• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.87-100
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• 1997

The purpose of this study were to investigate and no investigate and to compare perceptions of home economics teachers and educators regarding home economics student teaching pratice, thereby to provide fundamental information for improving home economics student teaching pratice. The specific objectives of this study were at follows. 1. To determine and compare the perceptions of home economics teachers and teacher educators regarding the importance and achievement of (1) the objectives of student teaching, (2) the experiences of student teaching, (3) procedures for selecting cooperating teachers, (4) roles and responsibilities of cooperating teachers, and (5) roles and responsibilities of university supervisors. 2. To identify problems and revisions about home economics student teaching pratice suggested by home economics teachers and teacher educators. The subjects in this study included 90 home economics teachers in 500 girls’middle schools and 13 teacher educators in 21 universities with home economics education department in Korea. For this study, the Habedi’s instruments were used through testing validity and reliability. The data of this study were analyzed by using mean, standard deviation, t-test, and content analysis. The results of this study were as follow；1. The areas with the difference of perceptions of the importance between the two groups were objectives of student teaching, experiences of student teaching, procedures for selecting cooperating teachers, and roles and responsibilities of cooperating teachers. 2. Regarding problems about home economics students teaching practice, home economics teachers indicated difficulty in performing adequate student teaching because of reduction in class hours, and lack of student teachers’positive attitude in performing student teaching, while teacher educators indicated having reluctancy of cooperating school to admit student teachers, and difference in experiences of student teachers because of disparity among cooperating schools. As solutions about the problems of home economics student teaching practice, home economics teachers suggested that student teaching course should be limited to the students qualified for teaching and that class observation and teaching practice in real class should be emphasized, while teacher educators suggested that student teaching should be performed adequately by providing institutions to control student teaching practice teacher should be made efficient by examining the scales of cooperating schools.

• Korean Journal of English Language and Linguistics
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• v.1 no.2
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• pp.227-242
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• 2001

It is noted that although the current state of development of web-based English education (hereafter referred to as WBEE) might not meet the criteria some educators have set for themselves in the field, students certainly seem to prefer studying in a web-based and computer-assisted learning environment. This kind of demand is fueling the drive to develop more suitable variations of WBEE. In order for WBEE to work out, a teacher should be a multifunctional type of instructor handling responsibilities such as the role of scriptwriter to create text, act as technician for the sound mixing and recording, preside over online chat rooms and discussion boards, and finally, as webmaster to maintain the site and supervise all academic/ clerical work related to the course. Therefore, it is suggested that WBEE be accompanied by a small personnel to divide the labor and lessen the burden on the actual teacher. Finally, it is noted that the traditional relationship between students and teacher may no longer be sustainable since WBEE does not provide the face-to-face style of class discussion and office hours in its current form. Until the technology is fully developed to compensate for these kinds of differences, it is an immediate challenge to provide other more compelling reasons for students to participate in WBEE.

• Journal of the Korean Society for Library and Information Science
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• v.36 no.1
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• pp.127-143
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• 2002

The author describes the reasons why fantasy literature is more useful for reading guidance than realistic fiction. The activities of the human brain are in accordance with the activities of creating fantastic stories. She explains that the characteristics of creativity. according to the findings of psychologists and neuroscientists, are inherent in the activities of the human brain which is integrating information. These properties of information integrating are strongly immanent in fantasy literature. Fantasy literature provides the brains of readers with opportunities to integrate information because of its heterogeneity, for fantasy literature includes both realistic and unrealistic characters and settings comparable to those of realistic fiction. Also fantasy literature appeals to the curiosity and interest of young people, so students easily pay attention to it. Therefore, the author recommends that teacher-librarians use fantasy literature for reading guidance for students. In order to achieve successful reading guidance at school libraries, the author recommends the following. 1) A school library should have teacher-librarians who are well grounded in literature. 2) School authorities should elevate the teacher-librarian’s status to the same level as that of other teachers and create conditions such that teacher-librarians can best carry out their responsibilities. 4) It is necessary that a variety of lesson plans be developed for use by teacher-librarians.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.713-723
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• 2008

Science teaching-anxiety and science teaching-efficacy are influential factors in teachers' teaching practices and behaviors. In order to encourage elementary teachers to do better teaching practice, this study identified factors that have caused teachers' science teaching-anxiety, developed an instrument measuring science teaching-anxiety, and investigated the relationship between science teaching-anxiety and science teaching-efficacy. In addition, we attempted to suggest practical implications to enhance teachers' confidence in science teaching. The guiding research questions were 1) which factors affect science teaching-anxiety level of the preservice elementary teachers, and 2) how each factor of science teaching-anxiety is related to science teaching-efficacy. The subjects were 133 Korean preservice elementary teachers (57.1% were female) in a large city. The data sources included teachers' responses to three paper and pencil questionnaires: State-Trait Anxiety Inventory (STAI), Science Teaching-Anxiety Questionnaire (STAQ), and Science Teaching Efficacy Belief Instrument (STEBI-B). To clarify the science teaching-anxiety, we specified it into six factors: trait anxiety about nature of science and science teaching, state anxiety about instruction, science activities, student assessment, and professional responsibilities. The results indicated three significant aspects of science teaching anxiety and efficacy. First, their level of anxiety about professional responsibility and science teaching was relatively high among six factors. Second, there was a negative correlation between science teaching-anxiety and science teaching-efficacy. Third, trait anxiety about science teaching is the most influential factor for science teaching-efficacy while state anxiety about instruction and professional responsibilities were followed.

• The Journal of Korean Physical Therapy
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• v.4 no.1
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• pp.69-78
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• 1992

The purpose of this survey is to grasp the special school therapeutic education teachers, stress degrees in the real educational fields, and to campare the different stress degrees by the teaching responsibilities, by set by age, by the careers of special teaching profession, by his or her assiduity by the academic careers and teacher qualification, and by the reasons of stress. To perform this survey, the writer analyzed the answer sheets of the questionnairs returned by 85 special school therapeutic education teachers all over the country. The results of the analysis are as follows: First, the mean value of stress by the whole teachers was shown as endurable, and there was no difference among stress towels by the teaching responsibilities. As for the ratio of teachers confronted with the dangerous level of stress. the teachers taking charge of feebleminded school teachers the highest ratio, and those charging of deaf & dumb school teachers, the lowest. Second, the comparison by age didn't result in any difference, but in the relation of age to the handicap division there appeared meaningful differences. That is in the case of the therapeutic education theachers charging of crippled school, it revealed that the older they were, the more stress they suffered. In the case of the teachers charging of visually deaf & dumb school the tendency was opposite. The comparison by the special teaching profession careers, there showed no difference in the stress degree. The high or low academic careers didn't make any influence on the therapeutic education teachers stress degree. Third, The revealed on the highest stress degress, because reasons of relation the student's parents with students behavior.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.4
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• pp.5-25
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• 2022

The purpose of this study is to analyze the duties and competencies of the teacher librarian required by schools as consumers to operate the curriculum, and to suggest ways to improve their professionality. To this end, the duties and competencies included in 20 job advertisements posted by IB schools to select teacher librarians were analyzed based on the IFLA School Library Guidelines. As a result of the analysis, it was found that the duties and competencies of IB schools are based on the IB curriculum guidelines and this guideline is based on the educational philosophy and learner image that IBO curriculum aims. And the job that schools want the most from the teacher librarian is teaching through library collection management and collaboration, and the main competencies for this are communication and collaboration skills, teaching-learning·curriculum·education design and operation, and digital & media literacy. The results of this analysis show that the professionalism should be based on the vision for the educated person and learner capabilities presented in the curriculum. Based on this results, in this study the ways for developing teacher librarians' professionalism were presented in the following aspects. First, including the educational responsibilities of the school library in the Arrangement and Implementation Guideline of National Level Curriculum. Second, Classifying human resources' duties through revision of the Enforcement Decree of the School Library Promotion Act. Third, reorganizing of basic courses to acquire teacher librarian qualifications and introducing a demonstration of collaborative teaching in the eduactional practice and the certification examination.

• Journal of the Korea Safety Management & Science
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• v.14 no.4
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• pp.125-136
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• 2012

In most child-care facilities, homeroom teachers take the responsibilities for safety education, which has been conducted in class hours on a regular basis. It was found that most homeroom teachers are lacking in teacher training opportunities, and the younger they are, the less training experience they get. Teachers with fewer teaching careers had a greater interest in safety education and training courses. In addition, homeroom teachers have been utilizing monthly toddler magazines as a method to acquire knowledges for safety education and prevention of safety accidents. The safety accidents which have most frequently occurred in care-care facilities turned out to be stumble and tear, and infants aged 3 years or younger were found to be easily exposed to the safety accidents mainly due to the frolic between peers during the free-choice activity time. The homeroom teachers recognized only traffic safety education among the range of safety training courses, which varied depending on teaching career such as traffic safety education and indoor/outdoor safety environment training, etc. In addition, it turned out that the safety training methods were limited to the utilization of discussion techniques, role-playing, description and demonstration.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.373-390
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• 2011

The purpose of this study is to find out the role and responsibilities of coordinators for gifted classes in Korean schools, by examining the role and responsibilities, and qualifications of coordinators' at gifted classes in America and England. To do this, first, we examine the tasks and role of Korean gifted classes in elementary and secondary schools. Then we look into the coordinators of gifted programs of public schools and university programs in America and England. The coordinators of America and England are experts in gifted programs who have understanding and knowledge on gifted education, and they work for everything regarding gifted programs, such as designing the gifted education program, dealing documents regarding gifted programs, and assisting school personnel in the identification, development, teaching and evaluation of gifted students. The coordinators are the most important and core person in gifted programs. However, in Korean school, the role of coordinators is one of the school tasks of which any teacher has to take charge and there is no regulation on the qualification of coordinators. Therefore we suggest to set up the regulations of qualification, role and responsibilities of gifted programs' coordinators, by understanding that the role of coordinators is important.

• Journal of Korean Library and Information Science Society
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• v.48 no.2
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• pp.23-51
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• 2017

This study aims to analyze and compare the components of school library laws of Korea and Japan. The laws of two nations were legislated by the members of the National Assembly, and NGO contributed significantly to the legislative process. The common parts of the two laws are objectives, definitions, responsibilities of nations, establishments, tasks, human resources, collaborative networks, and education, etc. For the task of school libraries, Korean law emphasizes the function of education, while the Japan law focuses on the basic duties of school libraries. In terms of human resources, school libraries in Korea can have a teacher librarian, a practice teacher, or a librarian, but in Japan, they can have either a teacher librarian or a school librarian. The Korea law specifies the aspects of facilities and materials, but the Japan law does not. Finally, for the educational role, the Korean libraries have reading and information literacy training that are parts of school curriculum, while the Japan libraries have only a library use guidance program and does not include reading education.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.513-520
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• 2024

This study investigates the changes in teachers' roles as the impact of AI on school education expands. Traditionally, teachers have been responsible for core aspects of classroom instruction, curriculum development, assessment, and feedback. AI can automate these processes, particularly enhancing efficiency through personalized learning. AI also supports complex classroom management tasks such as student tracking, behavior detection, and group activity analysis using integrated camera and microphone systems. However, AI struggles to automate aspects of counseling and interpersonal communication, which are crucial in student life guidance. While direct conversational replacement by AI is challenging, AI can assist teachers by providing data-driven insights and pre-conversation resources. Key competencies required for teachers in the AI era include expertise in advanced instructional methods, dataset analysis, personalized learning facilitation, student and parent counseling, and AI digital literacy. Teachers should collaborate with AI to emphasize creativity, adjust personalized learning paths based on AI-generated datasets, and focus on areas less amenable to AI automation, such as individualized learning and counseling. Essential skills include AI digital literacy and proficiency in understanding and managing student data.