• Korean Medical Education Review
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• v.18 no.3
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• pp.156-166
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• 2016

Medical school students learn a lot about medical knowledge and clinical experience in the classroom. Teaching is a main focus in medical schools; therefore, it is necessary to identify the characteristics of good teaching. The aim of this study is to analyze the characteristics of high-quality education in medical schools. In this study, in-depth interviews were conducted over two weeks on twelve fourth-year medical students. Participants were asked to define high-quality education, list the general ways in which high-quality classes are delivered, mention cases where they have experienced high-quality teaching, and describe the attitude required of students to make high-quality education possible. The results showed that students want to be taught in an interactive way on the core content needed in an actual clinical setting for the goal of cultivating primary care physicians. They want their education to include not only medical knowledge, but also liberal art subjects such as politics, economics, sociology, culture and ethics education to help instill a sound value system. In particular, students stressed the importance of instructors delivering appropriate post-evaluation feedback, and they also emphasized that learner mindset and attitude is important in supporting high-quality teaching in class. This paper also summarizes the elements of high-quality teaching in terms of educational goals, content, and method, and examines cases of instructors who have delivered high-quality classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5601-5609
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• 2013

The purpose of this study is to figure out the application of perceived quality and authentication evaluation system of teaching materials and implements for children in the early childhood education field. To achieve this, a survey was carried out from April 20 to April 30, 2013 on 150 guidance teachers who teach children classes for more than 3 years at kindergartens in Daejeon area, Chungnam. The results of the analysis are as follows. First, for the use of teaching materials and implements, 96.1% of teachers thought the quality of teaching materials and implements in their interaction with children was important. Most of them had a high perception of the quantity and quality when using teaching materials and implements with early childhood curriculum. For the most inconvenience when using teaching implements, developmental appropriateness was the highest by 47.3%. And the convenience of the application to children was 3.54 points on average. Above this, the application of teaching implements to children when using play and teaching implements was useful by 3.89 points on verage. The current teaching materials and implements for children in the early childhood education field was normal by 3.29 points on average. Second, teachers' perception of teaching materials and implements was relatively positive by 3.99 points on average, proving that the quality of teaching materials and implements based on the application of teaching materials and implements to early children in kindergartens was very important. Consequently, considering the importance and usefulness of teaching materials and implements, it is necessary to introduce institutional policies that teaching materials and implements with quality standard and institution evaluation can introduce the evaluation authentication system to guarantee the convenience of children' safety and use by the supply of quality-guaranteed products.

• The Mathematical Education
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• v.59 no.3
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• pp.237-254
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• 2020

The current study investigated the relationships between mathematical knowledge for teaching and the mathematical quality in instruction in order to gain insight about teacher education for secondary teachers in South Korea. We collected and analyzed twelve high school teachers' scores of the multiple-choice assessment for mathematical knowledge for teaching developed by the Measures of Effective Teaching project. Their instruction was video recorded and analyzed with the mathematical quality in instruction developed by the Learning Mathematics for Teaching project. We also interviewed the teachers about how they planned and assessed their instruction by themselves in order to gain information about their intention and interpretation about instruction. There was a statistically significant and positive association between the levels of mathematical knowledge for teaching and the mathematical quality in instruction. Among three dimensions of the mathematical quality in instruction, mathematical richness seemed most relevant to mathematical knowledge for teaching because subject matter knowledge plays an important role in mathematical knowledge for teaching. Furthermore, working with students and mathematics as well as students participation were critical to decide the quality of instruction. Based on these findings, the current study discussed offering opportunities to learn mathematical knowledge for teaching and philosophy about how teachers need to consider students in high schools particularly in terms of constructivism.

• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.121-129
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• 2004

If we followed to be based on the result of survey for researching on the actual condition about e-Learning of the MOE(2004), the critical problem has been suggested managing the quality of teaching and learning materials(37.68%(1775/4717)). If we also reviewed the research of the KICE(2002), the superior material's rate of 70,000 teaching and learning materials of the web site, the educational organization, and teachers was 8.7%. There was some suggestions about the quality problem of the teaching and learning material, but there wasn't the alternative policy: there wasn't the systemic program for managing the message quality of teaching and learning materials. The purpose of this study was to develop the alternative system for managing the message quality of teaching and learning materials. The alternative system of this study's result will be the basic to build the system for managing the message quality of teaching and learning materials. I expect that my system will be the useful tool for managing the message quality of teaching and learning materials.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.237-242
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• 2024

Lecturers' self-efficacy in teaching influences many different factors, including their instructional patterns, performance expectation level from learners, quality of learning environment, and interpersonal relationships within the community. The present study attempted to explore perspectives of college lecturers regarding this topic in order to draw meaningful conclusions and implications. To this end, four college instructors from two different higher education institutions participated in an online questionnaire. The results showed that positive attitudes and active responses of learners, and a high degree of freedom to prepare lectures tend to improve their quality of self-efficacy in teaching. On the other hand, classes that are either too easy to hard, inactiveness among learners, and heavy workload other than teaching can worsen teaching efficacy. Lastly, the participant lecturers believed that their self-efficacy are would foster if they are allowed to choose courses they wish to teach, observe a more experienced instructor's lectures, and teach smaller size classes. Findings are likely to contribute to enhanced understanding of features that are likely to affect quality of self-efficacy in teaching among college lecturers.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.297-312
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• 2022

Although education using teaching tools is important to both students and teachers, the quality problem of distributed teaching tools is constantly being raised. Therefore, the purpose of this study is to analyze the teaching tools by classifying them into three quality factors, and to confirm the satisfaction and repurchase intentions of elementary school teachers. This study was conducted by dividing the first CIT survey and the second survey targeting incumbent elementary school teachers, and the PLS statistical program was used as an analysis tool. Through empirical analysis, it was analyzed that product quality, educational quality, and service quality had a positive (+) effect on teacher satisfaction, and that teacher satisfaction had a positive (+) effect on repurchase intention. Through this, it gives teachers insight into what they should focus on when purchasing or evaluating teaching tools and how to use them usefully for education, and for researchers, it provides an important clue to research for product quality improvement, and for companies that produce and distribute teaching tools, it gives to effective guidelines for the development of new products and contents. In the future, in addition to the relationship between the teaching tools and teachers, additional research on the organic relationship between the teaching tools and various objects is needed, and this is suggested as a future study.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.10
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• pp.243-249
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• 2022

Improving the quality of teaching staff in universities is an important goal of most universities. Therefore, it is necessary to evaluate the factors affecting the quality improvement of lecturers at universities. There are many factors affecting the improvement of this quality of human resources. This article uses the survey method to assess the factors affecting the improvement of the quality of lecturers in education and training institutions of the Ministry of Transport of Vietnam. Currently, the Ministry of Transport of Vietnam has 4 educational institutions. The research team has assessed the impact factors at these 4 facilities. The research team conducted a survey for faculty members of the Ministry of Transport. The result was 446 votes. The authors have performed factor evaluation by multivariate regression model. The influencing factors include Professional competence, the virtue of teaching staff, scientific research capacity, participating in building a democratic educational environment, Professional support policy, Instructor's income, and Information technology support. Research results show that most of the factors have a positive impact on improving the quality of lecturers. Based on the survey results, the authors also make policy suggestions to further improve the quality of teaching staff of the schools in the coming time.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.9
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• pp.217-227
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• 2022

With the aim of examining the effects of implementing international financial reporting standards (IFRS) on teaching accounting and auditing at universities and colleges in Vietnam, a case study was conducted at 30 universities, colleges, and 208 lecturers in Vietnam. Next, the study employed the structural model analysis method by PLS_SEM software to process and analyze the collected data. The research results show that: (1) There are eight factors that affect how IFRS is applied to teaching, including the training program, (ii) teaching staff, (iii) IFRS application regulations, (iv) related party requirements, (v) faculty/school administrators, (vi) teaching aids, (vii) IFRS teaching methods, and (iii) students; (2) there are three factors that affect the quality of teaching staff, including applying IFRS to teaching at the university and colleges, (ii) Regulations on the application of IFRS, (iii) Requirements from related parties. At the same time, the study also shows that, regarding the indirect relationships, applying IFRS to teaching does not play an intermediary role in these relationships. However, at the 10% significance level, it was found that there is an indirect relationship between regulations on the application of IFRS by the Ministry of Finance and the quality of teaching staff through the variable applying IFRS to teaching.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.59-67
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• 2019

The purpose of this study is to analyze that hours for participating in CTL program and whether or not make of CQI have a effect on the student evaluation about teaching of engineering professor. This inquiry have done a multiple regression analysis that student evaluation grade of teaching on 2018-1st semester of 240 engineering subjects of N University in Chungcheongnam-do as dependent variable, and background factors and work factors as independent variable. Research results is follows. First, employment type haven't a effect on teaching evaluation scores. And subject type, student' concentration of class, teaching evaluation pre-scores have a positive effect on teaching evaluation rating, but student number have a negative effect. Second, hours for participating in CTL program haven't a effect on teaching evaluation scores, but to make of CQI report have a positive effect on teaching evaluation scores. And I suggested to make CQI for improve teaching evaluation scores and manage the quality of education.

• Journal of Dental Anesthesia and Pain Medicine
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• v.21 no.3
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• pp.207-217
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• 2021

Background: This study aimed to observe the effect of internship in a pre-anesthetic clinic on the teaching quality of pre-anesthesia evaluation for undergraduates. Methods: A total of 120 undergraduates from July 2017 to July 2018 in the anesthesia department of our hospital were randomly divided into two groups: pre-anesthetic clinic internship teaching group (n = 60) and traditional teaching group (n = 60). The knowledge in the pre-anesthesia evaluation teaching chapters was evaluated between the two groups of undergraduates. Results: There were no significant differences in the demographic information between the two groups. The scores in the case analysis and theoretical knowledge test in the pre-anesthetic clinic internship teaching group were significantly higher than those in the traditional teaching group. In addition, the students' satisfaction with the curriculum design was significantly higher in the pre-anesthetic clinic internship teaching group than in the traditional teaching group. Conclusion: Pre-anesthetic clinic internships can improve the quality of pre-anesthesia assessment teaching for undergraduates.