• Journal of the Korean Home Economics Association
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• v.48 no.1
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• pp.137-161
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• 2010

The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the following of 7 regions: Chungnam, Busan, Incheon, Daegue, Jeonbuk, Gyeongbuk, and Gwangju. Collected data were subjected to descriptive analysis, $x^2$-test, t-test, and one-way ANOVA using SPSS(version 14.0). The results of this study are as follows. Culinary practice interest and learning demand of most students were high. 6.8% of students indicated that initial theory learning, followed by video education, and finally live demonstration is an effective teaching methodology. They preferred practicing on actual ingredients as the primary teaching and learning method, nominating technician cooking as the most favorite. As for areas needing improvement in culinary practice education, difficulties with material preparation and insufficient learning hours were identified as prominent factors by 66.8% of respondents. There was unanimous agreement that culinary practice education can be enhanced by highly skilled teachers, while interest for the discipline itself can be fostered by initiating and encouraging cooking participation in the home. Freshmen and special high school students suggested that a cooking related website is necessary to expand the current information interface, which is currently limited to colleagues and employers. In relation to culinary education revitalization, consistent promotion of departments, or high schools that have proven student satisfaction rates and effective culinary curriculum are required. Furthermore, teachers can also aid this process by more effective student pastoral care in order to improve school life satisfaction. However, teacher job satisfaction is an important component of this process, and better employment conditions and remuneration packages reflecting extra work must be considered as part of an attractive teacher-incentive employment policy.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.123-143
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• 2018

Objective: The purpose of this study was to investigate daycare center director's awareness of male teacher recruitment and need for effective male teacher recruitment. Methods: To this end, eight directors of child care centers with male teachers were selected as subjects of study. The data collection method was applied to the Focus Group Interview method, and a four interviews were conducted for two to two and a half hours. Results: After the interview data was analyzed, the contents were categorized into two major themes and six sub themes in awareness of male teacher recruitment by director of daycare center. The two major themes were (1) A vague fear of upcoming difficulties (2) The light and darkness of male teachers in the organization culture of childcare. Looking at the results, in a vague fear of upcoming difficulties theme includes administrative disadvantages, gender-related social atmosphere, and uncertainty about their role performance. Second, in the light and darkness theme includes women-centered organizational culture and adaptation, the vision of child care sites, and the role of male teachers at childcare sites. Next the contents were categorized into one major theme and four sub themes in need for effective male teacher recruitment by director of daycare center. The major theme was a male teacher's way into the daycare site, and sub five themes were expanding opportunities for child care experience and practices, a shift in the perception that it's not a man, it's an individual problem, maximizing the strengths of men, and improving the system. Conclusion/Implications: Based on these results, several specific implications of need for effective male teacher recruitment were suggested.

• The Journal of the Korea Contents Association
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• v.15 no.7
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• pp.601-617
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• 2015

This research has the meaning to be the basic help for the study of the qualification system for cultural artistic education teachers, and it is to recognize the importance of the qualification system for cultural artistic education teachers which has been developed from the teachers' pool system to the present cultural artistic education teacher system and to find the more systematic development plan. Thus, focusing on the advanced researches and materials regarding the cultural artistic education teachers, this research is to discover the economical, social and educational values and the plan to solve the present problems. And as a result of this research, it suggests the development plans for curriculums and training course, qualification and employment, field experiences, working conditions and treatment of the cultural artistic education teachers.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.29-49
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• 2017

The purpose of this study is to analyze the characteristics and implications of the quality management policy through teachers' entire life in Japan case study. This article composed of four chapters; Implication and problem situation, Backgrounds and streams of the japanese teacher reform policy, Characteristics of the main policies about managing the teacher's quality through their life, and Conclusion(Japanese characteristics and the suggestion for Korea). The main quality management policy means the various teacher recruitment and selection system, Merit system of personnel management, Effective management of a system for teachers performing unsatisfactorily, Professional development for teachers with new and 10 years' experience, and Teacher Certificate Renewal System every ten years. The method of study composed of the literature search and interview. The System Analysis[input-process-output-feedback] is used as a model of the analyze the policy process[backgrounds & T.O-quality management system-japanese teacher's reaction & implications to korea] The Central Council for Education(CCE;2012.8.28) has released "An Outline of Measures for Comprehensively Improving the Quality and Ability of Teachers throughout their career". This report can be regarded as a blueprint for the teacher reform policy in japan. As a conclusion, Ten lessons is proposed for the Korea policy improving the quality and ability of teachers(training, employment, and development).

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.527-536
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• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

• Journal of the Korean Home Economics Association
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• v.35 no.3
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• pp.287-305
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• 1997

The purpose of this study was to analyze a causal effect on the housewife's leisure activity participation, leisure expenditure and leisure life satisfaction. Data was collected 249 housewives in Pusan. Data were analysed using descriptive statistics, one-way Anova, multiple regression, Pearson's correlation and path analysis. The main findings of the research were as follows: First, there were significant differences in leisure activity participation according to socio-demographic and economic variables. Physical type showed significant differences when housewife was 30's and unemployed, size of family was 3 and 4, age of the lastborn child was under 6, occupation of husband was professionals and technicians, educational attainment of housewife was under highschool graduate, pattern of housing was collective, income was higher. There were significant differences that occupation of husband was professionals and technicians, educational attainment of housewife was over junior college graduate, pattern of housing was collective, income was higher in self-developing type. restful type showed significant differences when housewife was 40's, age of the lastborn child was under 13-18, educational attainment of housewife was under highschool graduate. There were significant differences that housewife was unemployed in home-oriented type. There were significant differences that housewife was 30's and unemployed, size of family was 4, age of the lastborn child was under 6, occupation of husband was market and sales worker, educational attainment of housewife was over junior college graduate, pattern of housing was collective in time-spending type. Second, there were significant differences in leisure time, leisure expenditure and leisure life satisfaction according to socio-demographic and economic variables. Leisure time showed significant differences when housewife was unemployed, age of the lastborn child was under 13-18, occupation of husband was service, educational attainment of housewife was under highschool graduate, income was higher. Leisure expenditure showed significant differences when housewife was 30's, size of family was under 3, age of the lastborn child was under 6, occupation of husband was senior officials and manager, educational attainment of housewife was over junior college graduate, pattern of housing was collective, income was over 5,000,000 won. There were significant differences that housewife was unemployed in leisure life satisfaction. Third, casual effect was path analysed according to path model. Employment and unemployment of housewife, income and occupation of husband (product & transport equipment operator) had an effect on phycial type. Age of housewife, employment and unemployment of housewife and occupation of husband (product & transport equipment operator) had an effect on children-concerned type. Age of housewife had an effect on social-concerned type. Education of husband, income, age of lastborn child and occupation of husband (professor and teacher) had an effect on self-developing type. Age of lastborn child, employment and unemployment of housewife and occupation of husband(product & transport equipment operator) had an effect on children-concerned type. Age of lastborn child and children number had an effect on religious-social type. Employment and unemployment of housewife had an effect on home-oriented type. Age of housewife, education of husband had an effect on time-spending type. Restful type, employment and unemployment of housewife, and occupation of husband(service) have an effect on leisure time. Income, leisure time, self-developing type, children concerned type and occupation of husband(senior officials and manager) had an effect on leisure expenditure. Leisure expenditure, self-developing type, employment and nemploymentof housewife, income had an effect on leisure life satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.379-384
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• 2021

Despite the numerous graduates being produced in practical music and history, which have not been shorter than 30 years, the employment of students remains an unsolvable task. Most graduates are employed by private institutes as music instructors or got involved in band activities, which are non-regular work and not stable. The rapid development of K-pop along with national strength has changed our lives as well. As a result, the cultural and artistic fields, which were previously recognized only as luxury, have rapidly become popular. In the form of learning, internalized and experiencing, not just watching has a huge impact on improving the quality of our lives. This is reflected in national policies including the operation of cultural arts, education programs in elementary, middle, and high schools, and art programs designed to improve the welfare of residents at local community centers. It is time to expand its job-horizon to the relevant fields, and thus focus on promoting programs related to obtaining certificates to help our students find jobs. In addition, the government should create a course for music teacher certification in the field of practical music that differs from the current music teacher certification of secondary schools. It is very urgent to establish the teaching course in four-year universities or graduate schools of practical music education.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.615-623
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• 2013

The study is conducted as basic research to verify professional expertise and abilities of native English teachers who are teaching in Korea in objective and scientific ways. It aims to introduce a qualification certificate system which seeks to measure qualification by abilities, and to boost professionalism and morale, and finally, contributes to reinforcement of public English education in Korea. Therefore, this basic study is on the 'Practical use of native English teachers and general analysis.' The study seeks to evaluate the management system of English native teachers and find ways to improve it. Also, it is expected that this research would practically contribute to the development of Korean English education.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.25-45
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• 2020

Objective: The purpose of this study is to explore daycare-center director's perceptons of recruitment and to understand how hire beginning teachers. Methods: One hundred twenty-five directors of daycare-centers in Seoul, Incheon, and Gyeonggi-do Province answered a questionnaire that was developed by researchers. The results were analyzed by frequency analysis, descriptive statistics and multiple response analysis through SPSS 18.0. Furthermore, 17 of the directors that participated in the study were given individual interviews by qualitative methods for research. Results: First, 56.8% of the directors felt difficulty to employ beginning teachers because of 'lack of information about them' and 'uncertainty of practice capability.' On the other hand, other directors of daycare-centers said that they hire them for 'high acceptance' and 'operational efficiency of the daycare-center.' Second, the main way to recruit teachers for daycare-centers is open recruitment, and through recommendations of acquaintances or through colleges in relevant fields. Professional talent and personal characteristics were important selection criteria for recruitment, and daycare-center directors used interviews, résumés, cover-letters, and demo classes for the hiring process. Primarily, most directors select candidates through résumés and cover-letters, and the final selection is completed by conducting interviews. Conclusion/Implications: In conclusion, this study can be useful to prepare beginning teachers for employment and for educating applicants.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.195-215
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• 2000

Illinois issues the following standard teaching certificates : Early Childhood (birth-grade 3), Elementary (grades K-9), High School (grades 6-12) Special (grade K-12), School Service Personnel, and Administrative. Any of the preceding certificates can be issued on a provisional (maximum of two fiscal years) basis to qualifying individuals. Other certificates issued are : Substitute, Provisional Vocational, Temporary Provisional Vocational, Part-Time Provisional, and General. To obtain an Early Childhood, Elementary, High School, or Special certificate in Illinois, you must either complete an approved teacher education program or be an experienced, licensed teacher seeking a subsequent certificate through transcript evaluation. You must meet all other requirements for the particular certificate you are seeking, For school Service Personnel and Administrative certificates you must have completed a state approved program before you may apply. The Standard Elementary Certificate, High School Certificate, and Special Certificate are valid for four years for teaching. These certificates may be issued to graduates with a bachelor's degree from a recognized college who have successfully completed the required certification examinations and who present certified evidence of having earned credits. All individuals receiving certificates must be of good character and in good health, and be at least 19 years of age and a citizen of the United States or legally present and authorized for employment.