• 한국콘텐츠학회논문지
• /
• 제14권3호
• /
• pp.470-481
• /
• 2014

이 연구의 목적은 교육청의 교원연수체제를 개발하는 사례를 정리함으로써 단위 교육청 교원연수체제를 개발을 위한 기초적인 자료와 시사점을 제공하는 것이다. 이를 위하여 A교육청의 교원연수체제 개발 사례를 방법, 근거, 결과 중심으로 정리하였고, 이러한 사례를 통하여 시사점을 도출하였다. A시의 특성과 요구에 맞는 교원연수체제의 개발을 위해 실태 분석과 요구 분석, 국내외 교원연수 및 기업 사례 분석, 문헌 조사 및 전문가 집단 자문의 방법을 활용하여 교원연수체제의 모형을 설계하였고 이를 근거로 하여 프로그램(안)을 개발하였다. A교육청 교원연수체제의 모형은 비전(인재상)과 목표(세부 인재상), 추진방향으로 구성되어 있으며, 이를 기초로 연수프로그램(안)인 4S 프로젝트가 개발되었다. 이러한 개발 사례를 통하여 교육청의 비전과 인재상에 기초한 교원연수의 비전 수립, 교원연수의 비전에 부합하는 프로그램 개발, 실행을 위한 추진전략 제안 등을 시사점으로 제시하였다.

• 한국산학기술학회논문지
• /
• 제21권9호
• /
• pp.331-337
• /
• 2020

본 연구는 보육교사의 행정업무스트레스와 행복감 및 교사효능감 간의 관계를 분석하는데 목적을 두었다. J 지역 보육교사 243명을 대상으로 설문조사를 실시하였고, 수집된 자료는 Jamovi 프로그램을 이용하여 기술통계와 관련성과 매개효과를 분석하였다. 자료분석 결과 첫째, 보육교사의 행정업무 스트레스와 교사효능감, 행복감은 정규성 가정을 충족하는 것으로 나타났다. 둘째, 업무 스트레스와 교사효능감, 행복감 간의 관계 분석에서 행정업무 스트레스와 교사효능감은 통계적으로 유의한 부적인 상관이 나타났고, 행복감과 교사효능감은 유의한 정적인 상관을 나타냈다. 또한 행복감과 행정업무 스트레스의 상관에서는 부적인 상관을 나타냈는데 이는 행정업무 스트레스가 높을수록 교사효능감과 행복감은 감소하고, 행복감이 높을수록 교사효능감이 높아진다고 볼 수 있다. 셋째, 행정업무 스트레스는 행복감과 교사효능감을 의미있게 예측하는 변인으로 나타났으며, 매개효과에서 교사효능감은 부분적으로 매개하는 것으로 나타났다. 결론적으로 행복감과 교사효능감에서 행정업무 스트레스가 중요하게 고려되어야 함을 알 수 있었고, 보육교사 처우 개선의 방향성을 제시하였다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제24권1호
• /
• pp.21-29
• /
• 2005

This study is purposed to research the present status and outcomes of adaption of science teacher system in elementary school. The subjects of this study are science teachers, schoolmasters, science supervisors, and 3rd$\~$6th grade students in western office of board of education, Gwangju Metropolitan city. It was found that there are 264 teachers who teach one subject and only two of them were science teachers. In elementary schools, most classroom teachers didn't want to be science teachers and schoolmasters or science supervisors could not afford to adapt science teacher system. After applying science teacher system to 3$\~$6th grade students during one school year, many students were improved in academic achievement and inquiring ability, and they have increased of interest and participation in science activities. This means that science class by science teacher is more effective than that by classroom teacher. Therefore, science teacher system should enlarge to science class in elementary school.

• 조형예술학연구
• /
• 제8권
• /
• pp.5-43
• /
• 2005

This study aimed to suggest a resolution through a research on actual condition of appreciation class among art classes in elementary school. For this object, this study is about the need and problem of appreciation through concert of art appreciation and educational meaning. And this study is research, based on 200 current teachers to teach the art education of appreciation in Seoul. In the case of student research, this study show the current appreciation education focusing on 200 students in Seoul. The teachers has been seeing the importance of the appreciation education, but that education has been performing in the poor environment without aids and appreciation materials. And they thought that the most effective way to teach the appreciation of art is the on-site education such as the invitation of art-gallery or museum. The Change of realization about art, together with improvement of realistic situation, is important. But more important problem is the role and the realization of teacher who teach art directly. If the teacher's viewpoint to teach directly education of appreciation is examined, there are following problems First, it lacks realization about the importance of appreciation education. Teachers who teach a student have been taken functional art education mainly and this trend has been spread in the whole of society, therefore, the importance about the teaching of appreciation is negligent and is handled indifferently. Also, Teachers do not offer opportunity to obtain professional information of art appreciation map to overemphasize the study of practical teaching research. Second, elementary schools teacher is, for the most part, occasion that homeroom teacher teaches all object classes, and complete charge teacher is selected only some. Therefore, teacher in charge who play most a lot of subjects is difficult to recognize the importance of art teaching appreciation subject or class. There must have been a research about the educational preventive measures as suitable support, reorganization of at time and experts in superior office educational institution. Trough this study, I could know that front-line teacher should be specialized and more complete charge teacher should be needed urgently. Finally, the teachers must break the custom of the art appreciation and develop various art appreciation method. And the teachers have to lead the students to be interested art appreciation. That's what cultivate the students' aesthetic feeling and genius.

• 한국농촌간호학회지
• /
• 제16권2호
• /
• pp.54-59
• /
• 2021

Purpose: This study aimed to describe a school health teacher's experience working in a mountain village during the COVID-19 outbreak in 2021. Methods: The study used a case study method based on the school records and reports to the local office of education. Results: In T City, since the first COVID-19 case confirmed on March 8, 2020, as of May 17, 21, a total of 21 cases have occurred, including two third-year students of H Middle School. Since then, one additional case was confirmed on May 18, one more on May 25, and one more on May 27, resulting in a total of five confirmed cases. During this period, 42 students and 13 teachers were self-quarantined, all students and staff were tested for COVID-19 PCR, and students received remote classes. The role of school health teacher can be described through three categories: "collaborator", "care coordinator", and "educator". The school health teacher did a lot of work until the situation came to an end, successfully fulfilling these three roles. Conclusion: Some suggestions were made to prepare a more effective communicable disease response system suitable for public health infrastructure of non-urban area.

• 영재교육연구
• /
• 제24권4호
• /
• pp.543-559
• /
• 2014

본 연구의 목적은 현재 우리나라에서 실시되고 있는 영재교육 담당교사를 위한 연수 프로그램이 어떤 내용으로 구성되어 있는지 분석하고 연수 프로그램이 영재교육 담당교사의 자질을 충분히 반영하는지 알아보는 데 있다. 이를 위하여 각 지역 교육청, 대학 부설 연수원과 원격연수원에서 실시하고 있는 영재교육 관련 20개의 연수 프로그램을 분석 대상으로 하였다. 분석을 위해 영재교육 담당교사의 자질에 관한 프레임을 선정하였고, 이 자료를 토대로 연수 프로그램을 강의별로 코딩하여 정제한 뒤 분류 작업을 거쳐 언어네트워크 분석을 실시하였다. 연구 결과 교사 연수 프로그램은 '교육과정', '교수법', '교육과정 개발'에 중점을 두어 운영되고 있음을 알 수 있었다. 이것은 교사의 전문적 자질을 중심으로 구성되어있음을 의미한다. 이는 많은 교사연수프로그램이 정의적 자질보다 전문성 및 교수능력 자질과 관련된 내용을 다루고 있다는 것을 보여준다. 그러므로 연수 프로그램을 다양하고 균형 있게 재편할 필요가 있다. 더욱이 교사의 자질을 균등하게 개선하기 위하여 체계적인 연수 프로그램이 요구된다.

• 정보교육학회논문지
• /
• 제23권2호
• /
• pp.117-129
• /
• 2019

본 연구는 메이커 교육에 대한 교원 역량 강화 프로그램의 사례를 살펴봄으로써, 향후 메이커 중심 교육을 위한 교사 연수 프로그램 설계 및 실행에 대한 시사점을 도출하고 메이커 교육이 교육 현장에 정착하기 위한 방향을 탐색하는데 목적이 있다. 이를 위해 S구 교육지원청에서 제공한 메이커 교육 교원 연수 프로그램을 연구 문맥으로 설정하고, 5일간 구성된 교사 역량강화 연수 프로그램에서의 효과 분석과 연수 프로그램 후 교사들이 제안하는 메이커 중심 교육의 현장 정착 및 활성화를 요구사항을 도출하고자 양적 및 질적 연구를 수행하였다. 본 연구의 결과로부터 교육현장에서 혁신적인 교수 방법과 정책을 도입할 때 가장 중요한 역할을 담당하고 있는 교사들이 참여한 교원 연수 프로그램의 사례를 통해 교원 양성 프로그램 설계 방향과 메이커 중심 교육의 활성화를 위한 시사점을 도출하였다는 점에서 의의가 있다.

• 한국생활과학회지
• /
• 제20권4호
• /
• pp.871-884
• /
• 2011

This study was conducted to analyze job importance, performance level, and job satisfaction of school and office foodservice dietitians. Self-administered questionnaires were collected from 181 dietitians in the Chungnam area. Statistical data analysis was completed using SPSS v. 14.0. School dietitians were 55% and office dietitians were 45%. Of both, age of 20s and 30s scored 85%; the age of 30s of schools dietians scored 70% while those in office dietians 20s scored 79%. More than 84% of school and office dietitians were university graduates. Total average of job importance of school dietitians was 4.24 and job performance was 3.97 while that of office dietitians was 4.15 and job performances was 3.69. A duty that had a big difference in job importance and performances as a dietitian was 'education of nutrition' (p<.001) and 'self-improvement' (p<.001). According to the meal service except, importance and performances of duties showed a significantly high level (p<.001) for office dietitians, but most measures of job importance and performances showed a high level at school. Therefore, in order to improve job performances and satisfaction for school dietitians, it is necessary to develop systematic and professional education programs for qualification improvement and to grow pride and improve treatment as a nutrition teacher through expansion of appointment. Meanwhile, for office dietitians, it is required to strengthen duty education of 'human resource management' and 'meal service management' through education and supplementary training in companies, on which personal characteristics are reflected.

• 한국초등과학교육학회지:초등과학교육
• /
• 제37권4호
• /
• pp.440-454
• /
• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• 한국초등과학교육학회지:초등과학교육
• /
• 제30권4호
• /
• pp.535-552
• /
• 2011

The purpose of this study was to investigate elementary school teachers' conceptions on the general remarks (GR) in the new science teacher's guide, the teachers' conceptions on inservice training program of the GR, and their opinions of improvement on the GR. Also, the teachers' utilization of the GR was examined. The participants were 152 elementary school teachers who were teaching grade 3~6. A questionnaire was used to collect data. The results of this study are as follows; First, at least 13.2~17.1% of the teachers did not have specific conception of the purpose of the GR, and more than 90% of the teachers expressed that the GR is necessary in the teachers' guide. Second, about 60% of the teachers responded that the training program on the GR is necessary, and when the program is open, their most favorite agency and speaker were a provincial education office and a textbook developer(or author), respectively. Their most favorite time and period of the training program were the vacation and 15~30 hours, respectively. Third, the mean values on the frequency of use were lower than 3 point of the five-point Likert scale at both the GR for grade 3~4 and the GR for grade 5~6, and the teachers' main use of the GR was the planning a science lesson for an open class. Fourth, the teachers suggested various opinions and there was difference between the opinions about the GR for grade 3~4 and the opinions about the GR for grade 5~6.