• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.93-110
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• 2020

Objective: The purpose of this study was to explore the early childhood education teacher's ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child's play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher's action competence for play-centered curriculum.

• Journal of the Korean Home Economics Association
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• v.45 no.4
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• pp.1-16
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• 2007

The purpose of this study was to explore the identity of home economics(HE) education by assessing perceptions of HE teacher, students, and general adults regarding the images and characteristics of HE education. Respondents in this study were 234 HE teachers, 505 students, and 264 general adults. Questionnaires were collected through both online and offline. The image and the characteristics of HE education were the factors of the identity that were also the byproducts of HE education operation of the past and present, and had the characteristics in changing in accordance with the change of time. The current image of HE education was shown to positive recognition as the curriculum helpful to the actual living and future living for the HE teacher, students, and the general adults. For the HE teacher, it had strong emotionally warm image similar to the image of 'home', and it was connected to the curriculum image to be acknowledged as good problem solving teachers in terms of competence and conservative image. However, on the images of the HE curriculum and HE teacher, the HE teachers had the most positive recognition, and on the image of the HE curriculum, the students had the most negative recognition while the image of the HE teacher, the general adults had the most negative recognition. The general adults among the three groups recognized the HE curriculum as the most technical oriented curriculum while the students recognized as interesting curriculum, curriculum contributing on society. In the meantime, for the characteristic of the HE education, the HE teachers recognized that it had weak female curriculum characteristics and strong living functional curriculum characteristics, and the practical curriculum characteristics would be important in the future. Accordingly, the identity of the HE education formulated might be considered as the practical curriculum that was helpful to problem solving in actual living of the family and family members with the connection to the concept of 'home'. However, depending on the definition on implication of practice and issue of actual living, the characteristics and appearance of the HE education had been changed and might interpret as changing according to the above.for the fertility policy and the methods for the estimation of the child cost were suggested based on the results.

• Journal of the Daesoon Academy of Sciences
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• v.18
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• pp.1-24
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• 2004

This paper is to inquiry into the conceptual model of religious education in school curriculum focused on 7th revised curriculum, subject matter and teacher training system. We have to consider the related variables for the operation of school curriculum: student, school, teacher. In school curricula of Korea, religious education can be practiced as a elective course of subject, discretion activity and special activity, latent curriculum etc. And also it should be considered student's right of option and autonomy of private school, because at least those are the important variables effect upon the religious education in school curriculum. Now I'd like to abstract results of this paper as followed. First, it should be considered student's right of option for religious education in private school curriculum. But at this case, also under the name of education it should be justified precondition of purpose, content, approach method. If not, it easy to access to pejorative meaning as a religious indoctrination. Second, in case of conflict between student and school, I think that a proper method is to adjust the related variables. Third, if the purpose of religious education in school based on religiosity, it can be cover the understanding of religious culture, affectionate domain of religiosity, behavioral religiosity. Finally, in order to accomplish such an conceptual model of religious education in school, it should be set a condition for teacher training system, subject matter etc.

• The Mathematical Education
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• v.42 no.4
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• pp.561-577
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• 2003

Because statistical concepts are important parts in school mathematics, mathematics teachers have trained by special education model. In this study, a desirable direction of curriculum on probability and statistics at pre-service for mathematics teacher is considered. We proposed four subjects as Exploration and Analysis of Data for Mathematics Teacher, Probability and Statistics I, II for Mathematics Teacher and Statistical Software for Mathematics, and suggested the constituents and something being kept in mind for each subject.

• The Journal of Korean Society for School & Community Health Education
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• v.4
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• pp.157-169
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• 2003

This research was intended to have a grasp of the problems in physical education curriculum, After making an alternative plans of effective management. those were integrated and analyzed their own relations on the purpose of suggesting alternative plans to foster professionality of physical education teacher in order to improve real class of physical education. For this purpose, I referred to sundry records related with instruction of physical education teacher and also conducted a survey with 10 interviews such as researchers of central government education administration, and school commissioners in the ministry's provincial offices of education, professors in the university of pre-teacher training, and teachers involved in physical education. The conclusions were as follows; Physical education curriculum should be organized to reduce and diversify of the sport contents in various levels. Also, it should instruct students based on physical educational knowledge, and it is made up to know the achievement of goals through evaluation tools and development of rules having propriety and reliability. Such a physical educational curriculum developed from real class should inform continuously throughout the Ministry of Education & Human Resources Development and educational organization of physical education teachers and network of the school and mass media. So, it makes most people's recognition raise up, and we need discretionary authority of physical education teacher about time allocation of 45 minutes or 50 minutes for variety of lessons. And we need systematic installation such as reorganization of completion field in level of school.

• Human Ecology Research
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• v.56 no.3
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• pp.247-262
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• 2018

This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.265-272
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• 2022

According to the presentation of the new national curriculum, this study aims to analyze teacher's perceptions of the information education for lower grade students in elementary school. Before conducting survey, analyzing overseas and domestic researches were preceded. The questionnaires were collected by an online survey of 166 incumbent elementary school teachers after verification by an expert group. As a result, contrary to the basis of the information education curriculum to be strengthened, teacher's stagnant negative perceptions could be confirmed through various measurement variables. Before the introduction of a new national curriculum in 2024, it is a time when efforts to improve teacher's perceptions of information education for lower graders are particularly necessary.

• 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.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.37-46
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• 2017

Since 2018, the level of informatics education that is mandatory in junior high schools depends on the subject matter expertise of Informatics & Computer teachers. The purpose of this study is to analyze whether secondary teacher training institutes provide curriculum that guarantees the subjectivity of Informatics & Computer teachers. In order to achieve the goal, this study first compares curriculum courses for educating Informatics & Computer teachers of Korea secondary teacher training institutes with subjects based on the content system of J07-CS, the informatics education in Japan. Second, we compare the basic subjects offered by the Ministry of Education with the vocational subjects. Third, we analyzed the basic subjects of each university. As a result of the study, the number of informatics-related courses opened by Korean secondary teacher training institutions was insufficient compared to the number of subjects in J07-CS. Even though the standard of comparison was limited to basic subjects, the content elements were insufficient, and the ratio of the basic subjects of each university was low. In order to achieve the goal of informatics education from 2018, it is urgent to improve the curriculum of secondary education teachers.

• Journal of the Korean Home Economics Association
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• v.26 no.3
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• pp.109-124
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• 1988

The purpose of the present study was to set up the basic outline to define and to develop "housing education" in the field of home economics education. The main focus included in the present study was to suggest the basic data on the current status of housing education in Korea by examining the content of the textbooks and the secondary data o teacher's educational background. The methods used in the study were the contentanalysis of the elementary school curriculum and the secondary data analysis of the data on teachers and their education. The results of this study ere on follows, 1. The elementary school curriculum defined as the related fields of housing education were classified into 4 domains: housing planning, housing maintenance, housing environment, housing decoration. 2. The subject areas related to housing education was found to be moral education, social education, physical education, art, practical education. The total hours studying on housing education were the average of 1.1 hours per week. 3. Among the above 4 domains, the total hours used for housing decoration amounted to the highest rate through all the subject areas. 4. According to the secondary dta analysis, 49.5% of the teacher were the national teacher's college graduates, but there are no courses on housing education as such in the curriculum of the national teacher's college. it was concluded that more consideration should be given to the teacher training courses.