• Journal of Korean Public Health Nursing
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• v.27 no.2
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• pp.280-292
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• 2013

Purpose: The aim of this study was to determine the perceived needs and confidence of school nurses in health education at middle and high schools in Seoul, Korea. Methods: A descriptive survey questionnaire was developed by a research team to investigate the perceived needs and confidence across eight health education areas. A total of 329 school nurses at secondary schools in the metropolitan areas of Seoul participated. Descriptive statistics, the t-test, and ANOVA were conducted to analyze the data. Results: Generally high means in perceived education needs(Mean: 3.8~4.7/5) and health education confidence (Mean 3.3~4.5/5) were reported. However, there were significantly low means of health education confidence related to perceived needs in health education for all areas of health education. While injury prevention and emergency care education were the highest perceived educational needs and were also areas with high confidence of school nurses, mental health, social health, and sexual health were areas where nurses showed a significantly lower confidence. In general, nurses with a longer clinical experience and educational career had a higher confidence in injury prevention, emergency care, and mental health. Conclusions: Multi-level support, including the continuing education and proactive in-service training, for the school nurses needs to be developed to improve their teaching competency.

• 대한공업교육학회지
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• v.43 no.2
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• pp.61-78
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• 2018

The purposes of this study are to importance and performance of performance goal of workforce training project of SMB Specialized Vocational High Schools by existence of teaching staff's assignment and compare difference of the priority for performance goal of two groups by IPA. Research problems for them are as follows. First, how about differences of the importance for performance goal of workforce training project of SMB Specialized Vocational High Schools by existence of teaching staff's assignment? Second, how about differences of the performance for performance goal of workforce training project of SMB Specialized Vocational High Schools by existence of teaching staff's assignment? Third, how about differences of the priority for performance goal of workforce training project of SMB Specialized Vocational High Schools by existence of teaching staff's assignment? Results obtained by this study are as follows. First, performance goal of workforce training project of SMB Specialized Vocational High Schools that teaching staffs recognize the most importantly regardless of the existence of assignment was 'improvement of students' adaptation to the filed' in area of 'employment competency strengthening'. Second, performance goal of workforce training project of SMB Specialized Vocational High Schools that teaching staffs recognize the degree of high performance regardless of the existence of assignment was 'expansion of SMB employment opportunity' in area of 'employment connection'. Third, regardless of the existence of teaching staff's assignment, areas of high priority in performance goal of workforce training project of SMB Specialized Vocational High Schools were 'improvement of teaching staff's understanding for SMB' and 'improvement of SMB understanding for Specialized Vocational High School' in area of 'improvement of SMB mind for Specialized Vocational high School'.

• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.1-18
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• 2015

This study analyzed components of key competencies and its relations with Home Economics curriculum though literature analysis method. The literature total of 26 relating to key competencies is collected from two research institutes(KICE, KEDI) and two academic Journals(KSCS, KHEEA). The results show, first, every countries suggested different categories and components of key competencies according to classification of DeSeCo report(OECD, 2005). In subject matter, intellectual and learning capacities are emphasized; where as in inter-disciplinary or trans-disciplinary areas promoting character and competencies are focused. Second, ideal portraits of human being through home economics education is not closely related with those in a national curriculum. Third, achievement standards should be stated aligned with competencies, goals and curriculum contents, standards. Finally, there is a need to develop a curriculum design framework that teaching learning process incorporates knowledge, skills, and strategies relating other subject areas.

• Journal of the Korean Society of School Health
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• v.10 no.1
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• pp.41-50
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• 1997

The purpose of this study is to provide fundamental data supporting facilitation of a formal health education performed by school nurses as health educators. To evaluate the teacher expertise of school nurses as health educators, this study analyzed the present status of health education and the recognition of self-confidence in teaching ability of school nurses. Self addressing questionnaire were mailed out to 340 secondary school nurses in Seoul and out of them 244 nurses (71.8%) responded to the survey. Analysis of the data was made using t-test and ANOVA in SAS program. The major results are as follows : 1. The total health instruction performance rate was 84.6% (204). Regular health instruction was carried out by 66 nurses and the rest of the 155 subjects gave irregular instruction on health education. 2. Regular health education classes was offered as a part of physical education class hour by 89.4% of the respondents whereas only 10.6% of them had formal health education classes. The survey showed that irregular health education classes were mainly held in physical education class hours (70.3%) and 14.8% had opportunities for additional classes on health education. 3. The average class for regular health education was 5 hours per week but for irregular health education classes were only one hour per semester (32.9%). 4. Among the 11 categories of health education, education on drug abuse and body structure and function and physical development occupied 95.6%, 69.6% respectably while physical training, family health, social health occupied 10.8%, 12.7%. 5. Health education was given much more at public schools (88.2%) than at private schools. 6. 232 (95.0%) school nurses agreed with the necessity of formalizing health education classes and 227 (93.1%) wanted to change their status from school nurses to formal health teachers. 7. There is a tendency to change the status from school nurse to formal health teacher, and the necessity of having a formal curriculum on health education while less recognized by the older and longer-careered nurses was more recognized by those nurses with higher education. 8. The lack of administrative support (79.5%), work burden (77.9%), and lack of teaching competency (22.1%) were the greatest problems. 9. Education on drug abuse was stressed the most whereas physical training was most neglected. 10. There is a tendency that older and longer-careered school nurses thought less positively of their status, and then 98 (81.1%) school nurses acknowledged themselves as professional teachers. 11. 176 (72.5%) school nurses agreed with the necessity of continuing education : health knowledge and teaching skills for formal health teachers. 12. 179 (73.8%) school nurses had a positive attitude and undergraduate preparation and the practice of professional health teachers. 13. The school nurses had self-confidence in their teaching competence, teaching strategies and knowledge in all 11 health education areas.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.31-42
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• 2019

Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.239-248
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• 2010

Purpose: This study was done to propose the developmental direction of study related to nursing practice education by grasping the trend of study in fundamental and clinical practice. Method: A total of 48 research articles which were published on nursing practice education in Korea from 2002 to 2009 were analyzed with structured analysis forms. Result: Most research was related to clinical practice (n=40). A high percentage of non-experimental research design was related to fundamental practice (75%) and clinical practice (65%). Qualitative research was only used in clinical practice (n=8). Nursing students were predominantly selected as an object of research in fundamental practice (n=6) and clinical practice (n=32). In addition, many of the areas in clinical practice were a general clinical setting without any classification of the specific area. The concepts of research in fundamental practice were related to competency in basic nursing skill and most concepts of research in clinical practice were associated with satisfaction, stress, experience, critical thinking and problem solving ability of the nursing student. Conclusion: There's something to be desired in nursing research related to instructor methods, teaching-learning methods and nursing education programs. Therefore, more specific and continuous research focused on these topics to improve clinical nursing competence of the nursing student is needed.

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

• Journal of Digital Convergence
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• v.17 no.11
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• pp.467-474
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• 2019

Key areas of digital contents, the games and animation industries are increasingly expanding. Therefore, training of a specialized workforce is required in accordance with these enterprises' growing demand. Education in the field of games and animation lies in cultivating talents with creative thinking, collaboration, and problem-solving skills. Thus, this paper aims to propose a PBSL teaching model for creative convergent talent through game and animation projects. The study will focus on the characteristics of creative convergence talents, project teaching, and related job competencies for game and animation education. Based on literature research, a 'Project Based Self Learning' instructional model is presented, in which creative thinking and collaboration competencies are explained in a way they can be performed by the learner. As a case study, D University's class was applied with PBSL. A survey showed that the autonomy aspects were higher than the creativity and convergence attitudes, indicating that the students improved their autonomy and motivation. However, the team composition needs further supplementation.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.219-228
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• 2023

The purpose of this study is to find out the competence of porspective speech and language pathologist according to Clinical practicums and to use it as basic data in guiding porspective speech and language pathologist. The porspective speech and language pathologist competence consisted of tasks, knowledge, skills, and language areas, and a total of 36 questionnaires were organized by dividing the language areas into sub-areas of smantics, morphology and pragmatics. A total of 105 questionnaires were collected from students with experience in Clinical practicums. A t-test, Pearson correlation analysis, and simple regression analysis were conducted to analyze the competence of porspective speech and language pathologist according to whether or not they practiced. The results of this study are as follows. First, there were significant differences between groups in all areas of knowledge, tasks, skills, and language in the competence area. Second, there was a very strong correlation between competence and language sub-areas. Third, it was found that it had a significant explanatory power in the sub-area of competence and language areas, and had a positive effect on the competence of porspective speech and language pathologist. This study is meaningful in that it should be based on theoretical knowledge of language elements to enhance the competence of porspective speech and language pathologist, and it can be confirmed that theory affects the competence of porspective speech and language pathologist. It is expected to be meaningfully used as a basis for efficient teaching methods based on the improvement of the capabilities of porspective speech and language pathologist, training training professional language rehabilitators, and theory, and theory.