• Title/Summary/Keyword: The Secondary School Physical Education Teacher

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A Study on Methods to Improve Qualification for Dance Teacher and Subject System: Focused on Cases of Acquiring Certificate for Secondary School Teacher and Arts & Culture Education Instructor (무용교원자격 및 교과 제도 개선 방안 연구: 중등학교 정교사 자격 및 문화예술교육사 취득 사례를 중심으로)

  • Hong, Aeryung;Kim, Jiyoung;Park, Jaekeun
    • 한국체육학회지인문사회과학편
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    • v.58 no.2
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    • pp.363-372
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    • 2019
  • This study examined current system of qualification for dance teacher and curriculums along with their actual state, and sought to suggest methods to improve system of qualification for teacher among secondary school dance teachers by type and curriculums. Firstly, through literature analysis, the study examined systems and methods related with acquiring certificate for the current secondary school teacher (2nd grade) and for culture & art teacher for physical education (2nd grade) at the time when preliminary teachers qualified as secondary school dance teacher turned out. And then, using instrumental case study, it analyzed main issues and discourses by examining the cases in which they acquired qualification for secondary school teacher and qualification for dance teacher. Building on this, the study suggested how to improve systems in regard to qualification for dance teachers among regular teachers of secondary school, acquisition path, method and curriculum.

An Ecological Approach to Physical Education Students' Drop-out and Opt-out at Graduate School of Education about Teacher Appointment Examination of Secondary School (교육대학원 체육교육전공 학생들이 경험하는 임용시험 중도포기 및 탈락에 대한 생태학적 접근)

  • Cho, Ki-Bum;Kim, Seung-Yong
    • Journal of the Korea Convergence Society
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    • v.10 no.1
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    • pp.265-275
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    • 2019
  • The purpose of this study was to explore factors that physical education graduate students in graduate school of education drop out of teacher appointment examination of secondary school by using Ecological Model. The in-depth interview was conducted for 10 physical education graduate students studying in school of education. As an aspect of the intrapersonal component, the effort to apply how participants'current job positively affects their preparation for teacher appointment examination is required and they need to clearly decide academic priorities to prepare for teacher appointment examination. As an aspect of interpersonal component, participants are negatively affected by subjective norm, thereby providing personalized mentoring program is required. As an aspect of organizational component, limited tuition support and inappropriate place to study are emphasized, so practical helps like sports practice instructor or teacher appointment examination preparation class is required. Finally, this study suggests the introduction of integrated system for teacher appointment examination.

A Study on Housing Education in elementary School (국민학교에서의 주거학교육에 관한 연구)

  • 윤정숙
    • Journal of the Korean Home Economics Association
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    • v.26 no.3
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    • pp.109-124
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    • 1988
  • The purpose of the present study was to set up the basic outline to define and to develop "housing education" in the field of home economics education. The main focus included in the present study was to suggest the basic data on the current status of housing education in Korea by examining the content of the textbooks and the secondary data o teacher's educational background. The methods used in the study were the contentanalysis of the elementary school curriculum and the secondary data analysis of the data on teachers and their education. The results of this study ere on follows, 1. The elementary school curriculum defined as the related fields of housing education were classified into 4 domains: housing planning, housing maintenance, housing environment, housing decoration. 2. The subject areas related to housing education was found to be moral education, social education, physical education, art, practical education. The total hours studying on housing education were the average of 1.1 hours per week. 3. Among the above 4 domains, the total hours used for housing decoration amounted to the highest rate through all the subject areas. 4. According to the secondary dta analysis, 49.5% of the teacher were the national teacher's college graduates, but there are no courses on housing education as such in the curriculum of the national teacher's college. it was concluded that more consideration should be given to the teacher training courses.

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The Effects of Self-Determination Motivation and Ego Resilience on Grit of the Secondary School Physical Education Teacher Certification Examination (중등 체육교사 임용고사 준비생들의 자기결정성 동기와 자아탄력성이 그릿에 미치는 영향)

  • An, Jung-Hun;Kim, Sang-Tai
    • Journal of the Korea Convergence Society
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    • v.10 no.11
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    • pp.419-428
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    • 2019
  • This study aims to verify the self-determination motivation and ego resilience on the grit of the preparing students for the secondary school physical education teacher certification examination to provide basic data to improve the level of grit required for them to pass the certification examination and be appointed as physical education teachers. Thus, in order to achieve the objectives of this study, 403 students were verified through one-way ANOVA and correlation analysis and stepwise multiple regression analysis, which resulted in the following conclusions: The higher the level of intrinsic motivation and ego resilience, the higher the level of the grit sub-factors. Self-determination motivation and ego resilience that affect grit the most are found to be intrinsic motivation. Next came positive thinking, emotion regulation, problem solving and identified motivation factors. The results of this study suggest the importance of dealing with self-determination motivation and ego resilience affecting grit, and put forward the limitations of the study and future directions of research.

Analysis of Secondary School Teachers' Perceptions and Needs on Computer and Information Literacy Convergence Education (컴퓨터· 정보 소양 함양을 위한 융합 교육에 관한 중등학교 교사의 인식 및 요구 분석)

  • Lee, Eunkyoung;Park, Sangwook;Jeon, Seongkyun
    • The Journal of Korean Association of Computer Education
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    • v.22 no.6
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    • pp.35-42
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    • 2019
  • The purpose of this study is to investigate secondary school teacher's perceptions and needs of computer and information literacy(CIL) convergence education and to suggest implications for promoting CIL convergence education in the actual school fields. We conducted a survey on teachers perceptions and the needs for CIL convergence education and analysed 227 secondary school teachers responses. As a result, we found that the perception of the necessity of CIL convergence education was very high while understanding level of the CIL convergence education and the actual frequency of teaching experiences were relatively low. In addition, CIL convergence education activities are mainly conducted through Informatics curriculum rather than various subjects. We identified that the main constrains of CIL convergence education were the burden on the progress of subject based curriculum as well as the lacking of teaching and learning equipments including computers. We identified that the needs for empowering teachers professional developments and constructing the physical and institutional environments of school sites were high. In discussion, we suggested the support strategies in terms of teacher professional development, institutional supports, and physical environments.

A Study on the Subjectivity of Pre-Physical Education Teachers on the Track and Field Practical Skill Test of Examination System for Appointing Secondary Physical Education Teachers

  • Yu, Young-Seol
    • Journal of the Korea Society of Computer and Information
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    • v.27 no.3
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    • pp.127-135
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    • 2022
  • The purpose of this study was to explore pre-physical education teachers' subjective perception on the athletics practical skill test of examination system for appointment secondary physical education teachers using Q-methodology. This study found three types of pre-teachers' subjective perception on the system. Type I is named 'the type of specialized facility support demand', Type II is named 'the type of professional technical guidance demand'. Type III is named 'the type of evaluation method improvement demand' In conclusion, the pre-physical education teachers hoped for the support of specialized facilities, the opportunity to receive professional skills, and the detailed preliminary guidance on evaluation methods and procedures.

Trend Analysis of Sport Pedagogy Sub-Domain in Secondary Teacher Certification Examination (체육 중등교사 임용시험의 교과교육학 하위영역에 대한 출제경향 분석)

  • Cho, Ki-Bum;kim, Seung-Yong
    • Journal of Digital Convergence
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    • v.19 no.4
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    • pp.339-347
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    • 2021
  • The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

The Secondary School Education of Geography and the System of Teacher Training in Belgium - Focused on the Case of Francophone Community - (벨지움의 중등학교 지리교육 내용과 교사양성제도 - 프랑코폰 공동체를 사례로 -)

  • Kwak, Chul-Hong
    • Journal of the Korean association of regional geographers
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    • v.6 no.3
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    • pp.101-115
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    • 2000
  • This study aims to make a research on the secondary school education of geography and the system of teacher training in Belgium, focused on the case of Francophone Community. What has been made clear by this research can be summed up as follows. The first two years of the secondary school offer two hours of 'environment education', per week, which can be categorized into the learning of living geography, in that at this stage students learn how to observe the geographic phenomena in their daily life and pigeonhole them. The two years of the second stage of the secondary school offer one hour of 'world geography' which actually is focused on the district of Europe and Russia. The two years of the third stage of the secondary school offer an advanced course of geography which aims to teach systematically the physical geography and the human geography. A remarkable change in geographic education in Belgium is that in the wake of the Revision Act of the secondary school education, textbooks were replaced by other teaching manuals adapted to the regional condition by the teachers. This may result in a wide gap of achievements in geography according to the conditions of educational establishments. Another notable change is that the stress of geographic education tends to be placed on the ability of acquiring practical geographic knowledge rather than the geographic information itself. And it is also another marked tendency that most learning activities in geography class are conducted on the basis of student-centered and the method of investigation. Teachers of the lower secondary schools in Belgium are trained in the School of Education as multi-major teachers, such as a teacher for biology-chemistry-geography or a teacher for history-sociology-geography. Teachers of the higher secondary school education are trained in the Department of Teacher Education in universities as solo-major teachers in that they are required to know more deeply to teach an advanced course of geography in the higher secondary schools. To improve the teacher education many folds of policies are adopted. One is that many in-service teachers are officially put into services of guiding and teaching teacher training. Another is that faculty members in charge of teacher training course are trying to level up the qualifications of teachers by rigorous disciplining.

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A Survey of Secondary School Science Teachers’ Thinking on Classifying Phenomena Related to Dissolution of Ionic Compound and Acid into Physical and Chemical Change (이온결합 화합물과 산의 용해 현상을 물리변화와 화학변화로 구분하는 문제에 대한 중·고등학교 과학교사들의 인식 조사)

  • Baek, Seong Hye;Kim, Seon Gyeong
    • Journal of the Korean Chemical Society
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    • v.46 no.6
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    • pp.561-568
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    • 2002
  • This study examined secondary school science teachers' thinking on physical and chemical change. For this research, we analysed the answers of 80 secondary school science teachers. According to the result of the analysis,teachers had various opinions when they classified phenomena of dissolving ionic compound or diluting acid into phys-ical change and chemical change. Many teachers tended to classify similar phenomena into different change when those were represented with different focus. It means that teachers' opinions were not consistent.

A Metaphor Analysis on the Learning-Centered Class of Pre-Service Secondary Physical Education Teachers (중등 예비체육교사의 배움중심수업에 대한 메타포 분석)

  • Seung-Yong Kim
    • Journal of Industrial Convergence
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    • v.21 no.8
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    • pp.87-96
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    • 2023
  • The purpose of this study was to investigate the meanings that pre-service secondary physical education teachers attach to learning-centered teaching through metaphor analysis and to examine their perceptions of the application of learning-centered teaching in physical education. In order to achieve the purpose of the study, a survey was conducted to express the perception of learning-centered teaching in metaphors. The data analysis was processed through the process of coding, metaphor classification, determining the unit of analysis, and categorisation of the sample according to the metaphor analysis method. As a result, four major categories of educational needs, educational goals and contents, teaching and learning methods and evaluation, teacher education and roles, and eight content types were derived: lessons for self-actualisation, lessons for preparing for future society, lessons that foster creativity, open and diverse lessons, lessons that stimulate curiosity and interest, lessons that are suitable for individual development and characteristics, lessons that are burdensome to implement, and lessons that require teacher creativity and originality. The results of this study provide implications for the necessity and direction of learning-centered class.