• Journal of The Korean Association of Information Education
• /
• v.22 no.5
• /
• pp.519-533
• /
• 2018

This study aims to classify the types of instructional expertise development activities of teachers who teach subjects related to software education in primary schools. To this end, the study analyzes their participation in expertise development activities over the recent three years, outcomes from these activities, and forms and characteristics of expertise development activities. In the questionnaire survey conducted for this study, 276 primary school teachers participated. According to the survey, the same largest proportion of them participated in collective job training (96%) and distant job training (96%), followed by consulting, instruction supervision, mentoring, and peer observation (82%), lectures, workshops, and seminars held by related government ministries and the provincial and municipal offices of education (69%), and teachers' study communities (66%). Among informal activities, reading accounted for the highest portion of the activities (88%), followed by the use of information on Websites including YouTude and GitHub (80%), and teachers' expertise development networks (76%). The reasons for their participation in the activities were mostly to improve their instructional expertise (80%). Their participation in the activities had an impact on usefulness to enhance instructional expertise, improvement of job competencies, application to current jobs, sense of instructional efficacy, and positive effect. These results of the study are expected to provide a foundation for preparing continued expertise development plans that can promote the educational value of primary school teachers' instructional expertise development activities for teaching subjects related to software education.

• The Journal of the Korea Contents Association
• /
• v.20 no.9
• /
• pp.140-149
• /
• 2020

Recently, the Chinese government has appointed the 'Centers for Faculty Development' (CFD) in 30 universities as the nationally-levelled model center for faculty development in October 2012, and its policy for the quality of college education and teaching expertise has begun. Therefore, this study is aimed at grasping the current situation and problems of Chinese universities' CFDs, and suggesting future development directions. Especially, it attempted to analyze the operational condition of 'the Center for Faculty Development' of H University located in Hebei Province, China. The following research questions were constructed; 1) At the national level, it quantitatively analyzed the China's developmental steps of higher education by using the data of China's Ministry of Education, and along with this national background, this study tried to grasp teachers' perceptions of teaching activities and their demands toward CFD programs, through a questionnaire survey of faculty members of H University. The data analysis indicated that those centers for faculty development in China were established quickly, and has evolved into specialized organizations for enhancing teaching expertise. This study can contribute to promoting productive exchanges of higher education between Korea and China in the future.

• Journal of Gifted/Talented Education
• /
• v.25 no.2
• /
• pp.183-194
• /
• 2015

In this study, we identified the elements of teachers'expertise for the science gifted in science high school, and examined teacher perceptions of expertise. Through previous studies and expert consultations, 5 categories such as subject knowledge, inquiry teaching, pedagogical knowledge, student guidance and school work were derived. Based on these 5 categories and sub-element, a questionnaire was constructed. Total 284 mathematics and science teachers from 19 science high schools across the country responded to the survey. The desirable level of expertise and current level of responding teachers' own expertise were examined and compared to each other, and group comparisons were accomplished according to teacher career, type of degree and final degree. Some implications are suggested for the professional development for teachers of the science gifted.

• Journal of The Korean Association For Science Education
• /
• v.40 no.1
• /
• pp.89-96
• /
• 2020

This study explores the characteristics and ways to improve the area of science education in secondary teacher employment test (hereafter, TET). We investigated ways to differentiate second-phase science education tests from those of the first phase in the TET, and ways to improve practical tests such as designing instructional plans, teaching demonstrations, in-depth interviews, and science experiment tests. Major findings of the study include increasing the proportion of teaching demonstration while maintaining the test of designing instructional plans, which have a different focus from the paper-based exam in the first phase of the TET. Teaching demonstration tests, applying the credit of student-teaching to the TET, assessing teaching expertise in real classroom contexts focusing on subject teaching expertise, etc. along with science experiment tests, making the science experiment test compulsory for all municipal offices of education, and the necessity of evaluating the experimental design and teaching of scientific inquiry. Based on these results, developing and implementing tests such as teaching demonstrations, in-depth interviews, etc. at the local municipal education offices, introducing the apprentice teacher system, and introducing graduate schools of education were suggested.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.34 no.1
• /
• pp.167-188
• /
• 2023

This study reviewed the current status of low-experienced teacher librarians with less than 5 years and attempted to identify their educational needs through IPA analysis, Borich Priority Formula, and The Locus for Focus Model. A survey was conducted on low-experienced teacher librarians with less than 5 years of experience to analyze their process in the pre-service teacher training and experiences before an appointment and to identify teacher librarians instructional expertise. The results of the analysis of the study are as follows. First, there was a statistically significant difference between the importance and performance in all areas of instructional expertise of low-experienced teacher librarians. Second, 'reading education-practice progress' was recognized as a 'Keep up good work' with high importance and satisfaction, and 'library-based instruction planning, progress evaluation', 'information literacy-curriculum design', and 'digital and media literacy education-progress and evaluation' were recognized as areas of 'Concentrate here' through IPA analysis. Third, In the Borich Priority Formula, 'teaching-learning evaluation', 'teaching-learning progress', and 'teaching-learning plan' in the Library based instruction area showed the highest educational needs. Fourth, the library-based instruction was shown to the high discrepancy/high importancy area as same as the Borich Proity Formula. The results of this study can provide implications for improving the instructional expertise of teacher librarians.

• Cartoon and Animation Studies
• /
• s.35
• /
• pp.129-153
• /
• 2014

This study is a process of studying an alternative educational model and a preceding analysis process of the study where a teaching method considering the expertise of animation is applied with a perspective of effectively increasing the animation drawing ability. The animation field which is the image contents is a visual art that delivers the story through the movement of the subject, and when looking only at the education related to the drawing, the items required for expertise should be clarified and the development of a systematic curriculum and teaching method is required. Therefore in this study, it aims to review the necessity of education model development by analyzing the educational contents and domestic and foreign curriculums that corresponds to the categorization of motion drawing considered with expertise of animation. As a result, it will be used as a basis for planning the educational model of a subject in the category of motion drawing. This process corresponds to the analysis phase of ADDIE educational model development and in the future, as an attempt for integrated studies, will lead to a study of developing and applying the educational model based on the functions of brain and creative mechanism.

• Journal of The Korean Association For Science Education
• /
• v.42 no.2
• /
• pp.265-275
• /
• 2022

In this study, focusing on science education in the future society, we explored students' key competencies to be cultivated for the future society, and the role and PCK expertise necessary for science teachers, who are the main agents of competency-based education to nurture these key competencies. A survey conducted among earth science teachers across the country results in 105 valid responses being obtained. The research results are discussed in terms of students' key competencies to be nurtured for the future society, the role and the expertise of science teachers required for competency-based education, and the structural relationship between the teacher role and teacher expertise. We also conducted network analysis to examine the relationship between student competency and teacher expertise, and the structure between the teacher's role and expertise. Main results include that communication and collaboration skills are the most important for students in the future society as core competencies. For science teachers, providing opportunities for collaboration-oriented activities are deemed as the most important. Regarding the structural relationship between the teacher's role and the teacher's expertise, there is a clear relationship with roles such as providing opportunities for collaboration-oriented activities and utilizing various materials and contents in relation to the expertise related to the science teaching practice. Based on the results, ways to promote student's agency based on raising teachers' awareness of the student's competencies, the inter-relatedness of the teacher's role and the teacher's expertise, and the totality of teachers' expertise were suggested.

• Journal of the Korean Society of Earth Science Education
• /
• v.14 no.3
• /
• pp.277-291
• /
• 2021

This study is to implicate for analyzing the expertise of Education for Sustainable Development (ESD) dealing with science-related social issues by reorganizing educational materials on climate crisis topics and analyzing in-depth class performance preparation and actual class by pre-service science teachers. As a result of the study, it was found that pre-service science teachers have the expertise to analyze the curriculum horizontally and extract subject-integrated elements, but it is difficult to perform convergent science classes by incorporating them into the social problem-solving process in actual classes. In addition, it was analyzed that through this study, pre-service science teachers came to think about the importance of having their own specialized expertise when they become school teachers through preparation for their classes integrating science-related social issues. Through the application of the reciprocal peer teaching applied in this study, giving pre-service science teachers of various expertise an opportunity to experience the process of designing and implementing integrated science classes while sharing their expertise will greatly help them improve their convergence education.

• Journal of Korean Elementary Science Education
• /
• v.39 no.1
• /
• pp.133-144
• /
• 2020

The purpose of this study is to identify the effect of Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes with a focus on visual attention. The participants were two elementary school teachers in Seoul and taught science subjects. The lesson topic applied to this study were 'Structure and Function of Our Body' in the second semester of fifth grade and 'Volcano and Earthquake' in the second semester of fourth grade. The mobile eye tracker SMI's ETG 2w, which is a binocular tracking system was used in this study. In this study, the actual practice time, participant's visual attention, visual intake time average, and visual intake time average were analyzed by class phase. The results of the study are as follows. First, as a result of analyzing the actual class execution time, the actual class execution time was almost in line with the lesson plan after the TPEP application. Second, visual attention in the areas related to teaching and learning activities was high after applying TPEP. Factors affecting the progress of the class and cognitive burdens were identified quantitatively and objectively through visual attention. Third, as a result of analyzing the visual intake time average of participants, there was a statistically significant difference in all classes. Fourth, as a result of analyzing the visual intake time average of participants, the results were statistically significant in the introduction(video), activity 1, activity 2, and activity 3 stages in the lecture type class. The Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes can extend elementary science class expertise such as self-class analysis, eye tracking, linguistic, gesture, and class design beyond traditional class analysis and consulting.

• Journal of Korean Elementary Science Education
• /
• v.38 no.3
• /
• pp.406-425
• /
• 2019

The purpose of this study is to analyze The Effect of Teacher Participation-oriented Education Program (TPEP) centered on Multi-Faceted Analysis of Elementary Science Classes on the Class Expertise of novice teacher. First, in order to develop the TPEP, lectures and exploratory science classes were analyzed using imaging and eye-tracking techniques. In this study, the TPEP was developed in five stages: image analysis, eye analysis, teaching language analysis, gesture analysis, and class development. Participants directly analyzed the classes of experienced and novice teachers at each stage. The TPEP developed in this study is different from the existing teacher education program in that it reflected the human performance technology aspects. The participants analyzed actual elementary science classes in a multi-faceted way and developed better classes based on them. The results of this study are as follows. First, at the teacher training institutions and the school sites, pre-service teachers and novice teachers should be provided with various experiences in class analysis and multi-faceted analysis of their own classes. Second, through this study, we were able to identify the limitations of existing class observations and video analysis. Third, the TPEP should be developed to improve the novice teachers' class expertise. Finally, we hope that the results of this study are used as basic data in developing programs to improve teachers' class expertise in teacher training institutions and education policy institutions.