• Journal of Fisheries and Marine Sciences Education
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• v.25 no.3
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• pp.743-755
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• 2013

This study has investigated concerns of elementary school teachers on STEAM education that is main stream of science-technology education in Korea nowadays. Emphasis on STEAM education of Ministry of education that is new policy about science-technology-refinement education for future led to teachers implement STEAM education on the field of education since 2011. The purpose of this study is to check current degree of concerns of elementary school teachers for STEAM education and explore effective ways to improve concerns of teachers about it. From this study we checked and diagnosed conditions of teachers' concerns on the current STEAM education in Korea. Through this work we found degree of teachers' concerns on the current STEAM education is very low and they are undergoing trial and error recently because of deficiency of understanding on STEAM education and insufficient time to design it and so on.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.417-428
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• 1995

This study investigated Korean science teachers' concerns and needs regarding inquiry testing to cope with the innovation called College Scholastic Abilities Test(CSAT), which was officially first administered as the nation-wide college entrance exam in 1994. This study adopted Concerns Based Adoption Model(CBAM) as the theoretical framework developed by Hall et al. 60 high science teachers (30 physics, 20 earth science, 10 others) were involved for the main study in August, 1992. In general. science teachers demonstrated a concern profile similar to that of 'nonusers'. They showed high level of concerns on the 'information' and 'personal' stage, while low level of concerns on 'management' and 'consequence' stage. Science teachers expressed their strong needs for knowledge and support to facilitate inquiry teaching and testing, text books written in inquiry mode. It is recommended that in-service trainings be provided based on the concerns and needs of teachers for a better teacher training and successful implementation of the innovation.

• Korean Journal of Health Education and Promotion
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• v.22 no.4
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• pp.41-56
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• 2005

Objectives: More than 80% of unintentional injury was related to risk-taking behaviors involved in child accidents. Therefore, diverse care and concerns on safety should be provided from teachers as well as parents to build child safety behaviors. The purpose of this study was to identify the effects of safety concerns from students, teachers, and parents on elementary students' safety behaviors in Korea. Methods: The 5th and 6th grade students participated in this study in 14 elementary schools in Korea and the total number of students was 1,033. The study schools were selected by the stratified cluster sampling method throughout 7 metropolitan areas in Korea. Data were collected by the self-administered survey and the questionnaires were delivered to the vice-principals of the designated schools by ground postal service and the vice-principals conducted survey data collection. The questions on students' safety concerns, teachers' safety concerns, parents' safety concerns, safety practices, safety education, and demographics were included in the survey. All survey responses were encoded into SPSS program and t-test, ANOVA, and multiple regression analysis were utilized. Results: The students taking accidents one time more per year were more than 60% and the two thirds of them recognized that their accidents were due to their risk behaviors. Parents' education on safety practices was more frequent than teachers' education; furthermore, teachers' concerns on safety behaviors were poorer than students' or parents' concerns. In terms of safety behaviors, the scores of fire and home-related safety behavior were high but the scores of traffic and bicycle, in particular, helmet wearing practice were low. Three concerns from students, parents, and teachers all were significantly related to children's safety behaviors. Conclusions: In conclusion, safety concerns from the close networks are the important indicator of child safety behaviors and, the safety training programs, therefore, for parents and teachers as well as for students need to be developed for improving children's safe behaviors.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.227-239
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• 2002

The purpose of this study was to improve the practice of performance assessment in elementary science education and to support it according to the levels teachers' concerns. So this study was conducted by applying CBAM which is based on teachers' concern, which was designed for the investigation of the elementary science teachers' concern, their performance level, intellectual understanding, status of performance. and stage oi awareness and the connections between these factors. The study involved 311 elementary school teachers in the city of Seoul. The result of this study was as follows: First, the stage of teachers’ concerns performance assessment in science marked 49.5％, indicating that about half of the teachers was staying on the informative stage which could be generally occurring in the beginning of performance the curriculum innovation. The level of performance marked 33.8%, which was regarded as the stage of elaboration. For the category of intellectual understanding, most of the teachers didn’t fully understood the performance assessment. Regarding the status performance, 90.4％ of the teachers were implementing the assessment at the state of knowing the purpose of it. However. 40.5% of the teachers didn't fully understand the specific characteristics of the assessment. Also, the results of analyzing the teachers’ awareness on science performance assessment indicated that they have slightly positive positions. Secondly, the result of analyzing the stages of concerns for the assessment, based on the elementary school teachers' personal background, levels of implementation, and their intellectual understanding showed that the concerns were significantly different with the categories of their workplaces(p<.05). Finally, the result of analyzing the relationship among the concerns for the science performance assessment, levels of implementation and intellectual understanding indicated that there were significant differences in levels of implementation with the degree of intellectual understanding (p<.001).

• Journal of Music and Human Behavior
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• v.15 no.1
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• pp.1-23
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• 2018

Recently, there has been a growing focus on the concerns pre-service teachers have as they move through different stages of their teacher preparation programs. Accordingly, the purpose of this study was to investigate pre-service secondary music teachers' concerns about music teaching and learning. The specific research questions were as follows: (a) What concerns are most common among participants? (b) What are differences in the concerns of pre-service secondary music teachers based on their stage of teacher preparation? (c) What are differences in the concerns of pre-service secondary music teachers based on their previous teaching experiences? A survey was distributed to pre-service secondary music teachers in a university in Seoul, and responses from a total of 93 participants were included in the final analysis. Data analysis indicated that pre-service music teachers experienced more concerns related to teaching tasks and student impact than themselves. Also, as participants progressed through their teacher preparation programs, self concerns decreased while task concerns and student impact concerns increased. Pre-service secondary music teachers who had previously taught in a school had fewer concerns than participants with no teaching experience. Suggestions for how teacher preparation programs can address the concerns of pre-service secondary music teachers are offered.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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• pp.327-343
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• 1996

The objective of this study were 1) to determine the stages of concern of HE teachers about the practical problem-based curriculum approach, as illustrated by the Ohio's Work and Family Life Curriculum (W&FLC); 2) to determine the relationships between home economics (HE) teacher's stages of concern about W&FLC and personal and professional characteristics of HE teachers; and 3) to determine aspects of interest about the practical problem-based curriculum approach, such as the Ohio W&FLC. Respondents in this study were 225 HE teachers. The data were collected during the in-service teacher training sessions after presentation about W&FLC. Concerns Based Adoption Model (CBAM) was modified to provide a conceptual framework for this study. Frequencies, SD, mean, mode, range were used to determine the stages of concern of HE teachers. To determine the relationships between stages of concerns and personal and professional characteristics of HE teachers, coefficient of Chi-Square contingency tables was used. Content analysis was used to determine aspects of interest about the practical problem-bsed curriculum approach, such as W&FLC. The median of the stages of HE teachers' concerns about W&FLC was Stage 1, Information Stage. About 60% of HE teachers were interested in learning more details about W&FLC. Chi-square revealed no statistically significant relationships between stages of concerns about W&FLC and characteristics of HE teachers. Content analysis was used to determine aspects of interest about W&FLC of HE teachers. Nine categories were found: content, teaching strategies, implementation of the curriculum, philosophical framework, how to adopt W&FLC, resource materials, students' outcomes, in-service teacher training, and HE teacher organization. The majority of HE teachers were interested in relationships with family and others, resource management, family relationships, personal development, communication skill, family life, creating a self-identity, life planning, roles of family members, homemaking management, child care, and parenting.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.4
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• pp.1646-1653
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• 2011

This research is to analyze what kinds of relationships exist between child care teachers' concerns and their role in improving children's creativity and their teaching efficacy. There are two research questions. First, what kind of relationship is shown between child care teacher's concerns and their role in improving children's creativity? Second, what kind of relationship can be shown between child care teacher's concerns and their teaching efficacy? A survey was carried out with 156 public kindergarten teachers in the J region to research these questions. The conclusions are as follows: First, child care teachers' concerns and their role in improving children's creativity had a static correlation in total as well as in part. Second, child care teacher's concerns and their teaching efficacy had a static correlation in total as well as in part. In this study, we have concretely discussed the content and methods of child care teachers' education by analyzing child care teachers' requirements.

• The Mathematical Education
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• v.55 no.4
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• pp.417-445
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• 2016

The purpose of this research is to discover and analyze the stages of concern, level of use, innovation configurations and the analysis of their relationship to each other of storytelling-based math education among elementary teachers based on the concerns-based adoption model (CBAM). And then the researcher derives support strategies for the education by empirically examining at which levels and how actual elementary teachers perceive storytelling-based math education and also how they adopt it. In addition, the researcher lays the purpose of this study on seeking proper supporting strategies for helping elementary teachers implement storytelling-based math education and providing basic material for teaching activities by examining the correlation between stages of concern, levels of use and the innovation configuration, and grasping the relation between teachers concern and their educational practice regarding storytelling-based math education.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.917-934
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• 2014

Through the concern-based adoption model (CBAM), this study aimed to determine the differences in gifted-education OJT-received teachers' concerns about gifted education by stage before and after the OJT. This study surveyed 162 elementary and secondary school teachers who participated in 2014 gifted-education OJT hosted by City B's Gifted Education Promotion Institute, and of them, 102 effective questionnaires were analyzed to determine the difference in their concerns about gifted education by variable (gender, school grade, and subject) before and after the OJT. This study found that the OJT was essential to foster gifted-education teachers and to expand their basic knowledge and skills for gifted education, and that the OJT boosted the teachers' confidence and met their needs.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.75-87
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• 2020

The purpose of this study is to examine teachers' stages of concern and levels of use about SW education based on Concerns-Based Adoption Model and to provide implications for teacher education. For this purpose, 152 survey responses were collected from elementary school teachers in South Korea. The result indicated that elementary school teachers' concerns about SW education showed the nonuser pattern in that teachers score highest in stage 0(awareness) to stage 2(personal) and in stage 6(refocusing). Additionally, teachers who are currently implementing SW education showed a tendency to be in the level of mechanical use or routine, and more than half of the teachers who are not implementing SW education showed no motivation to change current practices. There were statistically significant differences in the stages of concern depending on gender, teaching experience, SW training experience, SW teaching experience, and there were differences in the levels of use depending on the teachers' grade level in charge, SW training experience, and SW teaching experience. Based on the results of the research, various SW related programs as well as successful SW education experience for teachers need to be provided for teacher education in order to promote SW education.