• Hwankyungkyoyuk
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• v.14 no.2
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• pp.68-75
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• 2001

The purpose of study is to provide fundamental data for the improvement of the teacher inservice training for environmental education through analysis of current inservice training programmes. The subject of analysis are documents on training programmes which was conducted after 2000 by 10 training organizations. Based on the results of this study, inservice training programmes is classified with 6 organizations which consist of education training institute, education & scientific research institute, national · public organizations, colleges of an attached organizations, civil organizations, teacher research society. The strategies for improvement of proposed in this study can be summarized as follows: First,'60 hours training programmes for general competencies improvement of environmental teacher' have to reconsider about scarcity areas to analysis of programmes. Second, this training programmes need to establish in training programmes of nothing region for increase in training opportunity of teachers. Third,'the core training programmes'is continued to be complementing about this programmes and need to establish about training programmes of teaching method of environmental education, environmentally value and attitude, etc

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.136-151
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• 2009

The purpose of this study was to analyze changes in perceptions of the categories of environmental education and environmental education professionalism of teachers participating in a in-service teacher training programs for environmental education. For this study, surveys and interviews were conducted before and after participation of 20 elementary and secondary school teachers who had participated in 'in-service teacher training program for professional development in environmental education' in August of 2005. Before participation, most of teachers answered that 'Education for Environment' was essential factor among the categories for environmental education. After participation, 15 teachers retained their perception but 5 teachers had changed to 'Education about Environment' or 'Education for Environment'. Environmental professionalism was conducted in '5 ability categories of environment teachers' of Hungerford et al.(1994). Categories has goal domains such as 'Goal domain I (level of basic)', 'Goal domain II (level of conceptual perceptions)', 'Goal domain III (level of investigating and evaluation)', 'Goal domain IV(level of environmental action skill)', 'Goal domain V(level of educational apply)'. Before participation, teachers had a low level of professionalism in environmental areas, but after participation environmental education professionalism improved significantly into the all 'Goal domains'.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.183-199
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• 2006

The purpose of this study is to develop an in-service teacher training program for professional development in environmental education. In order to achieve the goal, the in- service teacher training program for professional development in environmental education development / implement team is formed to deal with the development and the implementation of the program. The team is composed of environmental education professionals and environmental education teachers. After the development of the program, 20 teachers were selected to implement the program. Then, through various researches such as interview, monitoring, and survey, the evaluation of the program was done. After the evaluation, the feedback on the program was collected in order to apply the final adjustments and changes to the developed training program for professional development in environmental education. The training program is designed to include the wide range of theories and real life cases. It focuses on certain topic, and is implemented through workshop type training method to increase the participation rate. The major motive of the participants was to develop their professionality in environmental education. Based on the analysis of the training program and the workshop, 69.1% of the program is focused on the environmental education/learning theory, and 71.4% is focused on the environmental education teaching method. The environmental education teaching method is focused on the real life teaching method that could be used in many schools. However, the parts on environmental education philosophy, psychology, and evaluation was not included as a part of the program. Also, the evaluation method of the students learning the environmental education was not introduced as a part of the program as well. It is due to the limited time frame of the training program, as well as its focus on the training method of environmental program. Based on the analysis of the evaluation results obtained through monitoring, the training program for professional development in environmental education is successful in terms of focusing the goal of the program around the environmental education/learning theory and environmental education teaching method, which was the motive of the participants. However, the effectiveness of the program differed from participants to participants based on their majors in environmental education, and it did not last long enough. The future training program for professional development in environmental education should consider the backgrounds of the program participants to have various programs prepared for various groups of people. We suggest that the results of this developed program will be applied to "environmental education teacher licence training" in the future.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.54-66
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• 2007

The purpose of this study is to find identity of the elementary environmental education and inquire elements of professionalism in environmental education that elementary teachers should have. This study performed a half-structured interview in twice to the eight of elementary teachers who completed the environmental education curriculum course in a graduate school or participated in the teacher training program before. As a result, this study found that the identity of the elementary environmental education consists of the unification comprehending various subjects, the well-rounded sensitivity balancing intellectual, emotional and behavioral aspects, and the grounding in forming environmentally friendly living-habit and academic basis of environments. Moreover, this study found that the teacher training program for the specialty of the elementary environmental teachers should comprise of the following twelve components: the knowledge of overall environmental curriculum, environmental life guidance and environmental classroom management, environmental teaching skills and function, the passion and commitment about environmental education, environmental sensitivity, understanding of education studies, the values and attitude about environment, environmental behavior, understanding the relationship between environmental psychology and developing stage of child, the general education and communication/cooperation with colleagues or local community, understanding of the role as an teacher for the elementary environmental education. More importantly, it would be very crucial that the teachers themselves who are the main body of education system should recognize the their role as the professionals in order to improve the quality of education.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.1-13
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• 2000

The purpose of this study is to formulate the direction lot improvement of the curriculum on environmental education teacher training. The results of this study are summarized as follows: First, the nature of the courses related to subject matter education should be changed from the course of teaching profession into the course of special study, Second, the combination of the courses related to environmental education and environmental science is needed, Third, the curriculum should sufficiently include the contents of the 7th curriculum, Fourth, the curriculum should contain the courses of environmental science which can help the pre-service teachers to understand the fundamentals and concepts of ecology, This curriculum should also include the courses which can improve the pre-service teacher's ability to teach for the development of student's affirmative environmental value and attitude, Fifth, the curriculum should include the courses which are useful for the pre-service teachers to learn teaching method such as case study and simulation for the education of environmental knowledge and of cognitive domain about environmental issues. Sixth, the curriculum should reflect the contents of the regulation for teacher certificate which was renewed in Jan. of 2000.

• Hwankyungkyoyuk
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• v.3 no.1
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• pp.33-46
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• 1992

The purpose of this paper is to identify some of the issues and problems related to the dimension of education and training of teachers and develop educational directions and strategies for enhancing teacher quality in environmental education. In order to review the status of environmental education at primary and secondary school levels analysis of the related literatures and the results of our studies since 1991 were briefly summarized.

• Hwankyungkyoyuk
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• v.17 no.2
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• pp.10-25
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• 2004

This study aims to standardize and analyze the environmental teacher recruitment examination for secondary school. To achieve the purpose, the environmental teacher recruitment examinations, which were carried out for five times through the school year 2000 to 2004, were compared and analyzed. And then, based on the above analyses, we presented ‘the plan of standardization for the environmental teacher recruitment examination in secondary school.’ In addition, the propriety, reliance, and realistic suitability of the plan were confirmed by professors of environmental education department in universities, environmental education professionals, and environmental teachers in secondary school. By presenting ‘the plan of standardization for the environmental teacher recruitment examination in secondary school’ in this study, we expect that the curriculum design and management of environmental education teacher training universities can be standardized and improved, and that the teacher who have expert qualities in environment education is reasonably selected by the environmental teacher recruitment examination.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.14-22
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• 2000

This attempts to find out training system of environment education teacher in Korea. The results are summarized as follows. The primary and secondary school have focused on environment education and the environment course was designated as a subject, but only 12% of the 2741 middle school chose the environment subject in 1998. The environment education course is not popular among students. The environment education is an interdisciplinary subject, which is composed of natural science, social studies, earth science, and medical science, that is why the subject is so unsystematic and complicated that appropriate teaching methods and contents for school classes are not able to be developed. Moreover, material and manuals in environment education for students and teachers are limited. While the contents of environment education is composed of field experience learning and experiment learning, but lecture-centered instruction is emphasized in school because of materials, time and experts. Over 300 environmental education teachers are annually produced, but the ratio of employment low. is, Therefore, a retraining program for environment education teacher needs to be developed.

• Journal of Korean Society of Forest Science
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• v.109 no.3
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• pp.341-349
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• 2020

This study analyzed the effectiveness of the forest education program for teacher training. The training program was conducted at the National Center for Forest Activities, in Hoengseong, Korea in August 2017. Presurveys and postsurveys were administered to 46, K-12 teachers who participated in the forest education program. The results showed a statistically significant increase in the teachers' environmental sensitivity, eco-friendly teaching attitude, and teacher efficacy after the program. Survey participants expressed a slightly lower confidence in terms of teacher efficacy after participating in the program. This confirms the need for a training program with a focus on practical teaching skills, which would help teachers become more confident in providing forest education. This study verifies the effectiveness of the forest education program for teachers, who play an important role in developing students' environmental sensitivity and eco-friendly attitude. Furthermore, it suggests the need to develop more effective forest education programs for teacher training.

• Journal of Korean language education
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• v.29 no.4
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• pp.169-199
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• 2018

The purpose of this study is to examine Korean teachers' needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers' experiences of Korean language teaching and in-service teacher training? (2) What are the teachers' needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers' needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.