• Title/Summary/Keyword: University Teacher

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The Study about the Policy of Teacher Recruitment and Quota in Finland (핀란드의 교원규모 결정 및 교원선발 정책 탐색)

  • Kim, Hyun-wook;Kim, Jung-Hee;Kwon, Dong-Taik
    • Korean Journal of Comparative Education
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    • v.27 no.3
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    • pp.49-73
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    • 2017
  • This study aims to clarify background and peculiarity of teacher policy in Finland. Especially we focus on the historical changes of teacher policy, the way of decision for teacher quota and the recruitment of teacher. The following two points of the teacher policies were characterized. First, municipalities have the rights of teacher selection on their own. And the universities for teacher education have strict two phases to select the pre-teacher. The teacher quota was decided by managing the pre-teacher quota in advance. Second, universities and municipalities have a high degree of autonomy in designing their curricula and teacher policy. To date, Finnish teacher policy has not faced any problems in attracting applicants and managing quota. Some suggestions were obtained about the improvement of teacher policy in our country.

The Case Analysis and It's Implications of Teacher Quality Management System in America (미국의 교원 질 관리체제에 관한 사례분석 및 시사점)

  • Ju, Dong-Beom;Chung, Il-Hwan;Jung, Hyun-Sook
    • Korean Journal of Comparative Education
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    • v.27 no.1
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    • pp.123-144
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    • 2017
  • The purpose of the study was to analyze American teacher quality management system and provide it's implications. For this, the study analyzed the main traits of American teacher policy, Pennsylvania State University's teacher cultivation system, Pennsylvania State's teacher certification, selection, and recruit system, the master teacher system of New Jersey and New York State. The main results are as the followings. First, American teacher policy is variously operated by state government and school district based on variety and autonomy. Second, for teacher cultivation in American teacher policy, the evaluation on the teacher cultivation program of teacher cultivation institute(mainly university) is strictly administrated. Third, for teacher certification, various tests for gaining teacher certificate are administered and standardized tests are used for the tests. Fourth, for teacher selection and recruit, there is no special test for selection and teacher recruit is done by contract. Fifth, for quality management using excellent teacher, America is administering master teacher that is similar with master teacher system in Korea. Finally, the innovation of teacher cultivation institute by introducing Every Student Succeeds Act(ESSA) is anticipated. Based on these results, the implications for Korean teacher policy were provided.

A Study on Improvement for Indication Subject of Fisheries and Maritime High School Teacher's Certificate (수산·해운전문계열 교사자격증 표시과목 개선 방안 연구)

  • Kim, Sam-Kon;Cha, Cheol-Pyo
    • Journal of Fisheries and Marine Sciences Education
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    • v.23 no.2
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    • pp.221-233
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    • 2011
  • The purpose of this research was made to suggest the improvement for problems of indication subject of Fisheries & Maritime High School teacher's certificate issued by the operation of the 7th national curriculum in 2000. After analyzing the integrated indication subjects related with fisheries & Maritime high school, among the middle school teacher's 24 subjects of industrial world, the problems and improvements can be arranged as followed. Firstly, the subjects of fisheries & Maritime high school teacher's certificates are fishing industry, aquiculture, sailing, engine and freezing and new subjects are ocean shipping and ocean logistics. Because the teacher's certificate was changed to integrated indication subjects, there were problems of teacher cultivation, teacher hiring, etc. So, in the actual field of school, teacher cultivating university and related department are necessary to strengthen high-quality majoring education/subjects and practical education as well as need to establish teacher cultivating system by teacher cultivating organization's evaluation system and teacher cultivating education program related by differentiation and easiness of majoring characterization. Secondly, teacher cultivating for new departments and new subjects can apply related major system, free major system, etc. Thirdly, if professional high schools find majoring areas whose content is same one another and introduce common indication subject system, it will be helpful to improve the quality of teachers, teacher certification examination, etc. of professional area.

Factors Affecting Work Performance During the COVID-19 Pandemic: An Empirical Study from Indonesia

  • SUPANTO, Fajar;LEGOWO, Ignatius Bendu Risa Putra;FIRDAUS, Muhammad Rizki
    • The Journal of Asian Finance, Economics and Business
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    • v.9 no.7
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    • pp.145-152
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    • 2022
  • The purpose of this study is to assess the impact of the principal's democratic leadership style, teacher competency, work discipline, and work environment on teacher performance during the pandemic. Using the proportional random sampling strategy, a sample of 468 respondents consisted of kindergarten teachers, elementary school teachers, junior high school teachers, junior high school teachers, and high school/vocational school teachers. The study revealed that the principal's democratic leadership style, teacher competence, work discipline, and work environment substantially impact teacher performance. However, the principal's democratic leadership style does not affect teacher performance, whereas teacher competence, work discipline, and work environment have a minor impact on teacher performance. Furthermore, during the COVID-19 pandemic, work discipline is the most critical variable influencing teacher performance. The findings of this study suggest that the principal's democratic leadership style, teacher competence, work discipline, and work environment have a positive impact on teacher performance during the pandemic. During the COVID-19 pandemic, work discipline is the most important variable influencing teacher performance. Considering that democratic leadership has no effect on teacher performance and that this leadership style is widely used by school principals in the world of education, it is assumed that there is no effect on teacher performance.

Review of Researches in Concept, Measurement, Effect, and Influence Factor of Teacher Efficacy (교사효능감의 개념, 측정, 효과, 영향요인에 대한 연구동향)

  • JU, Dong-Beom
    • Journal of Fisheries and Marine Sciences Education
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    • v.21 no.4
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    • pp.489-498
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    • 2009
  • The purpose of the study is to review research in concept, measurement, effect, and influence factor of teacher efficacy. Through the review of previous research, the study shows that the concept of teacher efficacy is likely to be situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. The effect of teacher efficacy concerns the relationship between teacher efficacy and the student's academic achievement and affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher. And the influence factor of teacher efficacy concerns the influence of job environment related to teacher. The four things mentioned above are discussed in detail based on the previous research.

An Analysis of Preceding-Research on Science-Teacher and Science-Teacher Education in Korea and America (과학교사에 관한 선행연구 분석)

  • Hong, Sung-Il;Woo, Jong-Ok;Jeong, Jin-Woo
    • Journal of The Korean Association For Science Education
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    • v.15 no.3
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    • pp.241-249
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    • 1995
  • There were many studies on the science teacher. Also, there were many researches on the science teacher education. What seems to be needed is more analysis and synthesis of these results. In this study, the results of preceding-research were analyzed and categorized. The study subjects were preceding-researches published on the 'Journal of the Korean Association for Research in Science Education' and the 'Science Education' of America. The results of this study were as follows : The trend of research on science teacher and teacher education became more various and diverse. The domain of research were categorized in three : (1) Teacher Character(of Cognitive and Affective), (2) Teacher Education(of in-service and pre-service ), (3) Professional Practice (of Teaching). The implication of this study was that it was more necessary to investigate on the teacher's teaching strategies.

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Kindergarten Teachers' Empathy, Parent-teacher Relationships, and Teacher Burnout: The Moderating Role of Teacher Efficacy in Enlisting Parental Involvement (유치원 교사의 공감능력과 교사-학부모 관계 및 교사소진 간의 관계: 가정연계효능감의 조절효과)

  • An, Geo-bu;Chang, Yujin
    • Korean Educational Research Journal
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    • v.42 no.1
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    • pp.73-97
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    • 2021
  • This study examines how kindergarten teachers' empathy and efficacy in enlisting parental involvement predict perceived parent-teacher relationships and teacher burnout. It also investigates whether teacher efficacy in enlisting parental involvement moderates the relationship between kindergarten teachers' empathy, perceived parent-teacher relationships, and teacher burnout. A total of 208 public and private kindergarten teachers employed in the Chungbuk area participated in a survey, and the data were analyzed using JAMOVI (version 1.6.23). There were three major findings. First, both kindergarten teachers' empathy and efficacy in enlisting parental involvement positively predicted perceived parent-teacher relationships. Second, there was a significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on perceived parent-teacher relationships. Specifically, when teacher efficacy in enlisting parental involvement was high (M+1SD), teacher empathy significantly positively predicted parent-teacher relationships. By contrast, when teacher efficacy in enlisting parental involvement was average or low (M-1SD), the effect of teacher empathy on the perceived parent-teacher relationships was not significant. Third, both kindergarten teachers' empathy and teacher efficacy in enlisting parental involvement negatively predicted teacher burnout, but there was no significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on teacher burnout. This study identified the role of teacher efficacy in enlisting parental involvement within the context of kindergarten teacher-parent relationships and teacher burnout. It confirmed that the effect of teacher empathy on parent-teacher relationships is moderated by the level of teacher efficacy in enlisting parental involvement.

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A Comparative Study on Science Teacher Education System

  • Im, Sung-Min;Yoo, June-Hee;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.21 no.5
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    • pp.855-866
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    • 2001
  • An important issue for qualified science teacher education should be a proper system of pre-service education for the science teacher. There are various types of science teacher education systems in accordance with their socio-cultural backgrounds. In this paper, science teacher education systems were analysed into 3 different types: Focusing Undergraduate Certification of Education (FUCE), Open Undergraduate Certification of Education (OUCE), and Post Graduate Certification of Education (PGCE). Science teacher education systems and their outcomes, such as the quality of the science teacher, were discussed with their socio-cultural backgrounds, compared by the 3 types of science teacher education systems. For this the results of meta-analysis from TIMSS-R and OECD data sets were used. Special interests focused on countries; Japan, Korea, the United Kingdom and the United States, which would represent stereotypes of science teacher education systems and different backgrounds of oriental and western culture.

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Teacher Written Feedback: Learner Preferences, Perceptions, and Teacher Reflections

  • Kim, Ji-Hyun
    • English Language & Literature Teaching
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    • v.16 no.1
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    • pp.19-40
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    • 2009
  • Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

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The Effect of Teacher's Teaching-Efficacy and Classroom Environment on Peer-Play Interaction: Mediation Effect of Teacher-Child Interaction (유아교육기관 교사의 교수효능감과 교실환경이 유아의 또래놀이 상호작용에 미치는 영향: 교사-유아 상호작용의 매개효과)

  • Seo, Seok-weon;Park, Ji-sun
    • Human Ecology Research
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    • v.54 no.3
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    • pp.293-305
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    • 2016
  • This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.