• The Journal of the Convergence on Culture Technology
• /
• v.9 no.5
• /
• pp.193-201
• /
• 2023

The purpose of this study was to examine the relationship among positive psychological capital, teacher professionalism, and passion for teaching of pre-service early childhood teachers. Specifically, this study investigated the mediating effect of passion for teaching on the relationship between positive psychological capital and teaching professionalism of pre-service early childhood teachers. The study participants were 198 pre-service early childhood teachers. Questionnaire were used to collect data. Data were analyzed using descriptive statics, Pearson correlation, multiple regression, and Sobel test for mediating effect. The results of the study were as follows: First, it was found that pre-service early childhood teachers had relatively high level of positive psychological capital, teacher professionalism, and passion for teaching. Second, there was a significant positive correlation between positive psychological capital, teacher professionalism, and passion for teaching of pre-service early childhood teachers. Third, the mediation effect of passion for teaching of per-service early childhood teachers between positive psychological capital and teacher professionalism was found to be partially significant. This result implies that positive psychological capitals and passion for teaching are to be effective to improve teaching professionalism of per-service early childhood teachers. The results of this study provides basic data on an early childhood teacher training program in improving teaching professionalism.

• Journal of Korean Elementary Science Education
• /
• v.41 no.3
• /
• pp.553-568
• /
• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• Korean Journal of Childcare and Education
• /
• v.12 no.3
• /
• pp.41-60
• /
• 2016

The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.

• Journal of Korean Elementary Science Education
• /
• v.42 no.1
• /
• pp.1-16
• /
• 2023

This study investigated the level of academic passion for pre-service elementary teachers' science pedagogical content knowledge (PCK) and the factors that influence the passion. To this end, 182 first to fourth grade students in advanced non-science majors who were taking science-related courses in the second semester were selected, and two tests were then administered to evaluate their academic passions for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participants. It was found that the factors such as "importance" and "harmonious passion" for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. On the other hand, the factors such as "like" and "investment of time and energy" were slightly higher than normal, and the factor such as "obsessive passion" was slightly lower than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to the high school track than the grade. The pre-service elementary teachers selected more often the factors such as "individual interests", "high school track", "contents of science-related courses at the university of education", "characteristics of professor in charge of science-related courses at the university of education", and "experience in teaching practicum" as the factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. However, there was a slight difference in the selection ratio depending on the high school track.

• Journal of the Korean Applied Science and Technology
• /
• v.37 no.6
• /
• pp.1752-1763
• /
• 2020

The purpose of the study is to examine the relationship between teacher enthusiasm, support for teacher autonomy, support for relationship with peers, and grit for preliminary high school students. This will be able to provide useful information for effective instruction and search for various teaching-learning methods in the physical education field. It was selected based on convenience sampling and judgmental sampling, focusing on those who participate in physical education classes for middle school students. Of the 200 respondents to the questionnaire, the study was conducted through 182 copies, excluding 18 questionnaires that were judged to be unreliable or responded collectively. When looking at the effects of physical education teachers' passion on autonomy support and relationship support, the hypothesis was adopted as it was found to have a statistically significant effect. Relationship support appeared to have a statistically significant effect on grit, so the hypothesis was adopted. However, support for autonomy was rejected as it did not appear to have a statistically significant effect on grit.

• Management & Information Systems Review
• /
• v.33 no.3
• /
• pp.155-166
• /
• 2014

This study is on visions having influence on school life to analyze differences between students who have clear visions and those who do not during school life. In order to achieve the goal of this study, the influence which visions have on school life has been analyzed by measuring attitudes towards school life (satisfaction, a sense of belonging, passion, and frustration) depending on students who have visions or those who do not. This analysis shows that the more visions students have, the more satisfaction, a sense of belonging, and passion they have and the less frustration they have. Thus, visions have positive influence on school life and it is essential to reinforce education for students to have clear visions by opening camps to find visions and teaching how to find visions.

• Journal of The Korean Association For Science Education
• /
• v.34 no.1
• /
• pp.33-42
• /
• 2014

There are complex interactions between personal and contextual features in teaching in a science museum. In order to analyze two teachers' holding classes in a science museum, the CHAT (cultural historical activity theory) was used as an analysis tool in a case study. The analyses of the results revealed that both teachers had difficulties teaching in a science museum due to the contradictions among the factors of subject, rules, community, and division of labor in the activity system. Although both teachers had trouble with similar contradictions, there appeared to be different sets of internalization and externalization of such conflicts depending on the difference in the teacher's perceptions and experiences about teaching in a science museum, the passion and the motivation of the teachers. These suggested that efforts should be preceded to foster the activity system providing both emotional and social supports to teachers in order to activate teaching in a science museum. Taking a teacher training course on teaching in a science museum was also found to fail to function as mediating artifacts. The course should provide not only the experience of executing proper teaching strategies for teaching in a science museum and the feedback on their teaching, but also the guidance on how to lead to optimal expansion of the factors in the activity system.

• International Journal of Contents
• /
• v.15 no.3
• /
• pp.7-12
• /
• 2019

The purpose of this study was to analyze characteristics and patterns of 'better class' by using the longitudinal text mining big data analysis technique from subjective lecture evaluation comments. First, this study classified upper 30% classes to deduce certain characteristics and patterns from every five-year subjective text data for 10 years. A total of 47,177courses (100%) from spring semester 2005 to fall semester 2014 were analyzed from a university at a metropolitan city in the mid area of South Korea. This study extracted meaningful words such as good, course, professor, appreciation, lecture, interesting, useful, know, easy, improvement, progress, teaching material, passion, and concern from the order of frequency 2005-2009. The other set of words were class, appreciation, professor, good, course, interesting, understanding, useful, help, student, effort, thinking, not difficult, explanation, lecture, hard, pleasant, easy, study, examination, like, various, fun, and knowledge 2010-2014. This study suggests that the characteristics and patterns of 'better class' at college, should be analyzed according to different academic code such as liberal arts, fine arts, social science, engineering, math and science, and etc.

• Journal of Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.927-949
• /
• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• Korean Educational Research Journal
• /
• v.43 no.1
• /
• pp.153-182
• /
• 2022

This study explored the experiences and difficulties of science teachers who participated in overseas educational voluntary activities. Seven science teachers who had visited Timor-Leste participated in the study. All collected data including the teacher interview were analyzed. As a result, teachers visited Timor-Leste to fulfill social roles and to meet the expectations of others. After returning from Timor-Leste, the teachers regained their passion for teaching and gained confidence in taking on new challenges. Teachers had difficulties in conducting seminars due to the unstable social situation and lack of awareness of Timor-Leste teachers, and experienced communication limitations due to language barriers. Nevertheless, teachers cooperate with local priest to improve these limitations. In addition, teachers supplemented the limitations caused by the non-establishment of the curriculum through the evaluation meeting. In order to improve teaching expertise and promote active participation of Timor-Leste teachers, the seminar method was modified. The experience of volunteering in Timor-Leste made teachers think about the importance of cooperation and the necessity of education. Based on the above results, we discussed ways to activate voluntary service.