• ETRI Journal
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• v.46 no.1
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• pp.59-70
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• 2024

We introduce a high-performance named entity recognition (NER) model for written and spoken language. To overcome challenges related to labeled data scarcity and domain shifts, we use transfer learning to leverage our previously developed KorBERT as the base model. We also adopt a meta-pseudo-label method using a teacher/student framework with labeled and unlabeled data. Our model presents two modifications. First, the student model is updated with an average loss from both human- and pseudo-labeled data. Second, the influence of noisy pseudo-labeled data is mitigated by considering feedback scores and updating the teacher model only when below a threshold (0.0005). We achieve the target NER performance in the spoken language domain and improve that in the written language domain by proposing a straightforward rollback method that reverts to the best model based on scarce human-labeled data. Further improvement is achieved by adjusting the label vector weights in the named entity dictionary.

• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.215-232
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• 2017

Objective: The purpose of this study is to explore the ways in which childcare teachers understand and implicate the standards of national competency by searching for and analyzing the awareness of it. Methods: For this, the survey was conducted on 264 child care teachers working in daycare centers. The screening tool was constructed based on the content provided in the child care field of the NCS, and the questionnaire items were developed by referring to previous research. Results: Recognition of the child care teacher's awareness of the NCS was very low. The activity of child care teachers for the category of capability proposed by the NCS showed significant differences depending on work experience. The degree of awareness of child care teachers for the category of capability proposed by the NCS showed significant differences depending on work experience. The difference between the activity of child care teachers and the degree of awareness of child care teachers for the category of capability proposed by the NCS showed significant differences. Conclusion: In the future, it is necessary for the NCS to be constantly supplemented and ensure that the capability to perform practical functions is fulfilled in daycare centers.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.3
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• pp.390-402
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• 2007

According to the paradigm of Neo-liberalism, the issue of ability grouping has grown more and more in education of Korea. And because of the influence of ability grouping, now ability grouping is enforcing partially in the subjects of English and Mathematics. But ability grouping is going to expand to the all subjects. So, it is very important that how teachers and students are recognize about partial ability grouping in the subjects of English and Mathematics. Because that information about partial ability grouping can guide direction for the future educational policy. The purpose of this study was to actually analyze teacher's and students' recognition of partial ability grouping in the subjects of English and Mathematics. To accomplish this purpose, 622 middles school students and 552 teachers were sampled. As a tool of investigation, questionnaires about teacher's and students' recognition of partial ability grouping had made by researcher of this study were used. And as processing of data, t-test, F-test, Scheff-test were used. The result of this study is as follow. First, teachers who are experiencing ability grouping recognized more negative about ability grouping than teachers who are not experiencing ability grouping. Second, students who have low ability recognized more negative about ability grouping than students who have high ability. Third, teachers who are experiencing ability grouping recognized more ineffective about ability grouping than teachers who are not experiencing ability grouping. Fourth, students who have low ability recognized more ineffective about ability grouping than students who have high ability.

• Korean Journal of Human Ecology
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• v.6 no.2
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• pp.15-26
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• 1997

The purpose of this study was to investigate the teacher's and parent's recognition of kindergarten and elementary school about the public education in early childhood education. Especially they included the recognition of concept and necessity, preconsideration, and the direction of future policy of early childhood education to public one. The subjects were 182 teachers and 190 parents in kindergarten and elementary school in Korea. The data was analyzed by Frequency, Percentage, and Chi-Square. The main results were as follows; 1. Teachers and parents defined the concept of public education of the early childhood education as a system which puts a direction in operation and support the finances of national and local government for public and private kindergarten. In addition, teachers and parents thought that the public education was necessary because early childhood was important in developmental aspects. 2. Teachers and parents insisted that the expansion of understanding about public education should be preconsidered and various early childhood programs should be developed. 3. Teachers and parents also agreed that the public education policy should be based on the model and should be progressed sequentially. But they distrusted the current policy.

• School Mathematics
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• v.9 no.2
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• pp.259-276
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• 2007

There have been a number of lesson analysis studies, yet not many studies address the issue of the perspective of students who play a key role in the lesson along with the teacher. The purpose of this study is to investigate how the teacher and the students interpret the mathematics lesson they experienced, and to find out the potential discrepancy between the teacher and the students in their perceptions of mathematics lesson. To pursue this purpose, 10 consecutive lessons were videotaped in the 8th grade mathematics classroom, and the video-stimulated post-lesson interviews were also conducted with the teacher and the students. Based on the lesson videos and the interview data, six discrepancies between the teacher and the students in their perceptions of mathematics lesson were dentified: the discrepancy between the teacher's intention and students' interest in the lesson; different interpretation and response to the teacher's mistake; formal abidance; topaze effect; different recognition of the students' preference among the topics; teacher's insufficient response to students' needs. These six discrepancies were further categorized and some implications were drawn.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.127-137
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• 2021

The purpose of this study was to suggest the justification for social recognition of childcare staff through a review of Axel Honneth's recognition theory of childcare staff's caring work, the Constitution, the Infant Care Act, and the National Human Rights Commission Act. As a result of the study, first, the poor working environment of childcare staff was confirmed. Despite the continuous intervention of childcare policies to improve the working environment of childcare teachers, poor working conditions such as annual/monthly vacation and rest time guarantee were confirmed. Second, the human rights violations of childcare staff were confirmed. The installation of CCTV installed to prevent child abuse in childcare institutions confirmed not only the human rights violations of childcare staff but also the psychological pressure of childcare staff who are monitored 24 hours a day. Third, this study has significance in that it suggests the justification for social recognition of childcare staff through revision and supplementation of the current law for appropriate performance evaluation of childcare.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.395-415
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• 2016

In this paper, we study the recognition of in-service teachers and pre-service teachers about the concepts of liner equations and liner functions. We chose 49 in-service teachers at secondary schools in G city and 29 pre-service teachers in M university and investigate their recognition about the concepts of liner equations and liner functions. We found following facts. First, in-service teachers and pre-service teachers tend to recognize a linear equation as an equation in one known rather than an equation in two unknowns. Second, in-service teachers and pre-service teachers tend to recognize a linear function as an explicit function rather than an implicit function. Finally, the difference between in-service teachers' recognition and pre-service teachers' recognition is not statistically significant.

• Korean Journal of Childcare and Education
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• v.19 no.6
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• pp.21-37
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• 2023

Objective: This study aims to investigate the perception and demand of child care teachers regarding the support project for part-time substitute teachers in Busan. Methods: A survey was conducted on 6,141 childcare teachers participating in the Busan part-time substitute teacher support project, and the data were analyzed using the SPSS 25.0 program. Results: First, an examination of the perception of part-time substitute teacher support projects based on the type of daycare center revealed significant differences in all aspects, except for whether they choose to reapply. Second, an analysis of the demand for part-time substitute teacher support projects, categorized by the type of daycare center, indicated significant differences. Conclusion/Implications: The findings of this study furnish valuable insights for the equitable and effective implementation of the part-time substitute teaching assistant support project, taking into account the distinct characteristics of various daycare centers. Additionally, the results offer essential foundational data to guide the strategic direction of the part-time substitute teaching assistant support project.

• Journal of Families and Better Life
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• v.28 no.2
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• pp.51-62
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• 2010

This study aims to find out how childhood teachers recognize the characteristic of children, family and community resilience and there are any relationships between children, family and community resilience that teachers recognize. In this Study, 280 teachers working in kindergarten and nurseries in Busan and Ulsan Metropolitan City were subjected to questionnaire survey. Data obtained were analyzed by using frequency, percentage, average, standard deviation, one-way analysis of variance, correlation analysis and factor analysis of SPSS 12.0 statistical program. The results were as follow: First, childhood teacher recognized optimism and positiveness as characteristics of childhood resilience. Second, childhood teacher recognized family cohesion and role stability as characteristics of family resilience. Third, childhood teacher recognized community service and support system as community resilience. Fourth, childhood teacher recognized illustrates mutually organic relationship amongst them, childhood resilience was found to be more closely related to family resilience.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.1096-1107
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• 2014

The purpose of this study was to investigate teachers' recognition on field practice and effectiveness of creativity and character education. This study used post tests to examine the effects of teacher training for creativity and character education on 451 teachers. The results were as follows. Firstly, the average in satisfaction of teacher training for creativity and character education was 4.65 for elementary teachers and 4.35 for secondary teachers in summer, and 4.55 for elementary teachers and 4.42 for secondary teachers in winter. Secondly, effectiveness of teacher training on creativity and character education was showed highly as more than 4.0 and was higher in winter than in summer. Thirdly, in the case of field practice and effectiveness of teacher training for creativity and character education, the average of elementary teachers(3,66) was higher in respect of educational environment than that of secondary teachers(3.20) and the averages of elementary teachers and secondary teachers were 3.85 and 3.42 in respect of subject activity, respectively. In practising creativity and character education, it was analyzed that both elementary(ave. 3.89) and secondary(ave. 3.84) teachers went through some difficulties for curriculum reconstruction, development of instructional model, program development, and human and physical supports.