• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.12
• /
• pp.5578-5587
• /
• 2011

The purpose of this study is to confirm how keeping a educational diary in which no feedback is given in the teaching practice in kindergartens affects a teacher efficacy and the educational belief of preschool teachers-to-be as well as the organizational health of kindergartens to practice according to the way teachers feel. With this aim, the study aimed at 34 seniors at the Department of Early Childhood Education in the four-year college in Chungnam. The study conducted this experiment using the nonequivalent control group pretest-posttest design, and carried out a $x^2$ analysis and a t-test according to the data. Concerning the research results, first, keeping a educational diary of teaching practice affirmatively affected a teacher efficacy. Second, it did not significantly affect a teacher's educational belief. Third, it did not significantly affect the organizational health of the kindergarten to practice according to the ways teachers-to-be feel. This study is meaningful in that keeping a reflective journal in which feedback by a guidance teacher for practice becomes the basic proposition may be replaced with the keeping of a diary of practice at the level of practicality. This means that a teacher's sense of efficacy may improve simply by keeping a educational diary of teaching practice without feedback by a guidance teacher.

• Journal of the Korea Convergence Society
• /
• v.12 no.10
• /
• pp.255-263
• /
• 2021

The purpose of this study was to identify the teaching competency for software education for young children. Teaching competency was derived through literature study and Delphi survey of expert groups. The derived competences are composed of 'selection of software education objectives-goals and educational contents', 'software curriculum planning and implementation' and 'evaluation and feedback of software curriculum'. The derived competencies were found to be 15 competencies in a total of 3 competencies groups. The relationship between the derived competencies and previous studies was discussed and implications were presented. The teaching competency derived from this study can be used for teacher education and instructional practice.

• Korean Journal of Child Studies
• /
• v.13 no.2
• /
• pp.113-128
• /
• 1992

This study investigated methodological principles of childhood education in the Choson Dynasty. The study was conducted through review of literature, particularly through the analysis of the textbooks used in childhood education and the Confucianism Classics. The ultimate goal of childhood education in the Choson Dynasty was the moral completion of human beings through daily practice. The methodological principles of childhood education were the principles of learning by imitation, early education, the inseparability of knowing and doing, education for Ye(禮) in daily life, sex-role education, and teaching with consideration of the developmental characteristics of the children. The scientific validity of such methods of traditional education is verified in terms of its many points corresponding to important principles of modern education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.3
• /
• pp.82-90
• /
• 2019

The purpose of this study was to examine early childhood teachers' importance and performance of technology leadership. A survey was conducted on 205 early childhood teachers. Borich's needs model was used to calculate their needs. In the area of director leadership and vision, the early childhood teachers felt the most need for opportunities to participate in conferences or training programs related to the educational utilization of technology. In the area of teaching-learning methods, they called the most for better ways to take advantage of technology considering the characteristics of the activity areas and activity types. In the area of teaching professionalism, the items they asked for the most were building confidence over the educational utilization of technology and case studies of superior teaching and learning. In the area of institutional support, they felt the most need for assistant human resources who could assist in solving possible problems using technology. In the area of evaluation, they called the most for the development of a variety of evaluation tools and methods. Finally, the item they called for the most in the area of social, ethical, and legal support from the institutions to which they belonged was the preparation of guidelines on how to be in good health in times of using technology.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.12
• /
• pp.8915-8926
• /
• 2015

The purpose of this study was to find out difference by early childhood teachers' personality and individual factor. Also we wanted to find out the status, need and awareness of character education for early childhood education. Our targets are 194 early childhood teachers who are working in D city in Chungcheongnam-do. We analyzed out data with by SPSS 21.0 program. The results show that First, there was significantly difference in teachers' personality by career and age. Second, while early childhood teachers sympathize importance and need of personality education, absence of methods for practice is obstacle. Third, A high level personality group notices that respect for early children' life, humanity and virtue of relationship is importance virtue. Fourth, Therefore they consider respecting people as aim of personality education and recognize that they need to teach right values through whole area as education contents. Fifth, A low level personality group notices that performance of their duty and manners of early children is needed virtue. They consider manners education as aim and content of personality education also recognize guiding with connecting home teaching is desirable. So, teachers need, above all, chance for reflective thinking by themselves for early childhood character Education.

• International Journal of Advanced Culture Technology
• /
• v.11 no.4
• /
• pp.56-61
• /
• 2023

The present study explored a comprehensive investigation of university professors' perspectives on the implementation of ChatGPT - an artificial intelligence-powered language model - in their teaching practices. A diverse group of 30 university professors responded to a questionnaire about the level of their interest in implementing the tool, willingness to apply it, and concerns they have regarding the intervention of ChatGPT in higher education setting. The results showed that the participants are highly interested in employing the tool into their teaching practice, and find that the students are likely to benefit from using ChatGPT in classroom settings. On the other hand, they displayed concerns regarding high depandency on data, privacy-related issues, lack of supports required, and technical contraints. In today's fast-paced society, educators are urged to mindfully apply this inevitable generative AI means with thoughtfulness and ethical considerations to and for their learners. Relevant topics are discussed to successfully intervene AI tools in teaching practices in higher education.

• Journal of the Korean Home Economics Association
• /
• v.50 no.8
• /
• pp.113-123
• /
• 2012

This research has an objective of investigating the challenges that student teachers encounter during practicum, the difference between teachers' image based on sociodemographic variables, recognition and satisfaction for practicum, and the effect of teachers' image and practicum experience on the satisfaction for the practicum. The participants of this study included 500 student teachers who enrolled in the department of early childhood education in a 2 or 3-year college or a 4-year university and completed practicum in the Chungcheong area. The instruments for this study were Teacher's Image Scale, Practicum Experience Scale, Practicum Satisfaction Scale and a questionnaire for sociodemographic variables. The results were as follows: First, the highest level of teachers' image was obtained for student teachers enrolled in a 2-year college, completed practicum in large cities and finished practicum at an institution with a size of 3-6 classes. Also, the highest level of 'recognition for practicum' of student teachers was observed when they were instructed by a guidance teacher with a degree from a graduate school and with a first degree certification in public kindergarten. Second, the satisfaction for practicum of student teachers was mostly affected by' the atmosphere of the practice institutions', while personality affected the teachers' image.

• Korean Journal of Childcare and Education
• /
• v.18 no.2
• /
• pp.19-38
• /
• 2022

Objective: The goal of this study is to develop an instrument for measuring the quality of teacher support for children's play (age 3-5) based on the Play Practice Resources for Teachers presented in the 2019 revised Nuri Curriculum. Methods: The subjects of this study were 333 early childhood educators. Exploratory and confirmatory factor analysis, as well as correlation analysis were all performed to confirm construct validity and concurrent validity. The reliability of each factor was verified using Cronbach's alpha. Results: The Preschool Teacher Play Support Scale (PTPSS) was finalized with 25 items, which included the following four sub-factors: interaction, play materials, play space, and play safety. The concurrent validity was also confirmed through significant correlations between the existing measures such as the Teacher Self-Efficacy Scale, the Teaching Efficacy Scale for Play, and the Teacher-Toddler Interaction Scale. The reliability of each factor was also desirable. Conclusion/Implications: The PTPSS was verified as a sound measure quantifying the play support behavior of teachers who respect the autonomy and initiative of young children which is being pursued by the 2019 revised Nuri Curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.12
• /
• pp.8416-8423
• /
• 2015

The purpose of this study was to find out early childhood teachers' personality and analysis on the status and awareness of character education for early childhood education by grouping according to level of personality. The results show that there was significantly difference career and age. While early childhood teachers sympathize importance and need of personality education, absence of methods for practice is obstacle. A high level personality group notices that respect for early children' life, humanity and virtue of relationship is importance virtue. Therefore they consider respecting people as aim of personality education and recognize that they need to teach right values through whole area as education contents. A low level personality group notices that performance of their duty and manners of early children is needed virtue. They consider manners education as aim and content of personality education also recognize guiding with connecting home teaching is desirable. Early childhood teachers recognize that ambiguity of personality education's aim and contents, a gap between reality and ideals and absence of teachers' personality is difficulty of personality education.

• Korean Journal of Childcare and Education
• /
• v.8 no.6
• /
• pp.169-192
• /
• 2012

This study reviewed the current status of in-service education programs for infant care teachers in early childhood education and care settings. In addition, the training program(titled "infant specialist program") which had been developed in one district of Seoul in order to assist the job performance and speciality for infant care teachers was discussed. The focus in the development of the training program, its teaching content and method were addressed in detail. The results related to evaluation of the training program of interest were reported. The infant care teachers who had participated in the training program reported that the levels of their teaching efficacy and those of knowledge of infant development from post-tests were significantly increased over time. In line with the main results of this study, implications for practice and policy were discussed.