• Korean Journal of Human Ecology
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• v.6 no.1
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• pp.111-127
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• 1997

This study was to examine home economics (HE) teachers' and the 1st-grade students' needs perception toward the purposes of HE education in middle school which has been practced since 1995 for both male and female students. This study, attempted (1) to analyze needs priority among the educational purposes of HE subject in relation to three systems of actions; (2) to compare differences between HE teachers' and students' perception concerning the degree of importance and achievement of the educational purposes of HE subject: and (3) to examine what they conceive as the problems In the current HE education. The survey was conducted with the samples of 600 1st-grade middle school students and 101 middle school HE teachers during the period of February-March 1996. The questionnaire used in this study was a modified version which had already been developed along with the 6th HE curriculum. For data analyses, SAS program was utilized to get Means and to perform both discrepancy test and t-test. The findings of this study were summarized as follows: first, with respect to each group's perception of the importance of the purposes related to three systems of action, HE teachers emphasized the importance of the purposes related to emancipatory action, while students placed more emphasis on the purposes related to technical action. Second, in terms of the degree of achievement, students had more positive perception on the degree of achievement of the purposes related to technical action than HE teachers did. Both groups marked low level of recognition on the degree of achievement of the purposes related to emancipatory action. Third, with respect to needs priority, HE teachers placed the first priority on emancipatory action, the second on technical action, and the last on communicative action: in the case of students, the first priority was on technical action, the second on communicative action, and the last on emancipatory action. In addition, the analysis of the opinions on the 6th curriculum revealed that most respondents found it necessary to secure adequate amount of classes for HE education. Also they shared the recongnition that HE curriculum should be renovated into the one which would fully appreciate the purposes of HE education from the perspective of the practical concerns of action which are distinct from the functional and technical concerns of passive learning. The findings of this study can serve as basic data for establishing the new purposes of HE education which put more emphasis on the purposes related to emancipatory action: as well as for developing an enhanced curriculum and reinforcing the identity of HE education.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.85-102
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• 2010

The purpose of this study is analyzing newly the role of the educare teachers by finding the teachers' subjective perception on their duty and understanding its feature. With the research, I'd like to present the fundamental materials for re-training and education for specialty. I Q-sorted 17 teachers based on the 36 statements which had been selected carefully. The results are following. The first type is the teacher who is aiming the specialized education. The teacher of this type needs to have the comprehensible knowledge on the child-development and seeks the teacher's specialty with self-supervision and study group. The second type is the teacher who is pursuing safety and protection for the children. The teacher of this type considers safety and cleanness very important and thinks that he or she should take care of the children by the cooperation with parents. The third type is the teacher who is heading for everyday's life and improvement. He or she thinks that teaching the child daily life is significant and by it, the child should grow up. The results of the research show us 3 points. The first, we need to re-design training program for the educare teachers. The second, we should prepare the manual for the teachers in accordance with the infants' growing-up. The third, we should understand the teacher's type and train him or her in accordance with the type.

• The Southeast Asian review
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• v.21 no.1
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• pp.1-48
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• 2011

This study examines the perception and its meaning of child education and mother]s role for children of Korean mothers for their children to study abroad in Malaysia. For this purpose, data was collected through in-depth interviews with seven mothers and one grandmother. All participants were lived in Malaysia for at least 6 months above. As a result, the most of recommenders of studying in Malaysia were fathers. And the purposes of studying in Malaysia were the improvement of their children's English learning skills and abilities, and not-good academic achievement in Korea. They made a decision for their children to study in Malaysia in that it was good to study in Malaysia for early 'spec' management for their children. But in the case of Korean mothers, they had a diverse desires internally. For example, they had a desire to escape from the relationships with mother-in law or complicated social relations of their family, kin, and neighbors in Korea. In Malaysia, Koran mothers carried out their roles of children's time management, information network management and 'distinction' strategies to their friends and neighbors for their children to study well and up their achievements' levels. Lately, they had planning to develop for their children's long term life design and their choices of universities in Korea, with special reference to the various connections of school-ties and religion-ties in Malaysia.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.125-141
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• 2011

The purpose of this study is to investigate Home Economics(HE) teachers' perception of Home Economics curriculum perspective and their instructional culture, and to find out correlations between them. 210 questionnaires were used for analysis. The results are as follows. First, our research showed that the preferences of HE teachers with respect to curriculum perspectives were in the order of the interpretive, emancipatory, and technical perspectives. However, there was no consistency among findings in the preferences for the sub-elements of a curriculum. Second, our results indicated that HE teachers performed their role affirmatively in terms of instructional culture such as the 'cooperation between teachers', the 'class focused on student', and the 'learning materials preparation'. Third, there was a statistically significant difference in five elements such as the 'cooperation among teachers' between the HE teachers' curriculum perspectives and their instructional culture. Fourth, there was a statistically significant difference in the 4 factors of 'instructional culture' between the teacher group whose curriculum preference was clear and those group whose curriculum preferences was vague.

• (The)Study of the Eastern Classic
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• no.72
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• pp.265-298
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• 2018

This paper examines the contents and meaning of the education reform theory among the social reform theory of Wie Baek-gyu(1727~1798), a representative Confucian scholar of Honam in the 18th century, and suggests the moral educational implications of his educational reform theory. Wie Baek-gyu, who lived through the Yeongjo and Jeongjo eras, diagnosed the contradictions and problems of society at that time as the absence of morality. And emphasized the reform of school education as a center of ways to overcome social disruption. The educational reform theory he envisioned was to systematize the process from child education to higher education centered on the system reorganization of the school, and to formulate school education in conjunction with the selection of talent. He emphasized the cultivation and practice of moral character in the course of admission and curriculum of the school, and suggested a system that reflects the opinions of the local people in the admission process, thereby establishing the school as the center of the local society. His educational reform theory, which embodies the school system based on moral education and further shapes the school system and educational contents as the center of edification and recruitment of talented people, is a big indication of the curriculum of the current moral curriculum that emphasizes the cultivation and practice of inner morality based on personality education. In this paper, I summarized and reviewed the general contents of his perception of the times and social reform theory, the diagnosis of the educational reality that is the basis of his educational reform theory, and the specific contents of the education reform theory. Based on this, I presented the meaning to the current moral and curriculum.