• 한국체육학회지인문사회과학편
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• v.58 no.3
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• pp.361-370
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• 2019

The purpose of this study was to analyze the student's class satisfaction toward PE Teacher's level of teaching ability in an inclusive PE environment. Twelve PE teachers were divided 3 group (upper, middle, lower) according to the their teaching ability in an inclusive PE environment and to analyze student's class satisfaction, 316 students who learned from the 12 PE teachers in an inclusive PE environment participated in the research. The results of the study were as follows. First, there was a statistically significant positive correlation among the satisfaction of teaching behavior, PE environment, exercise ability, and PE score (P<.01). Second, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of teaching behavior. Third, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of PE environment. Forth, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of exercise ability, Fifth, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of PE score.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.99-109
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• 2014

The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted's giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.783-790
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• 2015

The purpose of this study is to reconceptualize the homeroom management and classroom management for secondary school teachers. The result of the study is as follows: First, the homeroom management that has been usually miss-presented as 'classroom management' in Korea is the concept comprizing the elements of homeroom management and those of teaching management together. Second is the re-conceptualization of classroom management. As the sub-concepts of classroom management, the homeroom (classroom) management and the teaching (classroom) management are also suggested. The classroom management is defined as 'the conduct or ability to accomplish the educational activities successfully'. Meanwhile, the homeroom (classroom) management is defined as 'the homeroom teacher's conduct or ability to successfully accomplish the educational activities for class students' and the teaching (classroom) management as 'the subject teacher's conduct or ability to successfully accomplish the educational activities for the class'. Therefore, the teachers are asked to have the ability for classroom management - that is, both the homeroom (classroom) management ability as the homeroom teachers and the teaching (classroom) management ability as the subject teachers. Based on the results, this study suggests some school policies such as the sharing of effective classroom management strategies through the change of teachers' culture and the improving of working environment for better concentration to the classroom management.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.15-27
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• 2010

This study was conducted in order to identify the relationship between home literacy environment and mother's interactive teaching behaviors, and infant's vocabulary ability. The subjects of this study were 53 infants between the ages of 18 to 24 months and their mothers. In order to measure the home literacy environment, the questionnaire used by Han Chan-Hee (2006), which was partly modified from Shapiro (1979), was selected, and to analyze mothers' teaching behaviors, Barnard's NCAST Teaching Scale(1978) was used. The infant's vocabulary ability was measured by the questionnaire first used by Lim Yong-Soon(2002), which was partly modified from the MCDI used by Fenson et al(1991). In conclusion, this study, most importantly, suggests that the teaching behaviors of the mothers themselves as well as the home literacy environment can both be very important factors affecting infant vocabulary development.

• Journal for History of Mathematics
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• v.30 no.3
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• pp.163-183
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• 2017

In this study we reveal that there were positive changes after the practicums of pre-service math teachers, in that, they changed contents of class and the way of explanation in order to enhance students' understanding, and provided opportunities for students to participate in the class. In addition, they made more use of textbooks in their class instead of depending on their experience acquired before the practicums. However, no difference was found before and after their practicums, neither in their review of lessons nor in their use of simple 'question and answer' strategies. In this regard, we suggest continuous researches be conducted in order to enhance pre-service mathematics teachers' teaching ability, especially those which is hard to be acquired in a short period of time. And, reflecting the results of the research, systematic development and operation of the curriculum are required in the teacher training institutes.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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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.

• Journal of Korean society of Dental Hygiene
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• v.13 no.5
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• pp.777-786
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• 2013

Objectives : The purpose of the is to investigate the teaching effectiveness of clinical practice instructors and the satisfaction level of dental hygiene majoring students in clinical practice training. Methods : Subjects were second and third grade 480 dental hygiene majoring students in Seoul and Gangwondo. Except 48 incomplete answers, 438 data were analyzed. Questionnaire consisted of general characteristics, teaching of clinical practice instructors, educational content, organization al skills, leadership, learning environment, evaluation skills and clinical practice satisfaction level. Results : 1. A strong positive correlation (r = 0.832) was found between teaching effectiveness and clinical practice satisfaction. A positive correlation more than 0.50 was found between the clinical practice satisfaction, encouragement and support for teaching effectiveness, educational contents, and leadership. 2. There were significant correlations between the encouragement and support (B = 0.209), educational content (B = 0.199), leadership ability (B = 0.257) and ability to create an environment (B = 0.084), evaluation ability (B = 0.083). Conclusions : Teaching effectiveness of the clinical practice instructors had influences on the clinical practice satisfaction. It is necessary to connect clinical practice instructions with satisfaction towards clinical practice to the students.

• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.39-62
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• 2018

In vocational high schools, mathematics classes aims to improve students' mathematics-applying ability as the employ ability. However, these classes are based on the national curriculum of mathematics likewise general high schools. In this study, we develop and present the materials of teaching and learning mathematics for teachers and students in vocational high schools. We analyze the Test for Enhanced Employ Ability and Upgraded Proficiency (TEENUP) and 2015 revised national curriculum of mathematics, and consider how teachers can use this curriculum to enhance employ ability. As a result, materials of teaching and learning mathematics should be developed in terms of use of curriculum based on teachers' didactical understanding. Moreover, we present the developed materials as examples reflecting on the framework of TEENUP and connecting the 2015 revised national curriculum of mathematics. Based on these results, we draw some recommendations for applying and developing material of teaching and learning mathematics.

• Journal of Science Education
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• v.37 no.2
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• pp.310-322
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• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.117-129
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• 2000

The purpose of this research consists in understanding how the effects of Teaching Method by Questions on the achievement ability of math study and learning attitude are in the aspect of teaching and learning procedure, compared with those of the traditional teaching way. To attain the purpose, the research questions have been set up as follows: ［Research Question 1］ How to make a teaching plan of effective Learning by Questions\ulcorner ［Research Question 2］ Can Learning by Questions bring about a meaningful difference between two groups (experimental group and comparative group) in the aspect of the achievement ability of math study\ulcorner ［Research Question 3］ Can Learning by Questions change the Learning attitude of the students positively\ulcorner The outcome is as follows: First, it shows that the experimental group with Learning by Questions have marked more significant difference than the comparative group in the aspect of the achievement ability of math study. That is, Learning by Questions has a positive effect on the achievement ability of math study. Second, the experimental group with Learning by Questions have brought about more positive learning attitude than the comparative group without Learning by Questions.