• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.385-386
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• 2022

2015 개정 교육과정에서는 미래 사회의 인재를 육성하기 위해 중학교에 정보 교과를 필수화하였다. 이를 지도할 정보·컴퓨터 교사를 확보하기 위해 비 정보과 교사를 대상으로 부전공연수를 실시하여 정보 교육을 할 수 있는 자격을 부여하고 있다. 이들은 일반 학습자와 다르게 교육학적 지식과 역량은 높으나, 내용 지식은 컴퓨터과학의 초보자 수준이다. 이러한 학습자의 특성을 고려하여 마이크로비트를 활용한 연수를 12차시 동안 진행하였고, 이는 비 정보과 교사의 프로그래밍 자아효능감에 긍정적인 영향을 준다는 것을 확인할 수 있었다. 그러나 본 연구는 단일집단에게 실험을 실시하였으므로 그 효과를 일반화하는 데 한계가 있다. 따라서 후속 연구에서는 비교 집단을 설정하는 실험 설계로 교육 효과를 검증할 필요가 있다.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.14-22
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• 2000

This attempts to find out training system of environment education teacher in Korea. The results are summarized as follows. The primary and secondary school have focused on environment education and the environment course was designated as a subject, but only 12% of the 2741 middle school chose the environment subject in 1998. The environment education course is not popular among students. The environment education is an interdisciplinary subject, which is composed of natural science, social studies, earth science, and medical science, that is why the subject is so unsystematic and complicated that appropriate teaching methods and contents for school classes are not able to be developed. Moreover, material and manuals in environment education for students and teachers are limited. While the contents of environment education is composed of field experience learning and experiment learning, but lecture-centered instruction is emphasized in school because of materials, time and experts. Over 300 environmental education teachers are annually produced, but the ratio of employment low. is, Therefore, a retraining program for environment education teacher needs to be developed.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

• Journal of the Korea Society of Computer and Information
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• v.16 no.10
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• pp.111-120
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• 2011

The purpose of this study is to analyze the results of training programs for strengthening teachers' ICT competency and to suggest the ways to improve the existing ones. To do this, we conducted literature review, web survey with teachers, and in-depth interview with training program operators. The results of the online survey indicated that generally speaking, the programs had been operated desirably, although three programs(Thinking with Technology Course, Essential Course, e-PBL Instructional Design Course) needed to take additional efforts for their effectiveness and efficiency. According to the results of in-depth interview with training operators, they demanded re-training for lecturers, self career development, quality control of regional delivery training, expansion of training periods, and post-supports after training etc.

• Journal of Korean Home Economics Education Association
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• v.7 no.1
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• pp.107-120
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• 1995

This study aims at seeking how to activate and operate vocational home economics curriculum efficiently. We collected data from school district offices in the nation and questionaries to 37 high school teachers in charge of vocational home economics, 30 teachers in charge of vocational course, 305 students of vocational school, and 135 students on vocational course for the recognition of and request for vocational home economics curriculum. Collected data were analysed by frequency, percentage, and X(sup)2, and SPSS/PC(sup)+ program are used for the statistical analysis. Followings are the outcomes of this study. 1. The number of classes in which vocational home economics is operated has been on the rise since 1986. As for curriculum of vocational high school, 79 classes for clothing, tourism, and childhood education are being operated in 8 schools. 2. Teachers acknowledge vocational training should keep complete and sustaining education and that it should aim ar conduction education which enables students to acquire technical knowledge and to seek a gob. Both teachers and students admit vocational home economics should be carried out so that vocational training can be combined with general education. 3. Teachers put more emphasis on its major field than that general field. As for laboratory classes, teachers complained about the financial lack, while students need for field practice for the purpose of opening the way for combing theory with practice and proposing for scientific study of industrial sites. As for the contents, students considered the technical course size appropriate and they though it is desirable that the ratio of practical class should be increased by more than 60% of that of the current class ratio.

• Journal of the Korea Safety Management & Science
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• v.5 no.2
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• pp.53-66
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• 2003

This study analysed the result of a survey answered by 120 technology teachers and 360 students from 357 middle schools in Seoul to find out the actual state of safety accidents during technology education activity course in the middle school class and safety awareness of the teachers and students. The result shows that many safety accidents happen during technology education activity course in the middle school class. However, most teachers and students have experienced safety accidents or dangerous situations more than once a year. Technology teachers had very low awareness on the states of retaining safety equipments. On the other hand, they were well aware of the importance of safety, including the actual states of safety education, knowledge of safety, and the will to join safety education. Therefore, safety awareness of technology teachers should be reinforced by the extension of safety training and the improvement of safe environments.

• Journal of Korean language education
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• v.29 no.1
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• pp.85-108
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• 2018

This study pointed out the reality that many novice Korean language teachers who lack rater training are scoring the learners' writing skill. The study performed and analyzed a case where pre-service teachers were educated in order to explore the possibility of promoting rater training in a Korean language teacher training course. The pre-service teachers majoring in Korean language education at the graduate school scored TOPIK compositions and were provided feedback by the FACETS program, which were further discussed at the rater meeting. In three scoring processes, the raters scored with conscious of own rating patterns and showed positive change or over correction due to excessive consciousness. Consequentially, ongoing training can improve rating ability, and considering the fact that professional rater training is hard to progress, the method composed of FACETS analysis and rater training revealed positive effects. On the other hand, the rater training including native Korean and non-native(Chinese) speakers together showed no significant difference by mother tongue but by individual difference. This can be interpreted as a positive implication to the rating reliability of non-native speakers possessing advanced Korean language abilities. However, this must be supplemented through extended research.

• Cross-Cultural Studies
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• v.38
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• pp.461-500
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• 2015

This study aims to investigate the effective method to improve the competence of the Vocabulary by the image and listening towards the ELF. In the first part, we observed the problems and point improvement on learning vocabulary based on learner survey. In the second part, we analyzed two remarkable studies: - consistent and adapt method, communicational context - method based on the lexical, morphological semantical, notional and thematic field Then we proposed effective methods that are applicable to the vocabulary's learning in the class : - learning vocabulary by combining the words - learning vocabulary based on the meaning field - learning vocabulary as concrete characters - learning vocabulary by the descriptive character - learning vocabulary with the type "who am I?" - learning vocabulary by listening For teachers, one of the difficulties to the conduct of vocabulary course is that learners take passive position. Specifically, it is the teachers who play an important role because it runs in the direction of the course. However, learners do not show the active attitude for vocabulary lessons despite the course to take to improve their vocabulary skills. Therefore, teachers must prepare course materials that can both improve the competence of the vocabulary of learners and cause their interest or desire on the current vocabulary. This is why teachers should exploit various materials depending on the skill level of the learner vocabulary.

• Journal of Science Education
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• v.36 no.1
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• pp.22-34
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• 2012

This study was aimed to discuss how to improve the professionalism enhancement program for teachers in charge of energy and climate change education based on STEAM perspectives. It analyzed the program according to the specialties of the teachers in charge of training, and identified the degree of professionalism enhancement of the participating teachers through the pre- and post-survey. Also, researchers described the strengths and weaknesses, opportunities and threats of this program that were found through the interviews with trainees by participating in the program in person. The results were as follows; First, teacher's training course in charge of energy and climate change education should be approached from the perspective of STEAM education. Second, teachers should have time to discuss their activities after they complete experience learning related with STEAM education. Third, it should be a 60-hour intensive course, but the burden for the teachers should be reduced by using online programs. Fourth, the training program should be planned based on the focus on improving the professionalism. Also, there should be enough time to prepare for the training program. Fifth, energy and climate change teacher training program should be practice-oriented, using hands-on experiences and experiments, in fusion education. Sixth, it would be better to run energy and climate change teacher training programs according to the level of schools. However, several courses could be mixed between different levels of schools.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.1-21
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• 2002

Teachers' teaching behavior is directly influenced by teachers' belief, and students' belief system is directly influenced by teachers' teaching behavior. There has been a question whether curriculum of teacher training university could help preservice teachers form positive belief system. The purpose of this study was to address this issue empirically. First, a questionnaire about mathematical belief was given to freshmen preservice teachers. They generally showed positive belief about mathematics to the degree that is not satisfactory and responded most positively in the sub-area of teaching mathematics from three sub-areas of mathematics itself, studying mathematics, and teaching mathematics. After studying a mathematical philosophy course, the freshmen preservice teachers were given the same questionnaire that they responded before studying the course. Belief about mathematics itself was changed very positively, and increase in the sub-area of mathematics itself was the largest. These results show that the mathematical philosophy course helped preservice teachers form positive belief system in mathematics.