• 기독교교육논총
• /
• 제63권
• /
• pp.183-219
• /
• 2020

본 연구는 기독교 대안학교 교사들이 인식하는 교사의 전문성은 무엇이고 그들의 전문성은 어떻게 성장하는지 찾아보는 것을 목적으로 한다. 전문성은 일반적으로 특정 분야에 필요한 특별한 지식, 기술, 태도를 의미한다. 교사 전문성 역시 주어진 업무를 수행하는데 필요한 능력과 자질, 기술과 행동, 가치를 포함하며, 교사의 생애주기와도 밀접한 관계가 있다. 본 연구는 교사 전문성의 의미와 성장 방식을 탐구하기 위해 설문조사와 면담을 병행한 혼합연구방법으로 자료를 수집하였다. 270여 명의 기독교 대안학교 교사가 참여한 설문조사는 교사의 관심사, 각 전문성 요소의 중요도와 보유 정도, 전문성 개발 노력과 도움 정도를 질문하였다. 심층 면담은 7명의 기독교 대안학교 교사를 대상으로 하였고 이들이 인식하는 교사 전문성의 의미, 교사 자질과 역량, 전문성 성장을 위한 환경을 파악하였다. 분석 결과를 보면 기독교 대안학교 교사들은 기독교적 관점으로 교과를 재구성하는 교과 전문성뿐 아니라 소통, 관계, 소명의식을 전문성으로 강조하였다. 그리고 이들의 전문성 성장에는 소명에 반응하고자 하는 교사의 결단, 지속적인 자기계발, 교사공동체, 자율과 책임이 공존하는 교육환경이 중요한 것으로 나타났다. 결론에서는 교사들의 전문성 성장을 위해서 교사의 생애주기를 고려할 것과 교사 주도적인 전문성 성장의 접근을 제안하였고, 예비교사교육에서 교과 전문성뿐 아니라 소통과 관계능력 향상에 주안점을 둘 것을 강조하였다.

• 컴퓨터교육학회논문지
• /
• 제20권2호
• /
• pp.23-34
• /
• 2017

정보기술의 변화와 밀접한 관련이 있는 정보윤리는 교과로서 '정보'가 처음 교육과정을 구성한 2007 개정 교육과정부터 2015 개정 교육과정에 이르기까지 하나의 단원으로 구성되었다. 본 연구는 학교 현장에서 일반윤리와 다르게 정보윤리 교육을 해야 하는 정보교사들에게 요구되는 내용 지식의 정도를 분석하고, 교육대학원의 정보윤리교육 현황을 파악하기 위한 목적이 있다. 목적달성을 위해 2002학년도 부터 2016학년도까지 정보 컴퓨터교사 임용시험의 정보윤리 내용을 분석하고, 32개 교육대학원의 교육 과정을 분석하였다. 연구 결과, 첫째, 2004학년도 임용시험부터 10회의 시험에서 정보윤리 관련 문항이 출제되었다. 둘째, 임용시험 초기에는 역기능에 관한 문항들이 주로 출제되었으나, 2010학년도 이후로 저작권, 정보보안, 다양한 중독 관련 문항이 많았다. 셋째, 정보교사 양성기능이 있는 32개의 교육대학원 중 11개(33%)에만 정보윤리가 개설되어 있었다. 본 연구는 정보윤리 관련 문항의 변화 흐름을 분석하고, 정보교사 양성을 위한 교육대학원의 정보윤리교육에 대해 방향성을 제시했다는 데 의의가 있다.

• 한국컴퓨터정보학회논문지
• /
• 제24권1호
• /
• pp.265-271
• /
• 2019

In this paper, the Software Education program for elementary school students in Multicultural families developed so that Multicultural students can adapt to national, school, peer, and teacher. The effects of Resilience, Communication skills and Interpersonal Relationshiop were investigated. The developed Software education program was designed in such a way that the target students became more intimate with each other and adapted to Korean culture, peers, and teachers through the analysis of the research subjects. Resilience test showed statistically significant difference in peer relationship and support, family support and interaction, teacher's interest and support, self - identity, and cultural acceptance. Communication ability test showed statistically significant differences in interpretation ability, self presentation ability, goal setting ability, and message conversion ability. The interpersonal Relationship test showed statistically significant differences in people's orientation toward people, facing people, and away from people. The results of this study indicate that the software education program for elementary school students in multicultural families has effects on adaptive flexibility, communication ability, and interpersonal ability. In the future, There is a need for continuous research with development and effectiveness of various software education programs for Multicultural students.

• 아동복지연구
• /
• 제16권2호
• /
• pp.67-85
• /
• 2018

The purpose of this study was to analyze the trends in the studies on safety education of infant-early childhood teachers in order to provide basic data for a variety of studies in the field of child education. We consulted a total of 59 dissertations and journals articles on the safety education of infant-early childhood teachers published from 2008 to 2018. Our results were as follows: First, we found that the largest number of studies concerned safety awareness, followed by status and awareness, safety actions, safety education analysis, safety accidents and countermeasures, emergencies, development of programs, and teacher education. Second, we found that the most popular targets were child-care of teachers, followed by teacher-trainees, and center directors. Third, among the types of studies, we found that investigative quantitative studies were the most prevalent, followed by correlational studies, qualitative studies, and experimental studies. In terms of methods of gathering data, we found that questionnaires were the most commonly used, followed by qualitative studies, literature reviews, qualitative/quantitative studies, and quantitative literature reviews.

• 한국학교보건학회지
• /
• 제16권2호
• /
• pp.25-34
• /
• 2003

Instroduction: The purpose of this study was to investigate safety education-related backgrounds and safety behaviors of elementary school children at a local area in Jeonbuk province. Methods: Study subjects were 308 5th and 6th graders from 6 schools located in J City and the data were collected from June 16-27, 2003. Research instrument to test safety behaviors was 4-points summated scale (Cronbach${\alpha}$= .94) composed of 54-items with three sub-categories school life safety (${\alpha}$= .88), traffic safety (${\alpha}$= .86), and daily life safety (${\alpha}$= .84), The data was analyzed by percentage, x2-test, t-test, ANOVA and Duncan test using SPSS/PC 10.0. Results: 1. Safety Education-related Characteristics: Safety education was mostly conducted during extracurricular hour as picnic (37%) and regular class (37.2%); and the instructors of safety education were school nurse (33.2%), classroom teacher (30.9%), and parents (23.4%) in order. About two third (71.0%) of the subjects have had many kinds of school event program such as essay writing, poster drawing, oratorical contest in the course of safety education According to gender, girl students was more favorable about school events as a effective safety education measure (x2=9.188, p= .010); and according to school location, nural school taught more at moming & closing session (x2=7.383, p= .025), by school nurse or classroom teacher (x2=36.574, p= .001), and had more frequent (x2=63.337, p= .001) safety education class. 2. Practice of safety behaviors: Mean scores of safety behaviors was $106.9{\pm}24.92$ out of 162 points. According gender, the scores of girl students (t=-3.296, p= .001) were significant higher than boy students. But there was not any significant difference according to school area According to safety education-related characteristics, the scores of safety behaviors was significantly higher in the group who thought that school event program was more effective on safety education (F=4.024, p= .019), and who were more interested in current safety education class (F= 10.203, p= .001) Conclusions: From the above findings, the authors concluded that school-based safety education was mainly conducted at extra-curricular and regular class, and by school nurse or classroom teacher in elementary school. Even though the mean scores of safety behaviors of elementary school children was in medium level, those. were significant higher in girl students and in rural school children. And extra-curricular activities and school event programs were suggested as more effective strategies for school-based safety education Based on the above findings, safety education class can be recommended in regular curricular basis; and various extracurricular activities and school event programs need to be developed for more effective school-based safety education. In addition, further study on gender-specific factors on safety behaviors and nationwide survey on school-based safety education should be needed.

• 한국산학기술학회논문지
• /
• 제19권11호
• /
• pp.454-462
• /
• 2018

본 연구의 목적은 예비유아교사의 공감능력과 대인관계 유능성 및 교사 효능감의 수준과 관계를 알아보고 공감능력과 대인관계 유능성이 교사 효능감에 미치는 영향에 대해 알아보는 것이다. 이를 위하여 본 연구는 전라북도 I시와 충청북도 H시에 소재하고 있는 3년제 유아교육과에 재학 중인 예비 유아교사 358명을 대상으로 설문 조사를 하였다. 본 연구에 사용된 연구도구는 대인관계 반응지수도구(IRI), 대인관계 유능성 척도(ICQ), STEBI를 유아교사에게 맞게 수정, 보완한 도구를 사용하였다. 본 연구의 자료 분석은 SPSS프로그램을 이용하여 빈도와 백분율, 평균과 표준편차, Pearson의 적률상관관계와 중다회귀분석을 실시하였다. 연구결과 첫째, 예비유아교사의 공감능력, 대인관계 유능성, 교사효능감은 공감능력의 하위요인인 개인적 고통 이외 모두 3점 이상으로 평균보다 약간 높게 나타났다. 둘째, 예비유아교사의 공감능력, 대인관계 유능성, 교사 효능감은 정적인 상관관계가 있는 것으로 나타났다. 셋째, 예비유아교사의 공감능력, 대인관계 유능성이 교사 효능감에 미치는 영향을 살펴 본 결과 부분적으로 유의한 영향을 미치는 것으로 나타났다.

• 한국생활과학회지
• /
• 제15권1호
• /
• pp.71-81
• /
• 2006

The purpose of this study is to examine the differences in young children's multiple intelligence and social behaviors based not only on Montessori and general programs of day care centers but also on their gender and social- demographic factors. The subjects were 329 young children (182 boys and 147 girls aged from four to five) from two day care centers in Cheongju city. The instruments used in this study were HAPI (Hillside assessment of Perceived Intelligence) to measure the surveyee's multiple intelligence and Park & Lee's scale to measure their social behaviors. The frequencies, percentiles, mean, standard deviations, Cronbach a, t-teat, F and LSD were used to analyze the collected data through SPSS WIN program. The results of this study are as follows: 1) As for young children's multiple intelligence, there are differences according to young children's gender, order of birth, parents' level of education and teacher's working period out of social-demographic factors. 2) As for the young children's social behavior, there are differences according to young children's gender, mother's level of education and teacher's working period out of social-demographic factors.

• 아동학회지
• /
• 제25권5호
• /
• pp.129-145
• /
• 2004

This research aimed to analyze the quality of center-based infant/toddler programs in Korea. Scale for infant and toddler programs divide accreditation standards into 4 areas(physical environment, curriculum, health care, management system) with 60 standards. Standards can be divided into basic criteria and general criteria. The subjects are 149 day care centers(44 infant day care centers and 105 day care centers), and raters(teachers or principal) assessed the quality of each item on a 5-point Likert scale. The results of this study are as follows: 1) Self-evaluation result have marked 3.67 as average(range : 2.32~4.90), which barely meets basic criteria level. 2) Physical environment area has received worst score(3.41) and Health care area has received best score(3.92). 3) Each standard's score indicate the quality of infant/toddler care program: Feed care(4.29), Affectionate teacher-infant interaction(4.14) were highly rated while Nature environment/anmal/plant(2.75) and Teacher's facilities(2.74) were rated low. 4) Some variation factors showed differences in the qualitative level; number of child, education level of principal.

• 한국비블리아학회지
• /
• 제22권4호
• /
• pp.133-144
• /
• 2011

본 연구는 학교도서관의 정보활용능력교육 프로그램의 현황을 살펴보기 위하여, 경북지역을 중심으로 활동하고 있는 경상북도학교도서관교육연구회에 속한 사서교사를 대상으로 설문조사와 전화 면담을 수행하였다. 조사대상 학교도서관 중 정보활용능력 교육을 실시하는 학교는 절반이 되지 않았다. 정보활용능력 교육을 실시하는 학교에서도 커리큘럼을 개발 중에 있었고, 대부분 그 내용도 기본적인 도서관 소개 프로그램 수준에 머물렀다. 또한 정보활용능력 교육 시행에 있어 가장 큰 장애로는 교과교사들의 정보활용능력 교육에 대한 이해 부족이 가장 큰 것으로 나타났다.

• International Journal of Human Ecology
• /
• 제14권1호
• /
• pp.115-130
• /
• 2013

This study reviews the current status of Korean first graders, their experience with early care and education (ECE) programs, and their participation in private and after-school education. The research also examines how school adjustment during the first grade is related to family income, types of ECE programs, and participation in private and after-school education. Using the first year data of the Korean Child and Youth Panel Survey (KCYPS) 2010, this study analyzes 752 first graders who attended only one of two types of ECE programs (child care centers or kindergartens), after which two 25% income extremes were examined. The analysis demonstrates that children from low-income households attended child care centers more often, while children from high-income households attended kindergartens more often. For both low-income and high-income groups, child care centers had a lower starting age and longer attendance periods than did kindergartens. High-income household children started attending ECE programs earlier, experienced more private and after-school education, and received a larger number of private and after-school educational lessons. For the second research purpose, children from low-income families showed better peer relations in school adjustment, while children attending child care centers showed better teacher relations than children attending kindergartens. Children with after-school education also exhibited better peer relations. These findings show the importance of government support for early learning, especially for low-income families and offer a foundation for developing private education polices for early childhood before and after school entry.