• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.8
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• pp.1325-1334
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• 2013

The purposes of the study were to assess the multicultural competencies and to identify potential barriers toward improving multicultural competencies of food and nutrition majors at the university level. A total of 500 students were surveyed and 457 responses were analyzed for the study. The multicultural competencies, based on a literature review, included food culture knowledge, multicultural attitude, and multicultural skills. Approximately half of the respondents took a food culture class as a college course. The food and nutrition majors showed positive multicultural attitudes; however, food culture knowledge scores for traditional Korean food culture and 11 other food cultures remained low (average score: 63.7 out of 100 points). In addition, familiarity with cultural foods and knowledge of food-related cultures were not necessarily related. As a result of factor analysis, multicultural skills, required for dietitians, were classified into three factors: professional skills, food preparation skills, and communication skills. Overall, students rated their professional skills the highest and communication skills the lowest. Multicultural attitudes and skills increased with school years, and students who took a food culture class showed significantly higher multicultural attitudes and knowledge scores compared to their counterparts. Economical issues, lack of time, and lack of opportunities for learning multicultural competencies in majors and experiencing different cultures were highly rated potential barriers for improving multicultural competencies. Our research indicates that food and nutrition educators should review their curriculums to incorporate content that encourages food and nutrition majors to learn about other food cultures and improve their multicultural competency. These skills will be critical for food and nutrition professionals in the multicultural age.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.129-145
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• 2018

The main subjects of this study is to study the qualification and in-service education policies of the child care center staff and to suggest a desirable direction of policy. The main subjects of this study are child care staff policies and related laws. The results of this study shows that the philosophy, developmental psychology and some social backgrounds are the stantards required when designating the child care curriculum and essential subjects for attaining class 2 childcare teacher certificates. This study arises the needs of adjustment of the fields of the childcare curriculum contents, change between mandatory and elective subjects, and renewal of the subject title. The standards for competency in provision of childcare services of National Competency Standard(NCS) has to be considered in the adjustment process. The integrated teacher's certificate for teachers training system is needed in the reserve integration process. The systematization of the data and operating system is needed to manage the target of education efficiently, in order to develop childcare center staff's strengthening ability and professionalism. For in-service education, the diversification of the main body of operation, a periodical monitoring of the content, administrative and financial support are needed. Voluntary participation of in-service education, and the childcare center staffs professional development policy making supported by the government and parents is needed.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.113-129
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• 2022

The purpose of this study is to propose implications by analyzing the textiles and clothing curriculum of vocational high schools. Literature and data were analyzed, surveys and FGI were conducted, and the following research results were derived. First, many schools chose 'Basic dress design' or 'Basic dress composition' as basic subjects. Through this, it was confirmed that technical training for practice is a priority for vocational schools, and that more discussion is needed regarding the lack of theoretical subjects. Second, similarly to the basic subjects, practical subjects offered are concentrated on 2 to 3 subjects. The teachers asserted that some subjects such as 'Knit apparel production' and the 'Leather and fur design production', which require a lot of equipment and advanced technology, cannot be offered without support from the government. Third, the NCS competency unit of the practical subjects is easy to proceed with the class or is closely concentrated on the type of manpower training presented by each department. Fourth, this study proposes that for technical education to expand students' choice, it is necessary to cultivate teachers competencies linked to the industry. The results of this study are expected to provide basic data on the organization of the next textiles and clothing professional curriculum and help understand vocational education at vocational high schools. In addition, it is believed that this study will contribute to developing and settling various subjects when the high school credit system is implemented by expanding students' choice of major-related subjects.

• The Mathematical Education
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• v.59 no.1
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• pp.63-80
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• 2020

This study analyzed 3,114 articles published in KCI journals and 1,636 articles published in SSCI journals from 2000 to 2019 in order to compare domestic and international research trends of mathematics education using a topic modeling method. Results indicated that there were 16 similar research topics in domestic and international mathematics education journals: algebra/algebraic thinking, fraction, function/representation, statistics, geometry, problem-solving, model/modeling, proof, achievement effect/difference, affective factor, preservice teacher, teaching practice, textbook/curriculum, task analysis, assessment, and theory. Also, there were 7 distinct research topics in domestic and international mathematics education journals. Topics such as affective/cognitive domain and research trends, mathematics concept, class activity, number/operation, creativity/STEAM, proportional reasoning, and college/technology were identified from the domestic journals, whereas discourse/interaction, professional development, identity/equity, child thinking, semiotics/embodied cognition, intervention effect, and design/technology were the topics identified from the international journals. The topic related to preservice teacher was the most frequently addressed topic in both domestic and international research. The topic related to in-service teachers' professional development was the second most popular topic in international research, whereas it was not identified in domestic research. Domestic research in mathematics education tended to pay attention to the topics concerned with the mathematical competency, but it focused more on problem-solving and creativity/STEAM than other mathematical competencies. Rather, international research highlighted the topic related to equity and social justice.

• Journal of Science Education
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• v.42 no.3
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• pp.334-351
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• 2018

Teacher's gaze empathy for students in science class is considered to be effective in enhancing the learning effect. Thus, studies on gaze empathy have been conducted, but most of the studies are just to reveal the characteristics of gaze. Therefore, it is necessary to deal with a research to raise the level of science teacher's gaze empathy. The purpose of this study is to develop an instruction consulting strategy based on eye tracking for improving science teachers' gaze empathy. In this study, we selected and analyzed relevant literature on teacher's gaze empathy. We also designed a consulting strategy and then revised the design through expert reviews on validity and reliability. The developed consulting strategy was aimed to improve science teacher's gaze empathy and set quantitative goal based on eye tracking. The consulting strategy consisted of six steps: preparation for consulting, measurement and analysis of teacher's gaze empathy, instruction and feedback of gaze empathy, training for improving gaze empathy, evaluation of consulting result, and completion of the consulting. In addition, the consultation was completed or repeated again through the measurement and evaluation of gaze empathy using eye tracking. The developed consulting strategy has a value in that it provides an alternative with quantitative diagnosis and prescription for improving gaze empathy. The strategy can contribute to enhance teacher professional competency through the analysis of teaching behavior.

• Journal of the Korean Society of Marine Environment & Safety
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• v.26 no.4
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• pp.366-373
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• 2020

According to Article 77 of the Ship Safety Act and Article 97(2) of the Enforcement Ordinance of the Ministry, the Recognized Organization (RO) personnel (ship surveyors) responsible for statutory survey shall have educational qualifications and experience in a specific field or obtain a license under the National Technical Qualifications Act. However, graduates from maritime high schools and those who completed the short-term course of the Ocean Polytec did not satisfy the qualification standards for the RO personnel since they did not graduate from the departments of maritime/fisheries or shipbuilding. Major shipping countries such as the United Kingdom, the United States, and Canada use the IACS (International Association of Classification Societies) regulations, and the Ship Safety Act in Japan has eliminated the qualification requirements for ship surveyors. In particular, under the IMO (International Maritime Organization) and IACS regulations, the RO personnel shall have as a minimum the following formal educational background: a degree or equivalent qualification from a tertiary institution recognized within a relevant field of engineering or physical science (minimum two years' program); or a relevant qualification from a marine or nautical institution and relevant sea-going experience as a certified ship officer; and competency in the English language commensurate with their future work. Considering that Article 17 of the Enforcement Decree on Public Officials Appointment Examinations prohibits educational restrictions and there are no educational restrictions on the qualifications of British and Japanese surveyors, if the maritime high school graduates have sufficient sea-going experience, education, and training, they could be recognized as meeting the qualification requirements. Moreover, those who completed the short-term course of the Ocean Polytec could also be recognized as meeting the qualification requirements because they are required to have at least a professional bachelor's degree (in the case of a third-class CoC (Certificate of Competancy)) and some sea-going experience after completion.