• Journal of Korean language education
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• v.29 no.1
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• pp.109-137
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• 2018

The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for 'peer coaching', 'peer observation', and 'teaching portfolios' among reflective teacher education programs. Lastly, many respondents selected 'development and utilization of teaching materials', 'encouraging learner's utterances', and 'leading learner's interest and motivation' as sub-elements of teaching professionalism that they wish to improve through teacher re-education.

• Korean Journal of Child Studies
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• v.28 no.1
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• pp.95-113
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• 2007

This study used qualitative methods to understand kindergarten girls' perception of block play and to devise teacher strategies for encouraging block play for girls who had not participated in block play. Results showed that girls preferred art and home-dramatic play over block play. Girls' preference not to play with blocks was based on harassment by boys and confusion about how to build with blocks and the fact that pride in block structures could not be communicated to their parents at home. Consequently, a girls-only block play area was designed with appropriate accessories along with presentation of some Polaroid pictures. Results were that girls enjoyed block play and made ingenious block structures.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.67-74
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• 2022

This study was investigated the perceptions of play and play support in the 2019 revised Nuri curriculum of childcare teachers. A questionnaire survey was conducted and 259 childcare teachers form K city and J province randomly sampled were selected as final research subjects. The collected data was analyzed descriptive statistics and analysis of variance using the SPSS 24.0 program. The results are as follows: First, childcare teachers' perception of play was high, whereas the perception of the difference between laissex-faire play and play permissiveness was the lowest. perception of childcare teachers about play management in the 2019 revised Nuri curriculum was also high. The perception of play management according to the play perception level of childcare teachers were a signficant difference. And it was found that higher the childcare teacher's level of perception of play, the higher the level of perception of play management. Through this study, we intend to provide basis data for childcare teacher education that will lay the foundation for the successful settlement of the 2019 revised Nuri course play-centered.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.1-15
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• 2018

The purpose of this study was to determine if teachers' perception of professionalism, teaching intentions, and the quality of teacher-child interactions differed by teachers' education and career and how those variables were associated with one another. It was conducted in 50 teachers who were in charge of two- to five-year-olds at 22 national/public, private, and employer-supported childcare centers in Seoul and Gyeonggi Province. Arnett's (1989) Caregiver Interaction Scale (CIS) translated by Choi and Shin (2015) was used to measure the quality of teacher-child interactions, and the Current Status and Self-Desire for Professional Competence scale developed by Wang (2005) and translated and revised by Jeong (2016) was used to measure a teacher's perception of professionalism. The Teaching Intention Scale (TIS) developed by Wilcox-Herzog and Ward (2004) and translated and revised by the researcher was used to measure teaching intentions. The researcher and the research assistant personally visited the centers to observe the teachers for the quality of teacher-child interactions and a questionnaire for teachers was used to determine a teacher's perception of professionalism and teaching intentions. For data analysis, t-test and Pearson's product-moment correlation analysis were performed on the basis of the questions. The results of this study can be summarized as follows: First, the quality of teacher-child interactions differed insignificantly by education or career. Second, teacher's perception of professionalism differed significantly by teachers' career but differed insignificantly by education: the longer career, the better perception of professionalism. Third, teaching intentions differed insignificantly by education or career. Fourth, teachers with better perception of professionalism showed higher quality of teacher-child interaction. Fifth, The higher level of teaching intentions teachers showed the more sensitive interactions they made with children.

• Journal of Korean Home Economics Education Association
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• v.14 no.2
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• pp.1-14
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the Perception and needs of the teachers from the perspective of the curriculum content. professionalism of the teacher realistic operations of the school . and the administration of the school system. The results obtained from the research are as follows : 1) The background knowledge and characteristics of the two curriculums are different. and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher. 2) The issues that were most serious to teachers were professionalism of the teacher. qualification of the teachers. and teaching method. Also the teachers lacked in confidence in teaching and the curriculum itself. 3) In regards to qualifications of the teacher the teachers requested that teachers should have single qualification in 'Technology(or Home Economics)'or dual qualifications in both 'Technology' and 'Home Economics'. As for teaching methodology responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be Put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into two subjects.

• Journal of Science Education
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• v.47 no.1
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• pp.88-106
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• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.246-259
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• 2013

The principal purpose of this study is to analyze school organizational culture in secondary school in Busan. This study measures background variables such as gender, teaching experience, classification of school, grade of school, and scale of school. The results of the study are as follows : First, to see the difference on the perception of organizational culture depending on gender, female teachers have a stronger sense of professionalism, community spirit and consideration than male teachers. Second, to see the difference on the perception of organizational culture in terms of teaching experience, teachers who have more than 21 years of teaching experience have a more positive perception on decision-making and consideration than those who have 11~20 years of teaching experience. Third, to see the difference on the perception of organizational culture according to classification of school, public schools have a more positive perception on every item such as professionalism, decision-making, community spirit, and consideration than private school. Fourth, to see the difference on the perception of organizational culture in terms of classification of schools, secondary schools have a more positive perception on professionalism and community spirit than high schools. Lastly, as it is seen in the difference on the perception of organizational culture depending on scale of school, schools which have 13~35 classes have a more positive perception on professionalism than others.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.144-151
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• 2019

The purpose of this study was to investigated of the pre service teacher's information availability and concern and perception of coding education for young children. The subjects were 230 pre service teacher attending a A college micro politan city Questionnaires. The collected data were analyzed by ANOVA and Pearson's correlation coefficient analysis with SPSS Program. The results were as follows: First, the pre service teacher's information availability was smart phone usage levels that the most of all and the next was computer usage levels. Concern of coding education for young children that consequence concern was the highest and the next that collaboration concern, personal concern, information concern, refocusing concern, management concern. The other side unconcerned was most of least. Perception of coding education for young children that necessity perception, content perception, environmental perception was the over of mean. But operational perception was the low. Second, The information awareness, smart phone usage levels as each domain of information ability, usefulness of use was positively associated with Personal concern. But the information ability were negatively correlated with management concern. The information awareness was associated with necessity of coding education. The useful and ease of use of education were positively associated with content coding education.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.778-788
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• 2013

The purpose of this study was to examine the change of the beginning science teachers' perception change through the mentoring program. Participants in this study were four mento-teachers, one university professor, two teachers in doctor, two teacher in doctor's or master's course, and four mentee-teachers who had less than three years teaching experience. We performed five times one to one mentoring for a year. We collected data such as video recordings of mentee-teacher's classes, lesson plans, recording of one to one mentoring and transcription, mento and mentee journals, preliminary-interim-post interview and transcription, and RTOP class observation report. Based on the result of this study, five times mentoring over a year changed mentee-teacher's perception and their teaching practice.

• School Mathematics
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• v.13 no.2
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• pp.245-266
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• 2011

In this study, we surveyed on the 3rd and 4th grade teachers' perception and teaching practices towards open-ended question in the elementary mathematics textbook in the revised 7th curriculum. According to the result, teachers understood the purpose of open-ended question in general, but they recognized some problems in terms of open-ended question itself, difficulties found when they dealt with open-ended question in their classes, teacher's guide and teacher training. This research suggests ways of improvement of open-ended question on the basis of the survey results.