• 과학교육연구지
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• 제38권3호
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• pp.585-598
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• 2014

본 연구에서는 초등과학교사연구회 활동이 교사 전문성에 미치는 영향에 대한 교사의 인식을 알아보기 위해 연구회의 운영 및 활동내용, 참여 동기는 무엇인지와 교사 전문성 신장에 대한 인식은 어떠한지 등을 살펴보았다. 연구대상은 경기도에 소재하고 있는 N 초등과학교사연구회와 소속된 교사이다. 자료는 참여관찰과 면담을 통해 수집하였고 수집된 자료의 종류는 참여관찰록, 연구회 활동사진, 문서자료, 면담자료 등이었다. 참여관찰을 하면서 본 연구회에 참여하고 있는 교사들의 인식을 면밀하게 살펴보기 위해서 연구회 참여 경력을 기준으로 5명의 교사를 선정하여 연구회 참여 동기, 개인적인 만족도, 전문성 신장에 대한 교사의 인식 등에 관한 심층면담을 실시하였다. 연구 결과, N 초등과학교사연구회는 운영 방식과 활동 내용에 관하여 회원들 간의 지속적인 협의를 통해 운영 체제를 확립해가고 있으며, 초등학생들의 수준에 맞는 과학 수업을 위해 고민하는 모습을 볼 수 있었다. 대부분의 교사가 과학 및 과학 교수법에 대한 관심과 열의로 연구회에 참여하게 되었으나, 연구회에 대한 만족도는 개인별로 차이가 있음을 확인할 수 있었다. 그러나 교사들 모두 연구회가 교사로서의 전문성 신장에 도움이 된다고 생각하고 있었다. 본 연구 결과를 바탕으로 더 발전적인 초등과학교사연구회가 운영되기 위한 교육적 시사점을 얻고자 하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.8-14
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• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

• 영재교육연구
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• 제19권3호
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• pp.697-727
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• 2009

본 연구에서는 전반적으로 과학교사들이 과학영재교육을 어떻게 인식하는지를 탐색하고, 정규 과학영재학교 소속 과학교사, 교육청 영재교육원 소속 과학교사, 및 일반 중 고등학교에 있으면서 과학영재교육을 담당하지 않는 과학교사들 간에 과학영재교육에 관한 인식의 차이가 있는지를 알아보는 것을 목적으로 하였다. 본 연구의 대상은 한국과학영재학교, 과학고등학교, 중고등학교 과학교사들이었으며, 층 266명 과학교사의 설문 응답지를 분석하였다. 연구의 결과 일반학교 교사의 13%가 과학영재교육이 필요하지 않은 것으로 인식하고 있고, 과학영재교육 관련 연수기관으로 한국교육개발원 영재교육연구원을 선호하는 비율이 60%를 넘고 대학 부설 연수 기관, 부산광역시 영재교육연수원, 교육청 연수원 등에 대한 선호도는 모두 20%를 넘지 못하고 있다. 과학영재교육을 담당하는 교사에 대해서도 정규 과학영재학교에 재직하고 있는 과학교사, 교육청 영재교육원 출장 교사는 각각 자신들이 속한 기관의 교사들이 담당하는 것이 적합하다고 인식하고 있고, 과학 계열 교수 및 연구원이 담당하는 것이 좋다고 생각하는 비율은 20% 정도에 그치고 있다. 과학영재교육은 과학영재교육 전문기관에서 담당하는 것이 좋다고 대부분 과학교사들이 인식하고 있으며, 과학영재교육을 받을 수 있는 대상자 비율에 대해서도 70% 이상의 과학교사들이 3% 이내라고 생각하고 있지만 그 비율도 집단 간에 차이가 있어서 일반학교 과학교사들은 반 수 정도가 1% 이내라고 생각하고 있다.

• 한국과학교육학회지
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• 제25권7호
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• pp.794-800
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• 2005

The purpose of this study was to examine the state of management and science teachers perception of science classes and clubs in secondary schools. There ware 125 participants (75 middle school teachers and 50 high school teachers) from eight metropolitan cities and local areas, and more than 80% of the participants had managed science classes or clubs. Results found that a significant number of science teachers felt it necessary to manage science classes and/or clubs in secondary schools. They believed the classes and/or clubs to be beneficial in the activation of students' interest in science, even though they might not be effective ways of improving scientific achievement. In addition, it was found that secondary science teachers desire financial support, in-service programs, and efficacious programs supporting science class and club management.

• 수산해양교육연구
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• 제29권3호
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• pp.732-745
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• 2017

The purpose of this study was to analyze the influence of collective self-esteem on teachers' job stress. For the study, 223 teachers in elementary school, junior high school, and high school were selected and data on teachers' background variables, collective self-esteem, and job stress were collected. The relationship between variables was analysed by using multiple regression analysis. The results were as follows: The job stress of teacher was significantly different according to teacher's gender, school level, and career experience. When the influence of background variables was controlled and multiple regression analysis was performed, the group self-esteem of teachers had a great influence on mitigating the perception of job stress. Particularly, it was shown that private collective self-esteem and importance to identity are the most important factors in mitigating job stress perception among the sub-variables of collective self-esteem. These results showed that it is an important task for our society to find an effective way to elevate the teacher's collective self-esteem. Teachers' collective self-esteem is expected to play a positive role not only in mitigating job stress but also in enhancing self-fulfillment and personal self-esteem of teacher.

• 한국보육지원학회지
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• 제12권6호
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• pp.169-188
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• 2016

The purpose of this study was to examine the influence of religious maturity of Christian teachers in child care centers on teacher-infant interaction, emotional labor and emotional intelligence. The survey was conducted on 173 Christian teachers of early-child classes who work in child care centers in Gyeonggi-do province. For the research analysis, frequency and Cronbach's ${\alpha}$ coefficient were calculated and regression analysis were conducted. The results are as follows. First, the affective and volitional factors from religious maturity of Christian teachers in child care centers have had a positive influence on the overall teacher-infant interaction. Second, the affective factor from religious maturity of Christian teachers in child care centers have had a negative influence on outward behavior, which is the lower variable of emotional work, and a positive influence on inner behavior. Third, the volitional factor from religious maturity of Christian teachers in child care centers have had a positive influence on perception of self-emotions, perception of others' emotion, emotional application, emotional control, and emotional intelligence overall.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.390-403
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• 2009

We have examined the perception of teachers and students in elementary schools toward the frontier science and analyzed corresponding contents in science textbooks in Korea and the U. S. in order to promote a good guidance for the frontier science education. We prepared separate questionnaires for teachers and children, respectively, and analyzed the responses obtained from 244 teachers and 1,000 students in five elementary schools. For the analysis of how to introduce the frontier science, we investigated textbooks such as Science, Society and Practical Arts of Korean elementary school, and an American science textbook published by Scott Foresman. This study revealed that teachers are well aware of the importance of the frontier science, however, they are inactive in conducting the subject in class rooms because of their insufficient scientific knowledge and poor environment for teaching. It has been found that children had strong interest in the frontier science, however, opportunities to learn the topic are not properly provided. The frontier science m the American science textbook turned out to be more systematically introduced than that in Korean ones.

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.47-59
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• 2013

The purpose of this study is to investigate the perception about STEAM education of primary teachers who have developed and applied STEAM education to their students through teacher training program. For this study, 101 among 172 attendance are responded to questionnaire of three categories consisting of development and application teaching material for STEAM instruction, and spreading STEAM education. The major findings are as follows: First, when primary teachers develop materials for STEAM education, they consider applicabilities in real classes. Second, they feel the burden of time when they develop STEAM material. Third, they think that their own program has significant educational effectiveness and that students enjoyed the program. Especially, they think that STEAM education program can raise students' interest about learning. Fourth, primary teachers point out the constraints for application of STEAM education program, which are lack of expertise and difficulty acquiring class time. Fifth, primary teachers evaluate the effect of STEAM education program on primary education is positive, and they answer that we need many teaching materials for STEAM education, operating as a regular curriculum, and securing budget. In order to spread STEAM education in field of primary education successfully, administrators have to consider and reflect the voice of teachers.

• 한국보육지원학회지
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• 제16권5호
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• pp.105-126
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• 2020

Objective: This study aimed to reveal pre-service early childhood teachers' perception of children's environmental education using concept mapping and demonstrating its importance. Methods: Based on Kane and Trochim's(2007) procedure, 33 pre-service early childhood teachers conducted brainstorming and statement writing, and then the importance of selected statements were rated by 202 pre-service early childhood teachers. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Pre-service early childhood teachers perceived children's environmental education as concept mapping with 2-dimensions and eight clusters. The following eight clusters were established (1) daily practice through hands on experience, (2) nature environment, (3) recognizing and coping with environmental issues, (4) environmental preservation practices, (5) environmental sensitivity and consideration, (6) purpose of children's environmental education, (7) necessity for children's environmental education (8) Practice through connection with child's home and community. And then among the eight clusters, the most important was recognized as 'daily practice through hands on experience', and among the statements 'young children learn through the method of playing in nature and experience nature' was considered the most important. Conclusion/Implications: Based on these results, we discuss the importance of children's environmental education of pre-service early childhood teachers and how to support to develop teacher's training program.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권3호
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• pp.379-398
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• 2013

The purpose of this research is to study a perception of multicultural education for preservice teachers who major in mathematics. The research has been done on the data collected from 126 preservice teachers in Gangwon-do who major in mathematics. The data collected include experience of multiculturalism, multicultural efficacy, multicultural understanding and multicultural sensitivity. The data have been analyzed by reliability test, t-test, one-way anova and pearson correlation. Most of preservice teachers who major in mathematics have had no experience of multiple cultures. But they have shown a high perception on multicultural education and a significant positive correlation on their experience of multiculturalism, multicultural efficacy and multicultural sensitivity. Furthermore, the female preservice teachers' multicultural efficacy, multicultural understanding and multicultural sensitivity are much more high than the male preservice teachers'. The difference between different sex has been statistically significant.