• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.5
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• pp.51-59
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• 2019

The purpose of this study was to analyze the perception among participants in the Built Environment Education(BEE) programs for children. And also, hopefully, we would get some strategies for development of BEE program through post-evaluation. The survey was conducted by the students and the parents who were participated in the four BEE programs. The key results are as follows: 1) The way of participation in the programs was limited. We should consider public relation strategies and its sustainable curriculum. 2) The students felt easy to learn from the lecture, but we need to consider the students' ability in craft activities and the level of school grades. 3) Most of the participants was satisfied with the programs. For students, the 'Educational Environment(Hours & Facilities)' was highly correlated with overall satisfaction. On the other hand, in the case of parents, the 'Teacher' was highly correlated with overall satisfaction. 4) Parents were aware of the need to link the BEE program to school education such as a subject of 'Creative Activity.' The BEE as an integrated program would be a school curriculum or contents of STEAM education. At the end of this paper, the meaning of this study was discussed.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.451-459
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• 2020

In this study, data were collected from currently employed early childhood teachers in order to explore the factors affecting the teacher efficacy of early childhood teachers and 202 data were analyzed. Frequency analysis, correlation analysis, and multiple regression analysis were performed on the subjects' general characteristics, empathy, resilience, and teacher efficacy. As a result of the study, factors influencing early childhood teachers' teacher efficacy were identified as educational experience, job achievement, empathy, and resilience, and the explanatory power of the variable was 57.2% (F=45.848, p<.001). In conclusion, the higher the resilience (β=.480), job achievement (β=.286), teaching experience (β=.197), and empathy (β=.141) of early childhood teachers the higher the teacher efficacy was. Therefore, the development and education of a curriculum that combines regular and non-regular education programs that can improve resilience, job achievement, and empathy from the period as pre-service teachers are required to improve teacher efficacy of early childhood teachers.

• International Journal of Internet, Broadcasting and Communication
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• v.10 no.1
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• pp.23-30
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• 2018

Many practitioners in educational field, recently, are seeking to improve Computational Thinking through SW education. The purpose of this paper was, for promotion of SW education, to design the STEAM education process utilizing 3D printer. The project-based education process emphasized the cooperation in the process of producing common results and proposed a new STEAM education process. The designed products are expected to be used in the elementary school classes by linking with the camp and teacher training programs and the curriculum.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.215-225
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• 2011

The purpose of this study is to contribute research on mathematics education by reviewing earlier studies on teachers' communities. To do so, I searched literature on various kinds of teacher community such as study groups, video clubs, and lesson study. Teacher community has been studied for professional development of teachers and there existed many studies that teacher community help teachers develop their professionals in real. From reviewing literature, I suggest that researchers in Korea need to study about teachers' communities and to find ways using communities in teacher development programs.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.473-492
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.358-368
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• 2008

The purpose of this study is to gather background data of teacher's performance of the fisheries and shipping industries high schools. This data will provide direction for advancing teacher's performance of the fisheries and shipping business high school,s by investigating and analyzing variables related to teacher's performance. This study focused on the opinions of thirty teachers within the fisheries and shipping business high schools. The conclusions of the study were as follows: First, teachers continually seek goal achievement, rewarding jobs, and a feeling of self-worth. However, it was found that male teachers have stronger task performing ability and form stronger relationships with their partners than female teachers. Second, it was shown that teachers have a much higher percentage of ability to teach. Particularly, male teachers are generally higher than female teacher. Third, it was shown that teachers have a much higher percentage of ability to teach, but it is required that they both get equal participation opportunity as there is a little difference between male teachers and female teachers. Fourth, it was found teachers exhibited a lower percentage rate of ability to manage activities, and required further development of programs for expansion of professionalism of this field.

• Korean Journal of Childcare and Education
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• v.19 no.3
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• pp.41-57
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• 2023

Objective: The objective of this study is to classify the personality types of early childhood teachers and examine the variations in teacher self-efficacy and play support based on these personality types. Methods: The subjects of this study consisted of 302 early childhood teachers responsible for children aged 3 to 5 years old. The collected data were analyzed using cluster analysis and analysis of covariance. Results: Early childhood teachers were categorized into four types: the "sensitive group" (29%), the "conservative group" (10%), the "passive group" (28%), and the "active group" (34%). Significant differences in mean scores were observed for teacher self-efficacy and play support across these personality types. Notably, the active group demonstrated the highest levels of both teacher self-efficacy and play support. Consequently, the active group emerged as the most effective and functional personality type among early childhood teachers. Conclusion/Implications: This study emphasized the significance of early childhood teachers' personality types in their teaching practices, underscoring the importance of developing in-service and pre-service teacher education programs that take into account these personality types.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.243-269
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• 2014

The purpose of this study was to offer suggestions for students, teachers, and parents, respectively, to develop effective gifted education programs in Korea by examining the programs from Vanderbilt Programs for Talented Youth (PTY) at Tennessee in the USA. The method is based on the analyses of PTY web pages, recent materials on programs from PTY, interviews with the executive director of PTY, participation in the endorsement program, and observation in SAVY(Saturday Academy at Vanderbilt for the Young) program. In order to improve gifted education programs in Korea, the results indicate as follows: in respect to students, early identification and education, interdisciplinary humanities curriculums, integrated curriculum models, and information of individual learning plans are essential; in regards to teachers, tailored gifted teacher programs and gifted endorsement programs are necessary; in consideration of parents, programs for supporting parents' groups with professional gifted educators are indispensible.