean Journal of Health Education and Promotion
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• v.17 no.2
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• pp.35-56
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• 2000

This study is research on physical health and mental health(physical and mental symptom at school) in perceived school environment among adolescents. The study subjects ere selected by senior high school students in seoul and random sampling. The 3,060 subjects were selected 18 schools. The duration for survey was for Nov. 25-Dec. 13, 1998. The reliability of Questionnaire was Cronbach's $\alpha=0.95$. This study used multiple regression through Factor Analysis in SPSS programs. The major findings of this study are as follows: (1) All of Multiple Regression Models were significant. (p<0.001). (2) Physical Mental health is related to gender, personal environment, and economic status. (3) Physical Health is related to perceived school environmental variable (therapeutic teacher-student relationships, classrom climate, and school life satisfaction) among adolescents. (4) Mental Health is related to perceived school environment variables(therapeutic teacher-student relationships, classroom climate, school life satisfaction, teachers' climate, and classmates' attitudes) among adolescents. This study could be used as the basis for the development of educational program, counseling, teacher in-service training, student teacher training and the establishment of educational and health policy.

• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.131-149
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• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.699-710
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• 2007

During the last two decades, many researchers have attempted to understand pedagogical content knowledge (PCK). Now it is time to think about how to apply the theoretical aspects of PCK to practice. In an attempt to address this issue, it is indispensable to review the existing literature on teachers' knowledge bases and PCK. Therefore, the purposes of this paper are to look at how the concept of PCK has been developed and extended over the past two decades as well as to provide a shared understanding of PCK for the practical use of this concept in teacher education programs. The paper begins with a discussion of various models of teachers' knowledge as conceptualized by several renowned researchers, moves on to a review of existing research focusing on the knowledge of science teachers, then examines the literature on PCK as a critical part of teachers' professional knowledge, and finally concludes with an integrated operational definition of PCK that can be employed into designing teacher education programs.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.21-38
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• 2019

Objective: The goal of this study was to investigate the effects of early childhood teachers' current working conditions such as welfare and wages, working hours, ECEC center's environmental characteristics, and parental involvement and community engagement on the professionalism of teachers. Method: A total of 988 respondents participated in the nationwide online survey. The data were analyzed by correlation analysis and structual equation modeling. Results: First, there were no statistically significant direct effects of ECEC teachers' working conditions on teacher professionalism. Second, there were significant direct effects of teacher efficacy and well-being on teacher professionalism. Third, there were significant indirect effects of teachers' working conditions on their professionalism, via efficacy and well-being, linking the impact of working conditions and the professionalism of teachers. Conclusion/Implication: The results of this structural model imply that policy input for teacher welfare, wage increases, and the enhancement of teachers' well-being and efficacy are valid and significant for the professional development of ECEC teachers. These results provide the data-driven evidence for the importance of welfare and socio-cognitive approaches for teachers.