• 한국지구과학회지
• /
• 제34권5호
• /
• pp.428-434
• /
• 2013

In this commentary, I examined the implications of Existentialism for science teaching and teacher education. Existentialist thoughts and premises can be used to explore the human element in an educational system. Before emphasizing the pragmatic and technical aspects of teaching, we need to rethink why we teach and recognize our learners as unique beings in a continual process of becoming. By incorporating the existential perspective into curriculums and pedagogies of science education, we can help learners to make their existences and experiences meaningful. This paper consists of three parts. In the first part, I drew on relevant aspects of Existentialism and its implications on the views of the learner. In the second part, I examined the competency-based curriculum in light of Existentialism. Existentialism aims, in part, to develop an educated person who possesses a clear sense of personal identity, a critical attitude, and the inclination to be a life-long learner, and so on. These characteristics are consistent with the implications developed from the competency-based curriculum. In the third part, I explored pedagogical activities consistent with existentialist thinking the ultimate goal of which is to create authentic individuals who can take responsibility for being humans. In the conclusion, I discussed how existentialist ways of thinking and teaching call for the science teacher's reflective practices, where the teacher needs to integrate personal and professional knowledge as the situation demands.

• 한국의류학회지
• /
• 제36권11호
• /
• pp.1208-1221
• /
• 2012

This study was conducted with the budgetary support of the Gyeonggi Provincial Government Department of Education as curriculum preparation (frequently revised since 2007) for the enhancement of teacher professionalism in Clothing, Food, and Housing Life education. This study promotes changes in student learning through the enrichment of Home Economics content and the classroom-learning environment through the reinforcement of teacher professionalism and attitudes towards Clothing, Food, and Housing Life education. This study enhances the comprehension of Home Economics and understanding by educators on the importance of Home Economics. The training program was evaluated through an analysis of the motive of application, level of satisfaction with the program, change in the view of Clothing Life education, and level of expectation and contributions of the program towards the curriculum development of teaching. The trainees were motivated by the opportunity to practice, uniqueness of the curriculum of the training program, and expectations for professional enhancement. The level of satisfaction is very high. Regardless of subjects, trainees recognized the necessity of practical exercise, cultural & artistic approach, and integrated teacher training in Clothing Life education. The teachers of other subjects recognized the importance of Home Economics and the historical background of Clothing, Food, and Housing Life.

• 한국환경교육학회지:환경교육
• /
• 제21권3호
• /
• pp.66-78
• /
• 2008

Since Environmental Education in Elementary School is taught separately in various subject area, a well-founded and organized curriculum in integrated Environmental Education is needed to educate teachers for professional development. In this research, a curriculum for elementary teacher in-service training program was developed in order to improve both environmental and educational competencies of elementary school teachers. The curriculum was based on the needs analysis on Environmental Education training for elementary school teachers. Also it was based on international and updated perspectives on Environmental Education, Education for Sustainable Development. The curriculum consists of the introduction and the particular perspectives. The particular is made of 60 hours, which covers 6 perspectives on environment. They are ecological perspective, environmental ethics perspective, social-cultural perspective, economic perspective, environmental hygienic perspective, and environmental policy. Environmental policies of Korea and the world were included so that teachers will understand efforts made at national level and participate more to environmental action in their schools. Lesson objectives were specified for teachers to apply this curriculum to their classroom easily. Related elementary curriculum and textbook were indicated at the end of each lesson so teachers can link their training setting with their classroom setting. Especially, in this curriculum various teaching and teaming methods for each lesson are introduced. Thus, this re- search is very practical for elementary school teachers who are planning to teach environment in their classroom.

• 아동학회지
• /
• 제37권2호
• /
• pp.43-56
• /
• 2016

Objective: This study examined the effect of early childhood teachers' perceptions of teacher efficacy and professionalism, which are personal traits, when administering the National Childcare Curriculum. Methods: Using snowball sampling, data were collected from 266 childcare center teachers in the nation and were analyzed using one-way analyses of variance and multiple regression using SPSS 14.0. Results and Conclusion: The findings are as the following: First, teacher efficacy was not significantly different among teachers by age, teaching experience, education, and childcare center type. Second, teacher efficacy was significantly related to the perception of their professionalism. Lastly, teachers' perceptions of teacher efficacy and professionalism explained significantly the variance in teachers' performance when administering the National Childcare Curriculum.

• 수산해양교육연구
• /
• 제25권4호
• /
• pp.958-972
• /
• 2013

The purpose of this study is to analyze on high school teachers' stage of concern(SoC) on 'Creative-Experience Activity' in 2009 revised national curriculum and investigate the improvements of their levels. The subjects for this study were 234 high school teachers through out all part of the Korea country. The instrument for this study was developed according to the Hall & Hord(2006)'s stage of concerns questionnaire of Stage of Concern. The Data were analyzed by Profiling of teachers' concern and one-way ANOVA. The major findings of this study were as follows: First, 85.25% of the high school teachers were in stage of Awareness. 6.34% of teachers were in stage of Information. Most of high school teachers' concern about 'Creative-Experience Activity' was generally 'non-user' stage that unconcerned. Second, there were not significant differences in teachers' stage of concern according to their sex and teaching career except for region. In region, the teacher in metropolis tent to interest getting new information than small and midium size city. We need to make an effort to transfer from 'non-user' stage to 'early-user' stage of and 'impact' stage. To do so, we may sublate too much curriculum revise and start teacher training for 2009 revised 'creativity-experience activity' curriculum. The result of the study provide that there are not curriculum implementation success without teachers' concern about revised curriculum.

• 한국과학교육학회지
• /
• 제21권5호
• /
• pp.855-866
• /
• 2001

An important issue for qualified science teacher education should be a proper system of pre-service education for the science teacher. There are various types of science teacher education systems in accordance with their socio-cultural backgrounds. In this paper, science teacher education systems were analysed into 3 different types: Focusing Undergraduate Certification of Education (FUCE), Open Undergraduate Certification of Education (OUCE), and Post Graduate Certification of Education (PGCE). Science teacher education systems and their outcomes, such as the quality of the science teacher, were discussed with their socio-cultural backgrounds, compared by the 3 types of science teacher education systems. For this the results of meta-analysis from TIMSS-R and OECD data sets were used. Special interests focused on countries; Japan, Korea, the United Kingdom and the United States, which would represent stereotypes of science teacher education systems and different backgrounds of oriental and western culture.

• 디지털융복합연구
• /
• 제20권2호
• /
• pp.447-454
• /
• 2022

본 연구의 목적은 미래 교육에 대비하여 예비 교사의 현장성을 강화하고, 학령기 인구 감소로 인한 교원양성체제의 구조적인 변화 대응 및 교원양성기관의 교육과정에 대한 미래 지향적 방향성을 모색하고자 하는 데 있다. 이를 위해 2019년~2020년 5주기 교원양성기관 역량진단 항목을 분석하였으며, 2021년 7월 교육부에서 발표한 교원양성체제 발전방안 시안 및 4차에 걸친 토론회 내용에 근거하여 미래 교원양성기관의 교육과정에 대한 내용을 제시하였다. 그 결과는 다음과 같다. 첫째, 창의·융합형 인재 양성을 위하여 교원양성기관에서는 다(多) 교과 역량 함양과 미래형 교육과정으로의 개편이 필요하다. 둘째, 교원양성기관의 교원과 예비 교사에 대한 역량 함양을 위해 메타버스의 도입, 일반교수법, ICT 활용 교수법 등을 통한 교수자 역량 강화가 필수적으로 요구된다. 셋째, 교원양성기관에서는 예비 교사양성을 위해 학교 현장 중심의 실무역량 강화를 위한 '교육실습생 교사 담임제', 선후배 중심 '전담 멘토-멘티', 대학 교수자 주도의 '모니터링 시스템', '수습 교사제' 등의 도입 및 강화이다.

• 한국과학교육학회지
• /
• 제24권4호
• /
• pp.675-686
• /
• 2004

The enhancement of the quality of the teaching practice is a major factor in securing better schooling opportunities for students. In this article, initial teacher preparation of secondary school Earth science teachers, in-service science teacher education, and improving teacher policy are discussed. Data from in-depth interviews with exemplary science teachers were used to explore how to improve the quality of science teacher education in Korea. In terms of preservice teacher education, most exemplary teachers contended that teacher education programs should provide preservice teachers with practical knowledge by translating theory into practice. Their suggestions for how to improve in-service education are also discussed. Regarding directions of improving teacher policy in Korea, the teachers proposed an alternative teacher-promotion structure that incorporates the master-teacher position. Implications for introducing action research courses into teacher (re)education programs are also discussed.

• 국제교류와 융합교육
• /
• 제2권2호
• /
• pp.1-8
• /
• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• 한국문헌정보학회지
• /
• 제43권4호
• /
• pp.451-468
• /
• 2009

사서 및 사서교사의 양성을 목적으로 하는 문헌정보학과의 교육과정이 표준화되어 있지 않을 뿐만 아니라 사서(사서 교사)를 선발하기 위한 각종 시험에서 채택되는 교과목에 대한 교육 영역과 교육 내용도 표준화되어 있지 않아 국가고시에서 요구되는 객관성과 신뢰성을 담보하지 못하는 결과를 초래하고 있다. 본 연구는 전술한 현장의 문제에 대한 해결책의 하나로 한국의 문헌정보학 교육을 위한 표준교육과정을 개발하고자 하였다. 이 연구의 목적을 달성하기 위하여 첫째, 사서 및 사서교사의 자격기준 및 임용고시와 관련된 국가의 고시 및 령과 시행규칙 등을 검토하고 둘째, 문헌정보학 교육과정 개발에 관한 선행연구의 분석을 통하여 제시된 교과목들의 타당성을 검토하며 셋째, 전술한 두 가지 방법에 의해서 도출된 교과목들에 대하여 최종적으로 도서관 현장 사서들을 대상으로 한 포커스그룹토의를 통하여 문헌정보학 표준교육과정을 제시하였다.