• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.1-22
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• 2003

The purpose of this study was to general needs and identify the educational needs for teaching competency of home economics teachers. based on their perception on teaching competency revealed in Previous studies. Data were collected from 1,104 schools selected by stratified sampling. based on school district, ranking and size. The 616 items of survey materials were collected from 417 schools and the levels of importance and performance were measured on Likert scale with 7- and 5- points, respectively. The analysis reveled that the educational needs for improving teaching competency were high in the following three areas out of seven areas. 1) interfacing ability with the local community and diverse human resources. 2) ability managing space and materials for learning 3) ability diversifying lesson development and evaluation ability. In addition. diversifying and professionalizing present development program for home economics teachers made higher score than improving education program for home economics teachers. These two needs of teachers showed significant differences according to their educational experiences and foundation types of their schools.

• Journal of the Korea Computer Industry Society
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• v.5 no.4
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• pp.415-426
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• 2004

Distance teacher training is on the increase raplidly because of its merit. But distance teacher training's weak points with its quantitative increasement has been proposed. Especially many study said commonly that distance tearcher training has weak points for contents, teaching method, evaluation method. So in this study, we will develop the teaching method of distance teacher training to solve weak points of distance teacher training with microteaching, cognitive apprenticeship model, teacher evaluation method. We think this teaching method will improve a teacher's teaching ability.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.1-19
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• 2001

The current status of in-service teacher development shows that teachers' awareness can be enhanced through critical reflection. This study shows how an English teacher improved her own teaching situation through action research. It reports back the action research the teacher-researcher carried out in the EFL classroom setting. Aiming to improve the pupils' English speaking ability, the teacher introduced 'Task-based Language Teaching (TBLT)' to the English class. The teacher and the pupils took part in the evaluation process of learning and teaching. It was found that the new approach to teaching speaking helped the pupils improve speaking ability and take an active role in learning process. It is further suggested that teacher-initiated action research can be done in collaboration with colleagues, administrators and researchers.

• Fashion & Textile Research Journal
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• v.20 no.2
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• pp.156-166
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• 2018

The purpose of this study is to present the suitable material that can be a real help to make the creativity development teaching method for creative inspirations of fashion design. To achieve these goals, researched and analyzed the creativity studies in the fields of psychology, education, and design (visual design, product design, fashion design, etc.) published in the national journal. Through this analysis, were extracted the characteristics of creativity, teaching methods for creativity learning, and expression methods. Based on this, intend to provide the creativity characteristic, the expression method, and the problem solving process in teaching methods for promoting fashion design ability. After the analysis, the results are as follows; First, the classical 4P (Place, Person, Process, Product) is important to a creativity development teaching method for fashion design. The elements of creativity of a creativity development teaching method for fashion design are 5elements; curiosity, openness, originality, patience, and synthetic ability. Second, the typical method is a drawing (such as a sketch) when visually express and embody ideas in fashion design. Drawing is an important activity that is working with the right brain and the left brain. Drawing exercises will reduce the burden of expressing ideas, providing pleasure and fulfillment in the development of creative ideas. Third, offered 5stages to solve problems of a creativity development teaching method for fashion design; understanding stage, idea stage, visualization stage, evaluation stage, and verification stage. Abstract intangible ideas are concreted and elaborated through stages of visual manifestation such as language, symbol, and drawing.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.547-557
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• 2018

The purpose of this study was to investigate the effects of teacher preparation programs with project-based learning for strengthening preservice special education teachers' practical teaching abilities. The results of this study showed that the practical teaching ability of preservice special education teachers (n = 39) improved by a total of 6.76 points after receiving action learning-based instruction. The improvement was 1.49 points for planning and designing, 1.49 points for communication, 0.49 points for interactions with students, 2.49 points for teaching and learning environment, and 0.89 points for sincerity and enthusiasm. The results of paired t-test showed that preservice special education teachers' practical teaching ability has significantly improved on the total scale score (p < 0.01). Preservice special education teachers' improvements were also significant on three out of five subscales: planning and designing, communication, and teaching and learning environment. Correlations between the practical teaching ability subscales ranged from 0.64 to 0.90, indicating a statistically significant correlation.

• Korean Journal of Child Studies
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• v.29 no.2
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• pp.125-137
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• 2008

This study used path analysis to investigate the effect of home environment and teacher variables on children's musical ability and attitudes. Participants were 235 children, their parents and 13 teachers of kindergartens located in G city in Gyeongbuk Province. Instruments were the Primary Measurement of Music Audiation(Gordon, 1986), the Music Teaching Efficacy Instrument(Riggs & Enochs, 1990), and questionnaires about children's musical attitudes, home environment and music activities. Results showed that teacher variables affected children's musical ability directly and indirectly and children's attitude affected their musical ability directly. Psychological and physical variables of the home environment affected children's musical ability and attitudes positively.

• School Mathematics
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• v.13 no.4
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• pp.543-562
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• 2011

In this research, the PBL program was developed in terms of 'classroom practice ability', 'self-develop ability', and 'teaching profession character' which classroom friendly teachers get ready and was applied to the classroom friendly elementary mathematics teachers for studying the effectiveness of the program. From the result elementary preservice teachers' disposition in terms of thought about mathematics, mathematics learning, and mathematics teaching was changed to the positive direction through the PBL. They could developed their classroom practice ability, self-develop ability, and teaching profession character through application of new knowledge and plan for problem solving and reflection after solving the problems.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.85-102
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• 2001

The purpose of the study is to develop instructional materials for improving thinking ability in home economics at middle school. To achieve the purpose. teaching elements were analyzed through the content of middle school Home Economics curriculum and eight textbooks. In addition, the specific learning objectives were identified accordingly and the focus of thinking were drawn in each teaching element. Also, instructional method for the development of thinking ability were proposed by each teaching element and focus of thinking. Finally. Instructional Materials were developed forty three topics for the content areas of food, clothing, housing, resource management and consumerism.

• Journal of Korea Multimedia Society
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• v.20 no.2
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• pp.382-395
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• 2017

Learning computational thinking is very important in programming education. Computational thinking refers to the problem solving ability based on the theories of computer science, indicating the importance of algorithm thinking. That is the reason for focusing on promoting creativity and improving the problem solving ability of the students in programming education. This paper commented the elements to consider for teachers when teaching computational thinking to elementary school students with online coding education website 'code.org' that helps beginners have easy programming experiences based on the characteristics of the website, and proposed the appropriate teaching methods.

• Human Ecology Research
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• v.56 no.3
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• pp.263-282
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• 2018

This study is used to understand the characteristics of home economics teachers that could to help develop personal development in home economics teacher and home economics education. The questionnaire survey was conducted on 150 home economics teachers who belong to either the home economics teachers' study association or Korean home economics education essociation. The survey was processed with frequency analysis, standard deviations, factor analysis, independent sample t-test, and reliability analysis using SPSS 12.0 depending on the contents of the research. The study results are as follows. First, for home economics teachers' conscious teaching, they build their own identities as experts, and have a vocation and sense of duty for their job. The culture of research and investigation community to study education and to maintain collaborative relationships with teachers of home economics teachers' associations has evolved. Second, home economics teachers have the ability to analyze and manage students' demands in order to perform teaching activities, and understand individual student characteristics. They understand new study trends and curriculum, develop sources for class, use appropriate teaching and learning theories, and create students' reflective activities. In addition, they grow their learning ability as specialist and study in self-oriented ways.