• The Korean Journal of Emergency Medical Services
• /
• v.9 no.2
• /
• pp.39-53
• /
• 2005

This study examines need and qualification of safety education teachers with elementary school students and aims to provide data for improving safety education of elementary school As a result of study, it was found that on need of safety education teacher at elementary school, 'very needed' showed the highest response and students who answered 'the first class emergency medical technician' on qualification of safety education teacher showed the highest safety consciousness and low rate of safety accidents. Therefore, for improving safety education at elementary school, adoption of optional course at college or university to learn qualification and functions necessary for being special teacher and institutional support by the ministry of education that employment after passing elementary school teacher appointment examination are needed.

• Journal of The Korean Association For Science Education
• /
• v.39 no.5
• /
• pp.585-597
• /
• 2019

The purpose of this study is to analyze science subject items in the first screening stage of the elementary school teacher employment examination based on pedagogical content knowledge (PCK) and provide suggestions for improving the items. For this purpose, an analysis framework to analyze the items was developed and a total of 14 unit items between academic years of 2013 and 2019 were analyzed according to the analysis framework. The analysis of the results reveal that 'subject matter knowledge' of the five PCK components was most frequently included in the items. 'Instructional strategies and instruction for science education' was also frequently included although less than that of the previous component. However, 'assessment in science education', 'students', and 'curriculum for science education' were a little included. There were also assessment domains and contents which were not involved in the items. In the aspects of integration, the integrations between two components of two types were frequently found. No integrations were also frequently included although less than the previous category. The integrations among three or four components were also slightly found. Integrations among five components were not found. 'Subject matter knowledge' or 'instructional strategies and instruction for science education' with other components were more frequently found. However, the integrations of 'assessment in science education', 'students', and 'curriculum for science education' with the other components were less frequently found. Educational implications of these findings are discussed.