• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.236-248
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• 2008

This study has explored the elements of e-teaching portfolio for enhancing teaching expertise in higher education. This study is carried out through the literature review and expert's focus group interview. As the result of this study, seven elements of e-teaching portfolio for enhancing teaching expertise in higher education have been found. First, 'personal background' include curriculum vitae, course responsibility, and other educational activities. Second, 'teaching philosophy' include the principals on teaching and learning, statements of teaching philosophy. Third, 'learning environment' include the characteristics of students, the previous learning contents, and physical environment. Forth, 'course contents and methods' include teaching strategies and instructional materials, Fifth, 'instructional evaluation' includes the principals of evaluation and the examples of learning outcomes. Sixth, 'endeavor for improvement of instruction' include evidence of activity for teaching improvement and instruction feedback from peer and students. And e-teaching portfolio also includes research career and awards history element.

• English Language & Literature Teaching
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• no.3
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• pp.203-229
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• 1997

This paper is to examine a desirable and promising approach to an effective English teaching in elementary schools. Teachers' understanding English curriculum, teaching methodology, language skills-listening and speaking, and their testing of spoken communication is necessary for students' better learning in their English classes. Thus detailed explanations of English curriculum are presented, and background knowledge of major traditional teaching methods as well as recent trends is discussed. Especially, for the purpose of developing students' English communicative proficiency. classroom teaching and testing techniques of listening and speaking are also discussed with examples.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.3
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• pp.292-299
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• 2016

Purpose: The purpose of this study was to provide a basis for improvement and enhancement of nursing education by investigating learning outcomes that apply to fundamentals of nursing and teaching methods used in classes. Methods: Data were collected from 111 professors of fundamentals of nursing who responded to the self-report questionnaire. Data were analyzed using chi-square test. Results: For learning outcomes in fundamentals of nursing the most frequent number of outcomes was two (35.2%), or three (32.4%). For learning outcomes in fundamentals of nursing practicum, the most frequent number of outcomes was two (32.4%), or three (31.6%). In fundamental nursing classes, teaching methods used most frequently were lectures (98.2%) and videos (60.4%), and in practice classes, demonstration (98.2) and open laboratory (90.9%). Constructivist teaching methods that were utilized in fundamental nursing were team-based learning (19.8%) and case-based learning (19.8%), and for practice classes, objective structured clinical examination (29.7%). In the cross analysis, 28.8% of the nursing professor used the constructivist teaching methods in fundamental nursing and in practice classes. Conclusion: There is a need to continue to improve teaching methods for new nurse-educators and professors and to discuss learning outcomes of fundamental nursing.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.109-135
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• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

• Journal of Fashion Business
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• v.10 no.5
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• pp.74-92
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• 2006

This study aims at revitalization of industrial consignment education and focuses on the development of preferred subjects and teaching methods. The survey was administered to six hundred workers for the local fashion distribution companies for two years between through interview and questionnaire with 13 questions: 3 of them about favorite subjects, 7 about teaching methods, and the rest about whether or not they want to enter a college as well as which certificates and which kinds of job they want to have. The results of the survey can be summarized as follows. 1 The respondents in 2005 who answered to the questions about fashion design and other major subjects show that they preferred the subjects on fashion design to the subject of make-up and that they were interested in the photo-shop subject while they were less interested in the fashion marketing subject. 2 In order to apply what they learn to their own work field, the respondents want practical-work oriented lectures rather than theory centered ones. It means the new teaching program needs the teaching staffs who have had some practical work experiences and majored in the same subjects as the respondents prefer to learn. So it is necessary to take it into consideration that the development of new curriculums should focus on the subjects of practical skill and the experiences of actual work fields. 3 The certificate of 'shop-master' qualification is considered as the most interesting and necessary thing for their job. The respondents show that they are most concerned in a shop-master, manager of a department at department stores related to fashion distribution companies. Therefore, it points out the intensive teaching program for getting the qualification of shop-master is a must in the industrial consignment education.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.173-182
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• 2019

Recently, creative teaching methods have received a lot of attention in the university community. Creative teaching methods can maximize the effectiveness of the creative education through the voluntary participation of students. One of the most important skills in creative teaching methods is communication because many students are passive in their real classes. An economic reward system helps to improve students' communication skills because it motivates students to study harder. Therefore, a blockchain media based on an economic reward system can be useful teaching tools. This paper proposes a creative teaching method using blockchain media to improve communication skills. The proposed method consists of eight steps, and it was applied to classes for the last three years. The results show that the proposed method helps students improve their communication skills.

• Journal of the Korea Society of Computer and Information
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• v.26 no.9
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• pp.125-132
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• 2021

At a time when non-face-to-face classes are being held for a long time due to Corona (COVD-19), research on non-face-to-face teaching and learning methods is needed. Existing teaching and learning methods are limited in their application to non-face-to-face classes as they present face-to-face practical and experiential teaching methods. In this study, we present a method of utilizing the extended reality (XR: eXtended Reality) technology for the 5AL (5 Activity Learning) teaching method, which is a teaching and learning method selected by the Institute for University Education Innovation. The 5AL teaching method consists of PBL Learning, Havruta Learning, Flipped Learning, Smart Activity Learning, and Gamification Learning. In this study, a method of combining the released extended reality contents with 5AL was presented. In addition, we developed content that integrates the 5 learning methods of 5AL and confirmed the learning effect through testing.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.507-518
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• 2008

The purpose of this study was to find out the difficulties of teaching the chapter on 'ight', experience of learning, teaching methods, and thinking types of 10 science teachers of the master's course in chemistry education. Discussion course for abduction thinking was carried out during 12 hours after the interview. Data were collected from individual interviews of 4 teachers among the 10 subjects and from the reports of the science teachers after the discussion course. From the data, it was found that most of the science teachers had suffered difficulty in teaching the chapter on light before the discussion course. Most of them had tried to teach drawing the path of light, but there was little teaching effect. Their teaching methods were similar to the method of what they had learned. During the course, the teachers recognized they could not see the path of light directly, and it needed inferring from image. From the abduction thinking, the teachers recognized the meaning of image and gained concrete methods in teaching students.

• The Mathematical Education
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• v.52 no.4
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• pp.517-529
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• 2013

The purpose of this study is to investigate pre-service teachers' perceptions and their difficulties of mathematics instruction. Pre-service teachers have positive perceptions about teaching students and teaching profession through teaching practicum. In addition, they have perceived that teaching practicum can enhance teaching methods for their students. Especially, they suggested that cooperating teachers' instruction and mathematics teachers and their colleagues' classroom observation are important factors to improve their teaching methods. In other hands, they have difficulties in application of questions encouraging mathematical thinking, attention concentration considering students' interest and planning and performing for mathematics instruction class according to levels of students' study abilities. Based upon this study's findings, teacher education institutes should make efforts to alleviate difficulties in mathematics instruction through effective teaching practicum such as regular reflection activities for their classes, programs development associated with schools, pre-training and education programs for guidance teachers.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.51-78
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• 2006

This research conducted between March and December of 2005 has focused on analyzing a diverse range of educational services provided by English native-speaking instructors teaching in Korea. This study includes quantitative research findings from 238 university students. This dual-semester research study focuses on our most recent Korean EFL (English as a Foreign Language) programs provided for university students who wish to improve their English ability. Many students hope to partake in lectures taught by Native English Speaking teachers (hereafter NS teachers), and many universities are also willing to open additional courses for these students. However, in order for lectures to be most effective, NS instructors need to be appropriately trained or qualified teachers in order to successfully educate their students. Furthermore, NS teachers need to constantly review their teaching styles and strategies to allow for professional development and to ensure an improvement in their teaching methodology. Overall, this research provides whole English lecture views of NS teachers that is data-driven regarding designing, implementing, evaluating, and reforming the education of English taught by NS teachers working in Korea.