• The Journal of Korean Academic Society of Nursing Education
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• v.10 no.1
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• pp.64-74
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• 2004

This study was conducted to investigate what contents nurses want in the intensive major course of junior nursing college. Data were collected for four months from October 2002 to February 2003 by structured questionnaires. Subjects were 240 registered nurses in working at five hospitals and four public health centers and elementary or middle schools in the capital and its suburbs and country. The collected data were analyzed using SPSS 8.0 program. The results of this study were summarized as follows : 1. Nurses working at hospitals want the programs which involve the contents as follows : emergency nursing/CPR, infection control, critical care, caner pt. care, pain control, hospice, pulmonary disease pt. care, analysis of lab. exam, heart disease pt. care, chronic disease pt. care, DM pt. care, digestive-system disease pt. care, nervous-system disease pt. care, elderly pt. care, immune-system disease pt. care, endocrine-system disease pt. care. 2. Nurses working at public health centers want the programs which involve the contents as follows : home nursing, family nursing, management of DM, HT, degenerative disease, and chronic liver disease, elderly pt. care, health education, maternity nursing, rehabilitation nursing. 3. Nurses working at elementary or middle schools want the programs which involve the contents as follows : prevention of drug abuse or misuse, sex education and consultation, health education, consultation technique, emergency care, prevention of child obesity, prevention and management of adult disease in children, teaching method, method of school health room management.

• Journal of East-West Nursing Research
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• v.15 no.2
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• pp.157-167
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• 2009

Purpose: This study examines the patient problems and nursing interventions during telephone consultations by nurses in an ophthalmology nursing unit. Methods: The data were collected during telephone consultations. A total of 13 nurses consulted 170 patients between September 29 and November 30, 2008 at a tertiary teaching hospital. Problems were raised by the patients and nursing interventions were provided to the patients by the nurses. The SPSS program was used to analyze the data. Results: There were 228 telephone inquiries by 170 patients. The problems were categorized into four groups based on a literature review and validated by 14 nurses: physical symptoms, medications, administrative matters, and follow-up care. Interventions provided by the nurses were categorized into six groups: instructing patients; providing information; providing background knowledge; assuring the patients; referring to the patients to other ancillary departments; and delivering doctor's orders. Conclusions: Nurse interventions for a specific patient problem varied depending on the nurse providing the consultation. The participating nurses expressed the need for a common protocol for telephone consultations. Thus, it would be beneficial to develop a guideline for telephone consultations to minimize practice variations among nurses.

• Human Ecology Research
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• v.62 no.3
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• pp.561-572
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• 2024

An inclusive childcare capacity building program was designed to enhance teacher efficacy and attitudes toward the inclusion of childcare teachers. A total of 36 teachers working in childcare facilities in Gyeonggido participated in this study. Nineteen teachers were assigned to the treatment condition and 17 teachers were assigned to the control condition. The program explicitly addressed 15 topics, including screening and diagnosis, early development, characteristics of disability, family support and related services, IEP, and online site observation. The program was primarily delivered by field professionals using adult learning techniques such as small group activities, reflective journal writings, and online consultation. Teachers in the treatment group outperformed teachers in the control group on three measures of teacher efficacy, teacher play efficacy, and attitudes toward inclusion. The results were statistically significant. The increase in teacher efficacy, play efficacy, and attitudes toward inclusion of teachers was attributed to the well-designed program, encompassing early development, disability characteristics, small group discussions, and online support. The results highlight the importance of providing and disseminating a capacity building program for in-service teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.491-509
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• 2012

The purpose of this study is to analyze some Korean elementary pre-service teachers' Mathematical Knowledge for Teaching(MKT). For this purpose, we selected the MKT items on number and operations which were adapted for Korean in-service teachers by Lee(2011). The survey consisting of those items was administered to 76 Korean elementary pre-service teachers at Teachers College, J University. The results are the following: First, the respondents, elementary pre-service teachers, showed that the preference for the MKT items was very affirmative, but the percentages of correct answers to the MKT items weren't generally high. Second, the preference for the instructional consultation by experienced teachers was very affirmative. Third, the percentages of correct answers to KCS, SCK, CCK and KCT were 70.13%, 55.71%, 43.87% and 29.27%, respectively. Fourth, the percentages of correct answers to type 5, 6, and 7 were more than 60%, but those of correct answers to type 1, 2, 3, 4, and 8 were less than 60%. This means we need to strengthen type 1, 2, 3, 4, and 8 in education of elementary mathematics subject at Teachers College of J University.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.12
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• pp.6163-6172
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• 2013

This study examined the job competence of the staff at the center for teaching and learning(CTL) in university and to find out the level of job competence, which has been asked to the staff of the CTL. For that, the factor of the job competence, which is required of the staff of the CTL, was inquired through a literature review. Based on the job competence, this study examined the required job competence of the staff in Daejeon city and Chungnam province. The result suggests that the job competence required of staff are the basic job competence, planning-analysis job competence, management job competence for the project, and evaluation job competence. The first factor in basic job competence is the attitude to change and innovation. In the planning-analysis job competence, the first factor is an analysis and consultation of instruction. In managing the job competence for the project, the first factor is the management of human resources, and the first factor in evaluating the job competence is an evaluation of the effectiveness of the media. Therefore, to revitalize the CTL, there is a need to organize an expert pool, plan and support program that is suitable for professional development.

• Journal of Engineering Education Research
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• v.19 no.1
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• pp.37-46
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• 2016

The purposes of the study were to examine engineering students' concerns and problems while they were choosing a project topic in interdisciplinary collaboration and to suggest ways to support them in an early stage of collaboration phase. To answer the research questions, we conducted a case study with engineering participants in GCTI 2015, an interdisciplinary collaborative and creative group project. Multiple data sources including focus group interviews, online survey and researchers' observation notes were used to triangulate research findings. We found four main concerns of engineering students. These concerns include (1) lack of self-efficacy, (2) limited resources, (3) lack of shared, meaningful, and common goals, and (4) lack of content knowledge. Based on these concerns we proposed four supports in an early stage of the collaborative project. These supports includes (1) implementing an orientation program, (2) providing opportunities for social interactions, (3) providing expert feedback, and (4) providing consultation for team building.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.130-134
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• 2022

The purpose of this study is to examine the academic foundation of developmental rehabilitation, and the main context and criteria of the review were based on lifelong education for individuals with disabilities. As for the research method, expert consultation was formed based on literature analysis. The contents of the study presented structuring career roadmaps for individuals with developmental disabilities, establishing subject-extracurricular standards for lifelong education curriculum, adult-centered teaching and learning evidence-based practices, job majors, and data-based ILEP document certification. As a result of the study, developmental rehabilitation was valuable as an academic basis for establishing a major foundation for lifelong education for individuals with disabilities, and could be understood as a field deeply applied by convergent nature through special education, rehabilitation science, and social welfare.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.569-593
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• 2008

Since 2005 KICE-TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• School Mathematics
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• v.10 no.4
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• pp.489-514
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• 2008

Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• Korean Journal of Psychosomatic Medicine
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• v.20 no.1
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• pp.14-17
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• 2012

There were several documents that might reflect the great concern on the education of psychosomatic medicine in medical school from the 1960s. But the hour of class and proportion of psychosomatic medicine have been quite small among the total lecture time of psychiatry. Notwithstanding the importance of biopsychosocial perspective in practice and research there have been no agreement on the goal and content of teaching psychosomatic medicine in the medical school curriculum. Consultation-liaison psychiatric activity in the hospital were currently under-developed and educational content and process were not systematic. We should have established the goal of psychosomatic education in the medical school that includes making doctor who could not only cure disease but also care the ill patients. And we should develop the curriculum that covers essential area of psychosomatic medicine and checking system to monitor the process of education. With the continuance of psychosomatic perspectives from medical school education to clinical subspecialty we can make progress in this field.