• Journal of the Korea Society of Computer and Information
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• v.25 no.9
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• pp.213-222
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• 2020

In this paper, we propose a study to develop and apply competency-based elementary school teacher training programs for maker education according to the steps of the DACUM-based Systematic Curriculum and Instructional Development (SCID) procedure model. According to the stages of the DACUM-based SCID (Systematic Curriculum and Instructional Development) procedure model, the educational goals, contents, objects, time, methods, and prerequisite subjects of the maker education training program were derived, and based on this, a competency-based training program was developed. In addition, the effectiveness of the program was verified by applying the developed program. As a result of applying the developed training program and evaluating its effectiveness, it was confirmed that overall positive results were found. We expect this training program to be of help in strengthening the competency of elementary school teachers in maker education.

• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.11
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• pp.1208-1221
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• 2012

This study was conducted with the budgetary support of the Gyeonggi Provincial Government Department of Education as curriculum preparation (frequently revised since 2007) for the enhancement of teacher professionalism in Clothing, Food, and Housing Life education. This study promotes changes in student learning through the enrichment of Home Economics content and the classroom-learning environment through the reinforcement of teacher professionalism and attitudes towards Clothing, Food, and Housing Life education. This study enhances the comprehension of Home Economics and understanding by educators on the importance of Home Economics. The training program was evaluated through an analysis of the motive of application, level of satisfaction with the program, change in the view of Clothing Life education, and level of expectation and contributions of the program towards the curriculum development of teaching. The trainees were motivated by the opportunity to practice, uniqueness of the curriculum of the training program, and expectations for professional enhancement. The level of satisfaction is very high. Regardless of subjects, trainees recognized the necessity of practical exercise, cultural & artistic approach, and integrated teacher training in Clothing Life education. The teachers of other subjects recognized the importance of Home Economics and the historical background of Clothing, Food, and Housing Life.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.133-160
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• 2013

The purposes of this research are to develop and to evaluate the teacher training program for enhancing scientific creative problem-solving abilities. For this purpose, by considering previous studies, this study suggested 'scientific creative problem solving process'. In the course of elementary teacher program development, the present study followed Instructional Systems Development stages, where Kirkpatrick's four-step evaluation model was applied for a quality of evaluation. As a result of evaluation, it was found that teachers' recognition of competency to teach the scientific creative problem solving process was increased. In addition, teachers' evalution of the program was positive and their willingness to apply it to the field was found high, which indicated that the training program's applicability to schools would be positive.

• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.31-50
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• 1997

'I'his study investigated students' attitude toward mathematics. and how behavior/cognitive training affects level of math anxietv and level of math achievement. Subjects were all the freshmen attending Taejon Science High School, and they were given Mathematics Attitudes Scale and Attributional Style Questionnaire prior to and post training sessions. Twenty out of 84 freshmen voluntarily participated in nine sessions of training program. Participants were asked to do self-evaluation. Math achievement was measured prior to and post training. and was compared between two groups. Training program utilized behavior/cognitive approach. such as understanding one's feeling through muscle relaxation, breathing and meditation; modifying negative attributional style; imitating effective cognitive strategies for math problem solving, and so on. 'I'he result shows that students' math confidence in general was relatively low out of expectation, a nd they perceived teachers not supporting their math abilities :IS much as expected. On the other hand, students in general had strong math achievelment needs, and considered math utility very high. Sex difference was seen in the attitude toward female math abilities, to result that female students had more positive perception than male students. Female students of 'I'aejon Science High School seem free from conventional idea about female abilities including theirs. Participants' ~attitude change was compared with non-participants. and participants showed statistically significant change in their math confidence, and also in their math achievement. Participants had much higher math confidence and ~achievement than non-participants. And, they showed increased level of perceiving teachers' expectation. more realistic in needs, and more involvement in math. Math achievement was found positively related to math confidence, and participants' math achievement change was explained by their belief in math utility. Not only training program effect hut also participants' voluntary involvement and teacher\ulcorner' support of the program and participation seem to increase their math achievement. Based upon the result of study it was suggested that behavior-/cognitive training program be provided along with academic curricula for gifted students of Korea to help their emotional and psychological development enhance the efficacy of their cognitive learning.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.4
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• pp.51-63
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• 2023

The purpose of this study is to develop and implement a secondary teacher training program based on the TPACK model to strengthen the capacity of teachers of youth entrepreneurship education in the context of the increasing importance of entrepreneurship as a future competency, and to provide theoretical and practical implications based on it. To this end, a teacher training program was developed through the process of analysis, design, development, implementation, and evaluation based on the ADDIE model, and 22 secondary school teachers in Gangwon Province were trained and the effectiveness and validity were analyzed. First, the results of the paired sample t-test of TPACK in entrepreneurship education conducted before and after the program showed statistically significant improvements in all sub-competencies. Second, the satisfaction survey of the training program showed that the overall satisfaction was high with M=4.83. Third, the validity of the program was reviewed by three experts, and it was found to be highly valid with a validity of M=5.0, usefulness of M=4.7, and universality of M=5.0. Based on the results, it is suggested that in order to expand entrepreneurship education, opportunities for teachers' holistic capacity building such as TPACK should be expanded, teachers' understanding and practice of backward design should be promoted, and access to various resources that can be utilized in entrepreneurship education should be improved.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.252-258
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• 2022

Globalization, development of the information society, intensification of migration processes, and internationalization of education in recent years have significantly affected the international labour market and increased competition between professionals in various fields. Academic, research and teaching staff are currently facing rapid changes and growing demand for quality educational services. Under such conditions, educational institutions around the world pay particular attention to improving the quality of the educational process in order for their graduates to be able to compete in the international labour market. The study of the experience of teachers' professional training in advanced countries opens new opportunities for improving the system of pedagogical training in Ukraine in order to adapt it to the requirements of the European educational space. The progressive achievements of countries demonstrating a high level of teachers' professional training in accordance with international standards, having rich historical educational traditions are of considerable scientific interest; consequently, this contributes to their leadership in science and education at the regional and global levels. The purpose of the present academic paper lies in analysing the latest trends in exploring teaching experience in the European countries and performance review of passing by students and teachers of the program on studying of pedagogical practice and experience of teaching in the countries of Europe. Methodology. Analytical and empirical (questionnaire) methods were used in the research process. Results. According to the obtained results of the research, the advantages, the most common areas of educational programs and the wishes of the participants regarding the practical implementation of the experience were identified.

• Research in Community and Public Health Nursing
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• v.32 no.4
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• pp.566-577
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• 2021

Purpose: This study aimed to determine the correlation between job performance difficulties and job satisfaction that novice health teachers experienced in a new school environment, and provide the basic data necessary for policy development. Methods: Data were collected from 196 novice health teachers without in-service training program for the qualification of 1st grade and with less than four years of work experience in Korea. The self-report questionnaire consisted of general characteristics, perception of difficulties in job performance, and job satisfaction. The data were analyzed using the x² test, t-test, ANOVA, and Pearson's correlation coefficient. Results: Novice health teachers had the most difficulty in health education during their job performance, whereas teachers without hospital clinical experience encountered difficulties in health management. Those with less than two years of teaching experience or no experience of being contract health teachers had higher job performance difficulties. The results revealed that the lack of experience in performance at a school site had a considerable influence on the difficulty in job performance. In terms of job satisfaction, novice health teachers had the highest satisfaction with status recognition and the lowest satisfaction with their tasks in charge. Additionally, as the difficulty in job performance increased, job satisfaction decreased. Conclusion: The study results indicated the need for training to provide novice health teachers with sufficient experience in job performance before being placed in a school. The provision of support to respond to difficulties in job performance will improve job satisfaction and contribute not only to the development of novice health teachers, but also to the improvement of the quality of school health.

• Journal of the Korean Society of School Health
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• v.30 no.1
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• pp.70-80
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• 2017

Purpose: Recently, various accidents and incidents occurred in our school environment, making it necessary to enhance teachers' competency in school safety management. To this end, this study was conducted to analyze the needs of teachers related to school safety management competency development. Methods: For this purpose, the existing teacher's task analysis related to school safety management was revised and surveys were conducted to measure teachers' present level, expectative level and importance of the items based on the task analysis. To analyze the data, Borich Needs Assessment and The Locus for Focus Model were used. Results: In the t-test between the teachers' present level and expectative level about school safety management, all 39 tasks were related (p<.001). The priorities in developing teachers' competency in school safety management were found to be the 6 tasks listed below: 'To deal with each type of accident,' 'To implement CPR and defibrillator,' 'To use fire extinguishers and fire hydrants,' 'To use descending life lines,' 'To give first aid,' and 'To cope with elevator accidents.' Conclusion: By utilizing the results of the teacher's competency and need assesment as components, teachers' training programs can be made more applicable to the school setting. In addition, more experience-based programs should be considered when designing teachers' training programs in order to apply the priority found from the teacher's need assessment.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.117-129
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• 2019

This research aims to explore the direction to promote maker-centered education and draw implications on the design and practice of teacher's professional development program by studying a case. To achieve the research objective, the research context was set on a teacher's training program provided by the S district office of education in Seoul, and the quantitative and qualitative studies were conducted to deduce the teacher's requirements for establishing and promoting maker-centered education after participating in the program as well as analyzing the effectiveness of the 5-days training program. From the results, this study contributes to suggesting implications on activating maker-centered education and providing the curriculum and instructional designs of teacher's professional development through the case participated by teachers who play a crucial role in performing and practicing innovative teaching methods and educational policy in real educational contexts.

• Human Ecology Research
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• v.58 no.1
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• pp.105-120
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• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.