• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.99-107
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• 2006

The purposes of this study are to identify the types of teacher efficacy, to present a theoretical base for teacher efficacy among Home Economics teachers and subsequently, to improve the quality in the practices of home economics education. To achieve these purposes, 263 secondary school home economics teachers were surveyed by the prime investigator. The three research questions of this study were: 1. What are the individual characteristics, the environmental characteristics and the trends of teacher efficacy among secondary school home economics teachers? 2. What is the factor in teacher efficacy among secondary school home economics teachers? 3. What are the types of teacher efficacy among secondary school home economics teachers? For these research questions, factor analysis and cluster analysis were conducted. The factor analysis on teacher efficacy with a survey of secondary school home economics teachers produced 5 factors of efficacy: classroom management, needs assistance, instructional strategies, environmental assistance and teaming assistance. The teacher efficacy had a mean of 3.58 and the home economics teachers showed a slightly higher level in teacher efficacy. Of the 5 efficacy factors, classroom management showed the highest level (M=3.89), followed by learning assistance (M=3.81), instrumental strategies (M=3.57), environmental assistance (M=3.42) and needs assistance (M=3.19). Overall, the teachers had positive feeling in teacher efficacy. Three types of teachers were found in the types of teacher efficacy: the supreme, the average and the efforts-needy. Those types were identified based on the mean scores of the five sub-domains from the factor analysis. To enhance the teacher efficacy, the needs assessments for the students and behavioral adjustment issues should be reflected in the curriculum of teacher education and workshops. The primary investigator suggested that continuous and long-term plans for teacher education need to be developed because short-term plans may not be effective in changing attitudes such as teacher efficacy.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.341-359
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• 2003

The purpose of this research was to determine whether the present Korean teacher education programs for secondary science teachers are effective in improving the teacher conceptions of constructivism and STS. It is because the current Korean National Science Curriculum is consistent with both ideas as reforms. The teacher education programs sampled in the research included pre-service programs and two types of in-service programs. These two were the Qualifying In-service Program and the Iowa Korean Science Teachers Workshop. The Iowa Program was considered as an experimental program emphasized the constructivist perspective. Specially designed questionnaires for identifying teacher conceptions before and after the programs were administered. The conceptions about constructivism and STS improved as a result of the instruction in both of the pre-service and in-service teacher education programs. The pre-service program was more effective than the in-service programs in improving the teacher conceptions of both constructivism and STS. The Qualifying Inservice program was less effective than Iowa Korean Science Teachers Workshop. It was necessary for inservice programs for Korean secondary science teachers to be more emphasized on constructivism and STS. Iowa Korean Science Teachers Workshop provided a possible example to design a new special in-service program focused on constructivist perspectives as a way of aligning the Korean National Science Curriculum more quickly with recommended teaching practices in Korean schools.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.49-73
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• 2017

This study aims to clarify background and peculiarity of teacher policy in Finland. Especially we focus on the historical changes of teacher policy, the way of decision for teacher quota and the recruitment of teacher. The following two points of the teacher policies were characterized. First, municipalities have the rights of teacher selection on their own. And the universities for teacher education have strict two phases to select the pre-teacher. The teacher quota was decided by managing the pre-teacher quota in advance. Second, universities and municipalities have a high degree of autonomy in designing their curricula and teacher policy. To date, Finnish teacher policy has not faced any problems in attracting applicants and managing quota. Some suggestions were obtained about the improvement of teacher policy in our country.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.4
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• pp.489-498
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• 2009

The purpose of the study is to review research in concept, measurement, effect, and influence factor of teacher efficacy. Through the review of previous research, the study shows that the concept of teacher efficacy is likely to be situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. The effect of teacher efficacy concerns the relationship between teacher efficacy and the student's academic achievement and affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher. And the influence factor of teacher efficacy concerns the influence of job environment related to teacher. The four things mentioned above are discussed in detail based on the previous research.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.145-151
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• 2013

The aim of this research is clarify the relationship between concept understanding degree about the environment and environmental sensitivity and heighten understanding of environmental education target to pre-service elementary teacher. The subjects of this study are science education intensive course 65 students of B educational university. Concept understanding degree about the environment was separately investigated by 'the definition of environmental education', 'Write The positive concept of the natural environment education and briefly describe.''The negative concept of the natural environment education and briefly describe'. Next clarify the relationship between concept understanding degree about the environment and environmental sensitivity target to pre-service elementary teacher. Based on these results, propose an alternative to cultivate pre-service elementary teacher's knowledge about environmental education. Degree of understanding of the concept environmental education research results are as follows. First, Cognition degree about definition of environmental education of pre-service elementary teacher is correctly recognized generally. Second, They do not think deeply about natural environment when it comes to the positive concept of the natural environment of pre-service elementary teacher. Third, They have only a little interest in natural environment when it comes to the negative concept of the natural environment of pre-service elementary teacher. Correlation research results of degree of understanding of the concept of environmental and environmental sensitivity are as follows. High understanding degree of environmental education is high environmental sensitivity. Heighten environmental sensitivity of pre-service elementary teacher will be sustainable environmental education so education is necessary for environmental Sensitivity training.

• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.39-57
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• 2024

Objective: This study was conducted to identify trends in teacher education research for early childhood teachers in Korea from 2013 to 2023, aiming to provide practical data for early childhood teacher education research. Methods: For this purpose, 62 articles published in Korean journals were analyzed according to the specified criteria. Through the analysis, we closely examined research trends, educational practices, and trends in educational program development. Results: First, both quantitative and qualitative research have been conducted steadily since 2015. The majority of participants were childcare center teachers, and numerous studies focused on program development. Second, among the trends in teacher education practices, many studies aimed to improve teaching skills. Third, concerning the trend of teacher education program development research, various research methods were utilized, with quantitative research being conducted in 2015, 2020, and 2022. Particular, regarding independent and dependent variables, numerous studies focused on enhancing teaching effectiveness and educational knowledge. Conclusion/Implications: Based on the results, we offer implications for the education policy field and related organizations, along with recommendations for enhancing the guidance and support of early childhood teacher education in program development and implementation.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.87-109
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• 2017

Objective: The purpose of this study is to examine the relationship between student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. Methods: The participants were 399 student teachers studying child care and education at two-year or four-year colleges in Seoul, Gyeonggi, Incheon, South Chungcheong, and Daejeon. They completed questionnaires on student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. The data were analyzed using ANOVA, t-test, and partial-correlation analyses. Results: There were three findings from this study. First, there was a significant difference in student teachers' perceptions on cooperating teacher's professionalism depending on the type of child care center and education system, rather than the type of class. Second, there was a significant difference in student teachers' motivation to become a teacher depending on the students' education system. Third, student teachers' perceptions on their cooperating teacher's professionalism correlated with their motivation to become a teacher. Conclusion/Implications: This study suggests that student teachers' perceptions on cooperating teacher's professionalism is significantly different depending on the type of child care center or educational system and is related with motivation to become a teacher.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.526-537
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• 2013

The purpose of this study was to provide basic data needed for analyzing the factors needed for students' positive participation in physical education class and developing the leadership skills needed for effective class guidance by analyzing what relationship there exists between a physical education teacher-exercised transformational leadership and students' trust in physical education teachers and class satisfaction; thus, this study drew the conclusions as follows: First, in the relations between a physical education teacher-exercised transformational leadership and students' trust, it was found that a physical education teacher's charisma and intellectual stimulus had a positive influence on high school students. Second, it was found that a physical education teacher's charisma and individual consideration had a positive influence on a physical education teacher-exercised transformational leadership and the subordinate factor in class satisfaction-a sense of accomplishment while individual consideration and intellectual stimulus were found to have a positive influence on evaluation. Third, as for the trust in a physical education teacher and class satisfaction, the trust was found to have a positive influence on both a sense of accomplishment and evaluation.

• Human Ecology Research
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• v.53 no.5
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• pp.557-566
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• 2015

This study investigated the effects of multi-culture acceptability and multi-culture teaching efficacy on young child-teacher relationships. The teachers' attitude towards multi-culture education was included in the analysis as a mediator between multi-culture acceptability and multi-culture teaching efficacy. Participants were 295 teachers and 295 young children between 3 and 5 years in childcare centers located in Seoul, Incheon, Ulsan, Gyeonggi, and North Gyeongsang Province. Teachers completed questionnaires regarding multi-culture acceptability, multi-culture teaching efficacy, and attitude towards multi-culture education. Collected data were analyzed by descriptive statistics, Pearson's correlation, Structural Equation Model, and Sobel test with SPSS ver. 18.0 and AMOS ver. 21.0. The results were as follows. First, the subscale of multi-culture acceptability and multi-culture teaching efficacy generally showed a positive correlation with closeness and conflict in the subscale of young child-teacher relationships. Second, teacher's multi-culture acceptability directly influenced the young child-teacher relationship. In addition, the impact of multi-culture teaching efficacy on young child-teacher relationship was mediated perfectly by the multi-culture education attitude. The results suggest that the multi-culture teaching efficacy promote early childhood multicultural education attitudes and that can be changed to positive teacher relationships.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.21-29
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• 2005

This study is purposed to research the present status and outcomes of adaption of science teacher system in elementary school. The subjects of this study are science teachers, schoolmasters, science supervisors, and 3rd$\~$6th grade students in western office of board of education, Gwangju Metropolitan city. It was found that there are 264 teachers who teach one subject and only two of them were science teachers. In elementary schools, most classroom teachers didn't want to be science teachers and schoolmasters or science supervisors could not afford to adapt science teacher system. After applying science teacher system to 3$\~$6th grade students during one school year, many students were improved in academic achievement and inquiring ability, and they have increased of interest and participation in science activities. This means that science class by science teacher is more effective than that by classroom teacher. Therefore, science teacher system should enlarge to science class in elementary school.