• Journal of the Korean Home Economics Association
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• v.49 no.1
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• pp.1-16
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• 2011

This study analyzed the items for the Home Economics teacher selection test, which were carried out through the school year 2002 to 2010, based on Pedagogical Content Knowledge in Home Economics Education (H-PCK). Two frameworks were used: (1) H-PCK matrix transformed from the Content Knowledge in Home Economics Education (H-CK) and the Pedagogical Knowledge; (2) Five components of H-PCK. The results of this study were as follows: (1) The test items were classified into H-CK items and H-PCK items from the H-PCK matrix analysis. (2) While the number of items on knowledge of teaching strategies was the highest, no item on knowledge of understanding students was identified. Since the test can be considered as Measurement-Driven Instruction, it will have backward influences on the teacher education program in universities. Thus, if promising and capable new Home Economics teachers are to be recruited, the test items should include all the components of H-PCK.

• Human Ecology Research
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• v.56 no.3
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• pp.247-262
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• 2018

This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.35-56
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• 2017

The purposes of this study were to develop an instrument to examine the latent domains to measure H-PCK and verify the reliability and validity of the instrument. To accomplish these purposes, instrument item development, content validity, pilot study, and main study were conducted. The results were as follows. First, based on a review of extant literature, 29 items for H-PCK were developed. Seven items were deleted from the original instrument after determining content validity by 10 in-service Home Economics teachers, which resulted in the 22 items of 3 domains(Knowledge of perspective on Home Economics Education(KP), Knowledge of Home Economics curriculum(KC), Knowledge of Home Economics instructional strategies(KI)). Second, data were collected from 137 Home Economics teachers via mail survey for pilot study to establish reliabilities for each individual domain and across the domains based on Cronbach's ${\alpha}$ and item-total correlation. The result showed good reliabilities in the cut-off value of .7 and .5 for Cronbach's ${\alpha}$ and for item-total correlation respectively. Third, the main study was performed with 220 Home Economics teachers via e-mail survey and the reliability and validity tests were conducted. The reliability test results showed good reliabilities. The model for confirmatory factor analysis(CFA) provided a good fit to the data (e.g., CFI=.92, RMSEA=.06, SRMR=.05) to evaluate construct validity. The three domains of KP, KC, and KI demonstrated the acceptable convergent and discriminant validities in each individual domain and over domains. Thus, the instrument in this study may be utilized to measure H-PCK. Finally, criterion-related validity was performed to examine the extent to which the three domains are related to teacher efficacy with Pearson correlation (${\rho}$). It was relatively highly correlated at ${\rho}=.7$. In addition, the higher H-PCK the Home Economics teachers had, the higher teacher efficacy they had. The final instrument consisting of 22 items from 3 domains were determined through the entire procedure.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.