• East Asian mathematical journal
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• v.29 no.2
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• pp.189-205
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• 2013

Addition problems can be divided into the 'problem of quantity' which does not have the concept of object or unit, and the 'problem of number' which have the concept of object or unit. 'Additive property' is the factor which has to be considered in the former case. On the other hand, 'additive property' is not considered and meaningless in the latter case. However, this additive property is not emphasized in the elementary curriculum that mostly deals with quantitative problems, so related errors are occurred in actual life. In this study, we will investigate to the pre-service elementary teachers through the problems of deciding the additive property. The result shows that the pre-service elementary teachers' cognition of additive problems is insufficient. This study will provide focal points in the teacher education and the elementary education, and the clues for the operating programs through the information about the tendency of errors.

• Journal of Science Education
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• v.37 no.1
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• pp.40-51
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• 2013

This study examined Korean pre-service science teachers' belief on science teaching and learning and its evolution over years in their teacher preparation programs. Juniors and seniors from two major universities, enrolled in college of education located in major cities in Korea, participated in this study. They completed BARSTL(Belief About Refrmed Science Teaching and Learning) which consisted of 32 Likert scale items. In order to investigate the evolution of their belief on science teaching and learning, the juniors responded to BARSTL again after 1 year. Results indicated that the pre-service science teachers had to some extent positive beliefs on science teaching and learning, but their beliefs were not much developed over a year.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.423-446
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• 2022

This study explores and compares Korean and U.S. elementary preservice teachers' analytic approaches of students' addition and subtraction computational strategies. Twenty-six Korean and twenty U.S. elementary preservice teachers participated in the study. Participants were asked to analyze mathematical approaches and errors from students' addition and subtraction operations. Preservice teachers' written documents were analyzed by applying open coding and inductive coding based on the grounded theory. As a result, the pattern of error analysis and interpretation of students' addition computations were similar for both Korean and U.S. preservice teachers whereas there were some differences in the analysis of students' subtraction computations. Both Korean and U.S. preservice teachers had difficulties identifying students' strategies and errors for a complicated and unconventional computational approach. Results also indicated that preservice teachers' noticing and interpretation of students' strategies and errors were influenced by their K-12 mathematics curriculum and teacher education program. This study suggests implications and future directions for teacher education, more contextualized teacher preparation programs and balanced connection to the K-12 curriculum.

• Journal of the Korean Society of School Health
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• v.18 no.2
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• pp.105-119
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• 2005

Purposes： This study was to examine the effects of empowerment education programs on empowerment and mental health in high school students. Methods： This study involved a nonequivalent control group pre-test and post-test design. The subjects for this study consisted of 421 high school students who attended two general high schools in Busan. The 211 students in the experimental group received empowerment education training, while the 210 students in the control group did not. The data were collected from March 2, 2004 to July 20, 2004. The empowerment education program consisted of 17 separate 50-minute sessions. The questionnire was developedby authors and revised it based on experts' advice. SPSS 11.0 program was used to analyze the data. Chi-square test and t-test were used to test the homogeneity of general characteristics and dependent variables. Student's t-test was used to evaluate the differences between the experimental group and control group after the treatment. Results： Just as we hypothesized, the experimental group exhibited higher empowerment scores than the control group. For subcategory, Score of self-efficacy and self-esteem increased significantly in the experimental group compared to the control group. However, the score of decision-making ability did not increase significantly. The data failed to support our second hypothesis that the experimental group would have higher mental health scores than the control group. Although the score of self-scale increased significantly in the experimental group compared to the control group, the score of social-support and psychopathology did not. Conclusions： Empowerment education programs are effective for empowerment of high school students. However, such training is effective only for promoting the self scale but not overall mental health. Thus, we suggest the application of the empowerment education program to make high school students aware of their abilities. Furthermore, we suggest the implementation of mental health programs to supplement such empowerment education programs.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.147-168
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• 2012

The results of our study will help develope the education programs for a child-care teacher. The study was conducted to investigate the job request questionnaire. The subjects of the questionnaire were 257 people who are teachers, directors of child care centers and students. Frequency analysis, t-test, Chi-square, ANOVA, and Sch$\acute{e}$ffe were used to analyze the questionnaire as statistical tools. Firstly, public child care centers positively recruit teachers who graduate from college and consider their ability and sincerity to be the most important factors. Secondly, directors and teachers in public child care centers tend to consider preparing education, advice with child's parents, and managing facility the most important duties. Based on the results, the development of the education program will be focused on the child care field.

• Korean Journal of Community Nutrition
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• v.10 no.5
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• pp.654-667
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• 2005

To survey the different view points about food service programs among parents and teachers, 2 types of questionnaires, which consisted of attitude, perception, satisfaction and demand of the food service program in child education centers, were used. The data was collected from 2450 parents and 450 teachers who attended a child education center in 16 provinces, nationwide. SPSS was used for descriptive analysis and ANOVA test and $X^2-test$. The frinding results were as follows. 1. The average serving size of meal (lunch) were 80 meals per day and 167 meals per day at large institutions. Mean cost of snacks was 14,709 won per month and mean costs of lunch were 29,319 won per month. The mean price was not significantly different according to the scale of institution. The numbers of servings of lunch, morning snack and afternoon snack were 5, 3.4 and 3.5 times per week each. $56.4\%$ of the institutions served meals to children in classrooms, but the national/public institutions, which were attending elementary school, served meals in a dining place in the elementary school. 2. Teacher controlled serving portion size of snacks $(79.6\%)$ and lunch $(88.8\%)\;and\;30.1\%$ of teacher did not allow leaving lunch food. The ratio of knowing about preserved meals of the teacher who worked at a small institution was significantly higher than the teacher who worked at large institutions (p<0.01). 3. Between parents and teachers, several different view points about school lunch programs were detected. Most parents and teachers wanted that the school lunch to be fully cooked and served at the child education institution itself, but $12.2\%$ of parents and $14.4\%$ of teachers wanted a catering service. The teachers group preferred 'lunch box from home' and 'home partially prepared lunch' as an ideal meal serving type than the parent groups (p<0.01). And there were significantly different view points about price factors in school meals, teachers group highly answered that operating expenses must be added in meal prices. 4. The teacher groups' priorities of education activities during meal time were a significantly lower score than parents group in overall education activities. Teacher and parent groups pointed out that individual sanitation activities were most important of the education activities during meal time, but promoting good eating habits was the lowest score in both groups. 5. 'Improving taste and food quality' was most urgent in food service at child education centers, but there were significantly different view points between parent groups $(64.5\%)$ and teacher groups $(43.8\%)\;(p<0.05)$. They answered at a lower percent in 'employee qualified person' and 'cost control' point to improve food service, but there were also different opinions between the two groups (p<0.01). 6. As to the matter of the advantages and disadvantages of catering services, two group answered that the advantages of a catering service were 'convenience' and 'to solve facilities and labor problems', disadvantages were 'lower in food freshness' and 'sanitation problems'. There were also several different view pionts in catering services, the parents groups were more anxious about food sanitation than teachers. This study found several different view points about school food services among parents and teachers. To improve food services at child education institutions, there is a need to adjust the differences between the two groups through interactive communication channels and education and to employ dietitians as taking charge of adjusting roles between the two groups.

• New Physics: Sae Mulli
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• v.68 no.11
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• pp.1240-1248
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• 2018

This study examined teachers' perceptions about the components of the teacher's capacity according to the 4th industrial revolution. This study involved 100 elementary school teachers: 26 with less than 5 years of educational experience, 24 with more than 5 but less than 10 years, 25 with more than 10 but less than 20 years, and 25 with more than 20 years. From the results of recognition analyses of six competence components, 'Knowledge and application ability of knowledge information', 'ability to appropriately study content', 'collaboration ability among school members', 'ability to maintain relationship', 'value and attitude required for community', 'ability to communicate with others' were found to be important for teachers. The result of analyzing the importance and the retention of each competency element showed that the recognition difference according to the education career and the degree of retention was insufficient compared to most important competence component. Thus, in-service education and training programs must reflect the competencies required by actual teachers in education and education-teacher training institutions.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.635-652
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• 2016

This study investigated operation plan for the Cyber Bridge Program based on the survey from teachers of science high schools. Teachers were found to be thinking it positive that cyber programs can be operated free from the time and spatial restrictions. They thought that teacher interactions are hard to occur and teachers' role in learning is limited as well. Also, the geographical, physical, and socio cultural minorities might have benefits from cyber programs either as regular programs or the before entrance programs. Therefore, the detailed plans are needed. Most of all, since the educational contents are the key for the programs, we suggested some contents categories and developmental criteria. As a result, the developments of high quality contents and financial supports for the successful Cyber Bridge Program are essential.

• Journal of Korean Public Health Nursing
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• v.37 no.2
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• pp.193-204
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• 2023

Purpose: This study was undertaken to identify the association between CPR knowledge, attitude, and teacher efficacy on the performance confidence of CPR. We further investigated methods to enhance the performance ability of CPR among elementary, middle, and high school teachers. Methods: The study design was a descriptive survey conducted from October 15 to December 31, 2022, enrolling 155 elementary, middle, and high school teachers. The data were analyzed by applying Multiple regression, Pearson's correlation coefficient, one way ANOVA and Scheffé test using the SPSS/WIN 23.0 program. Results: The performance confidence of CPR among elementary, middle, and high school teachers showed a significant positive correlation with CPR knowledge (r=.49, p<.001), CPR attitude (r=.26, p<.001), and teacher efficacy (r=.25, p=.002). The factors affecting performance confidence in CPR were CPR knowledge (β=.49, p<.001), gender (β=-.26, p<.001), CPR attitude (β=.20, p=.003), health status (β=.14, p=.038), and teacher efficacy (β=.14, p=.032); these factors explained 40.5%. Conclusion: Results from the study indicate that performance confidence of CPR can be enhanced by providing frequent education on CPR knowledge and attitudes. Moreover, educational programs will aid in maintaining good health and enhance teacher efficacy.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.2
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• pp.281-290
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• 2019

The aim of this study is to explore the status and tasks of selecting, expanding, and supporting the gifted teachers to efficiently manage the gifted education. This study addresses that the ratio of applications for new teachers is lower and the current teachers are aging in primary school. In addition, it points out that the ratio of new teacher applications and teacher acquisitions compared to the number of teachers hired for middle school were lower. The gifted teachers are basic in their classes and work at regular schools, and they suffer from considerable exhaustion and a lack of time because of other gifted work. As a result of these discussions, it has shown the need for substantial improvement and supplementation such as school hours reduction or reinforcement adjustment, complete support for research society, invitation professional teachers other than current ones, and friday after school classes for the gifted teachers should be encouraged to work passionately. For professional development, if the positive perception and results of gifted education from the interactions between general education and gifted education be formed, and the education programs for gifted teachers be expanded, they will also contribute to the overall improvement in the quality of our education.