• Educational Technology International
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• v.10 no.2
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• pp.1-27
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• 2009

Technology use can dramatically enhance teachers' performance in teaching and administrative tasks. An Electronic Performance Support System (EPSS) is a versatile tool that could provide just-in-time and on-the-job training when teachers need it. In order to design an effective EPSS for teachers, it is critical to identify their needs. This study used interviews to identify teachers' needs for technology by asking them about their workloads, the difficulty and time demands of tasks, and useful technologies. The implications of the findings for the design of an EPSS are discussed, including the necessity of an adaptive design of the EPSS.

• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.229-259
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• 1989

The school library plays very important and central role for the fullfillment of educational objective in the process of implementing the school curriculum. And the media specialist known as teacher-librarian is. primarily responsible for the successful operation and effective management of the media center. It is true that effectiveness of the school library depends greatly on the cooperative coordination among teacher-librarian, teacher and principal in addition to the strong support and effective supervision of school district authority, specifically, supervisor of school library program. The successful program therefore is influenced by their perception of the teacher-librarian's role. The purpose of this study was to investigate the teacher-librarian's. educational role perceived by teacher-librarian, teacher, principal and school district supervisor. A standard task model describing both the management and educational functions and expectations of teacher-librarian was proposed after studying the relevant current standards of four countries. Serveral hypotheses were made regarding role perception and a survey instrument was designed based on this proposed task model and the results of the literature review to validate the hypotheses. The questionnaires were mailed out and the returned questionaires were analyzed by SPSS computer routine. The major findings are summarized as follows: 1) There was difference of the role perception among teacher-librarian, teacher, principal and district supervisor at the significance level of p<0.001 for both management and educational functions of teacher­librarian. The mean score of the teacher-librarian was highest among four groups and the score for the educational function tasks were lower than that of management function tasks. 2) The positive correlation exists at the significance level of p<0.001 between the role perception and the attitude toward changing social trends such as acceptance of new technology, need for better communication and information. 3) The positive correlation exists at the significance level of p<0.001 between the role perception and the view on the curriculum and teaching method.

• Journal of the Korean Home Economics Association
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• v.48 no.3
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• pp.31-41
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• 2010

This study analyzes the difficulties that student teachers, beginning teachers and experienced teachers face in the field of kindergarten, and urgent support requests. The total of participants was 372 of this number, 122 were student teachers, 118 were beginning teachers and 132 were experienced teachers. The results showed the difference in difficulties and the needed support requests among student teachers, beginning teachers and experienced teachers. Student teachers had the difficulty of time management, but beginning teachers and experienced teachers had trouble due to the nonexistence of assistant teachers. Student teachers required teaching strategies for starting relationships with children within responsibility. Beginning teachers and experienced teachers regarded the plan, practice, and evaluation of a program as the most needed support request. Collectively, the results revealed that expansion of the practice period is necessary for student teachers so that they can gain experience with children, parents, and the children's education institution with various opportunities as a learning course.

• Journal of the Korean Home Economics Association
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• v.43 no.3 s.205
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• pp.91-104
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• 2005

This study was designed to examine the relations of home environment, locus of control, social support and behavior problems of fourth-grade Korean-Chinese children in Yanbian in China. The subjects were 190 children who completed the locus of control and social support scale and their parents who completed the Child Behavior Checklist. T-test, correlation analysis, and multiple regression analyses were conducted. Mother's education level, and psychological and physical environment at home were negatively related to children's behavior problems. The scores of internal locus of control and support from the teacher were negatively related to children's behavioral disturbances. The factors with the greatest contribution to explaining behavior problems of Korean-Chinese children in Yanbian were found to be physical environment at home, internal locus of control, and teacher's social support.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.829-839
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• 2014

This study aims at investigating Korean EFL students' writing strategies through their rhetorical patterns and meaning-making for a writing task in an English writing classroom at a Korean university. The participants were the students and teacher in the course, and the data comprised nine pieces of students' opinion writing and interviews with the teacher. To analyze the data, a 'Claim-Support' pattern was adopted. The findings show that most students, 89%, demonstrated the same or similar elements in the 'Claim-Support' pattern for their textual structures and many parts of the meaning-making in their writing were originated from the textbook. These findings reflect that the students pursued the strategy of 'accommodation' in order to succeed in their academic writing regardless of the teacher's intention which focused on creativity and imagination in writing. The conclusion suggest that the students tend to establish their own ways of strategy to cope with the recontextualized setting for writing in English.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.69-83
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• 2020

The purpose of this study was to identify factors that influenced elementary school teachers in choosing websites that support science teaching and learning. The participants of this study were four elementary school teachers. The data was collected through semi-constructed and in-depth interview. The results of the research are as follows: First, the individual factors that influenced participants to choose a website were teacher's thinking about appropriate science teaching and learning methods and teacher's lack of ability to prepare science lessons. Second, the surroundings factors were the image of the teachers using the website, the formation of consensus, belonging to the peer teachers, and students' preferences and interests. Third, participants chose a website where they could provide ideas for science lessons that are not available in textbooks and instructional materials for all subjects, and see stories and tips related to teaching career. In addition, the website was selected according to whether the developer of science instructional materials was a teacher, whether the materials uploaded on the website were up-to-date, and whether the teachers can learn by themselves to prepare for the science class. Fourth, participants considered the design and interactivity of the website and chose a website that is easy to search for information. Finally, we suggested the implications for building the websites that support science teaching and learning.

• Journal of Industrial Convergence
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• v.20 no.10
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• pp.147-156
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• 2022

The purpose of this paper was to verify the mediated effect of grit in the relationship with the effect of youth social support on aggression. To this end, data from the 2018 Children and Youth Panel (KCYPS) survey were used, and 2,590 first-year middle school students were selected and analyzed. As for the analysis method, Baron & Kenny's regression analysis and Sobel Test were performed. As a result of the main analysis, first, it was found that grit had a partial mediating effect in the effect of parental support, a sub-factor of social support of adolescents, on aggression. Second, it was found that grit had a partial mediating effect in the effect of friend support, a sub-factor of social support of adolescents, on aggression. Third, it was found that grit had a partial mediating effect in the effect of teacher support, a sub-factor of social support of adolescents, on aggression. Based on the above research results, various program development and policy alternatives that can reduce youth aggression and improve grit were suggested.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.33-57
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• 2009

Taking the issues of inequity and power between NES and NNES teachers as a starting point, this qualitative study explores the way the widespread belief of the native speaker fallacy manifests itself in one NNES teacher's teaching life and is linked to the teacher's understanding of herself as an English teacher. Guided by critical applied linguistics (Pennycook, 2001) and using Bourdieu's (1991) theorization of symbolic violence, I conducted an instrumental case study (Stake, 1995) in an ESL writing class at a US university. I collected data through classroom observations and interviews over a nine-month period and analyzed the data using the constant comparison method (Glaser and Strauss, 1967). The findings illustrate the ways the dominant ideology of the native speaker fallacy works to maintain and reproduce the status quo unequal relation between NES and NNES teachers by making all parties involved believe in the artificial sociocultural arrangements that favor NES teachers as legitimate. The findings direct our attention to the importance of critical teacher education that will enable future TESOL professionals to engage in critical reflection on diverse issues and envision transformative change. The findings, in particular, point to the need for language support for NNES teachers in TESOL teacher education.

• Journal of Contemporary Eastern Asia
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• v.19 no.2
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• pp.197-215
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• 2020

Teaching has become a feminized profession, especially in elementary teaching, in which it is regarded as "women's work." Concerns about the "extinction" of men in the field resulted in calls for male teachers. While studies indicate that there is positive discrimination in favor of men (despite the feminization of teaching), it appears that there are also forms of discrimination that work against them. As such this study explored the challenges of being a male in the feminized profession from the perspective of male teacher candidates. Studies in the field of teacher education in the Philippines mainly focus on curriculum and students' academic achievement, hence an inquiry must be done on the plight of male teachers in a gendered profession. A phenomenological study was employed to look into the realities of six male teacher candidates. Findings show that male teachers are: (1) leadership-destined; (2) conflicted; (3) limited; and (4) devalued. The narrative of male teachers in the Philippine education sector reveals the need to revisit programs and policies in professional development and support. Finally, recommendations are made for teacher education programs to guide teacher candidates' experiences towards a more inclusive profession.

• 대한공업교육학회지
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• v.39 no.2
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• pp.19-36
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• 2014

The purposes of this study are to grasp industry vocational subject student-teachers' instruction area, compare cognitive level of cooperating teacher and student-teachers for the importance of instruction area and secure base data required to develop educational practical area of professional teachers in specialized high school. To achieve this, instruction area of instruction teacher in charge of industry vocational subject pre-teacher education was developed by document consideration and expert verification and differences of importance cognition for the area was compared between educational practice insturction teacher and student-teacher. The results are as the following. First, for the instruction areas that educational practice instruction teachers should teach student-teacher, there are 7 categories, 17 mid-fields and 85 subsections. Especially expert group suggested an opinion that areas of teacher's values and personality formation should be added to pre-teachers. And, they judged that category of school business showed low validity for educational practice instruction teacher's instruction area. Second, educational practice instruction teacher importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. On the other hand, they cognized 'development and management of curriculum', 'support on educational activity', 'industrial-educational cooperation and tie with local community' and 'specialty improvement' less importantly. Student-teachers cognized 'class activity', 'student instruction and class management', 'specialty improvement', 'development of desirable view of education attitude' importantly. They cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' relatively less importantly. Third, both educational practice instruction teachers and student-teachers importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. However, student-teachers importantly cognized, but educational practice instruction teachers didn't importantly cognized 'specialty improvement'. Both two group cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' less importantly.