• Korean Journal of Child Studies
• /
• v.21 no.3
• /
• pp.41-51
• /
• 2000

This study discusses the interpretation and application of a post modern perspective to child development knowledge and early childhood teacher education. The survey of literature focused on the post modern approach to child development knowledge and early childhood teacher education, research in the reassessment of child development knowledge as it is challenged by the post modern perspective, and deconstruction of both child development knowledge and early childhood teacher education. It was concluded that child development knowledge is necessary but insufficient to early childhood teacher education. In the post modern perspective, the movement toward fostering "reflective practitioners" and basic knowledge base is more significant. Therefore, the responsibility of academics is to walk the fine line between presenting a formal knowledge base so that students gain assumption to guide their thinking and practice, critiquing both theory and derived practices.

• International Journal of Advanced Culture Technology
• /
• v.7 no.3
• /
• pp.70-78
• /
• 2019

This paper outlines an intervention protocol used to educate nurses in a project that implemented and evaluated a delirium educational program in one general hospital. It outlines an evaluation of the content of the education and processes used to deliver the intervention through an analysis of reflective notes. The educational protocol was designed for adult learners and grounded in the six assumptions of Knowles' learning theory. Results suggest the educational program positively impacted on participating nurses' knowledge, attitudes and family caregiver involvement in delirium care of hospitalized older adults with and without dementia. This paper also acknowledges the challenges involved in sustaining a practice change through an educational intervention.

• International Journal of Advanced Culture Technology
• /
• v.11 no.4
• /
• pp.1-8
• /
• 2023

Objective: Despite the recommendation of the use of high-fidelity simulation (HFS) in interprofessional education (IPE), there is little known about its work for nursing students. Thus, this study aimed to explore nurse educators' perceptions and experiences in developing and implementing the HFS-based IPE for nursing and medical students. Methods: This study used a case study, using reflective filed notes. Results: Nursing educators perceived HFS as an effective educational approach to engaging nursing and medical students actively in interprofessional collaborative practice (ICP) experiences and in evaluating their actual performance on it. In terms of their perspectives on the elements necessary for effective HFS-based IPE, four themes were identified: collaborative learning, co-facilitating debriefing, leadership commitment and active faculty involvement.

• Korean Journal of Family Social Work
• /
• no.62
• /
• pp.103-139
• /
• 2018

The purpose of this study was to explore the social workers' reflections developed during the participatory action research seeking practice methods in the community welfare center single parent self-help groups. Nine social workers and researchers sharing difficulties in the community welfare center single parent self-help group practice were involved in the participatory action research. We performed a circulatory research repeating 'plan-action-reflection-replan' cycles through ten sessions of research meetings including peer supervision in parallel with 4 self-help group practices. Multiple practice methods were derived as the result among which change in the social workers' perception was the key. We focused on the result that the social workers' perception was changed by reflections from participatory action research and the contents of the reflections were qualitatively analyzed using materials acquired during the study. As a result the following 5 themes were derived; 'recognition and worry on the lack of appropriate practice for the self-help group', 'specification of the social workers' role based on the changed perspective on the member-social worker relation', 'confirmation of the possibility of the concerned person initiated practice', 'detailed understanding of the single parent self-help group in the community welfare center', and 'renewed recognition of the development of the single parent self-help group in the community welfare center'. Based on these results, empowerment and reflection/reflective practice for single parent self-help group in the community welfare center were discussed.

• Journal of Science Education
• /
• v.39 no.3
• /
• pp.389-403
• /
• 2015

The goal of this study were to look into the elementary school teacher's experience in the self-review of science class and analyze the changes of reflection level revealed in it. This study was a qualitative example research where two elementary school teachers participated and performed self-review via reflective writings regarding their science classes. Both teachers showed changes in aspect and frequency of review to a certain extend by reflective writings based on their class experience and the educational settings they are at. They all revealed a high level of changes on reflection by the feedback from the class reviews. Affirmative changes of cognition on science class and the perception of factors affecting the practice of the class such as understanding students, class observation of the peer teachers et al. contributed to the elevation of reflection level by continuously adjusting and complementing the practical knowledge through the reflection during or after the class.

• Korean Journal of Human Ecology
• /
• v.23 no.5
• /
• pp.825-842
• /
• 2014

This study is to analyze essays on the practices of consumption happiness which the students who took the class 'consumption and happiness' wrote. To do this, 108 essays which the students submitted in both semesters in 2013 were analyzed qualitatively. As a result, the 4 themes such as 'reflection on the life of consumption', 'practices', 'changes', 'recognized meanings of the class' were extracted. Firstly, some students were reflective on their acts of consumption in everyday life. They have consumed in an undisciplined, unthoughtful manner and have experienced various negative emotions in their consumption, and have the motive of change. Secondly, the study showed the consumption of clothes, eating, house, leisure, body, digital, wedding is variously included in their practices of consumption. In the category of common practices, 'sharing consumption giving a bigger happiness', 'sustainable consumption caring about the earth and the next generation', 'smart consumption through discipline', 'responsible consumption considering community and producer', 'field trips and consumption of experience as learning' are included, and 'meaningful feeling of happiness through practices' are extracted. Thirdly, they have experienced positive changes such as reduction in consumption desire and increased concern with mind, relationship and conscious consumption. Fourthly, students think of the class as a necessary, useful, practical subject, and have a precious opportunity to learn many aspects they don't think about before, and don't practice, and say that they persistently continue to practice. Therefore, to promote the happiness as a consumer and consumer citizen leader in the society, it's necessary to offer a related class in more universities.

• Journal of Digital Convergence
• /
• v.15 no.6
• /
• pp.107-119
• /
• 2017

This article explores early childhood teachers' practices from bottom-up perspectives on the relationship between theory and practice. Results of the review of literature are as follows: 1) From top-down perspectives early childhood teachers' practices and their classroom behaviors have been traditionally defined within the framework of theories of child development, the notion of developmentally appropriate practice, and designed program models; 2) From bottom-up perspectives researchers have a focus on how teachers' practices lead theories and how they construct the act of teaching through reflective thinking; 3) empirical research on preservice and inservice teachers demonstrates that preservice teachers develop their own theories of teaching from their previously held assumptions, gained knowledge from preparation programs, and their individual experiences. It also shows that inservice teachers construct teaching through their implicit knowledge and the use of strategies to negotiate problems. Implications for future studies on teachers's practices are discussed.

• Communications of Mathematical Education
• /
• v.34 no.4
• /
• pp.439-464
• /
• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• Journal of Korean Home Economics Education Association
• /
• v.29 no.2
• /
• pp.1-22
• /
• 2017

The purpose of this research is to share the experience of reflective practice of a Home Economics teacher professional learning community(PLC) operator and to share better suggestions through reflection on PLC operation. All conversation in the 18 sessions of the PLC totally from May 31st 2013 to May 19th 2014 was recorded and transcribed. All materials of PLC activity were qualitatively analysed. Its themes were grounded on its coding and categorization scheme. Findings and conclusions of this study are as followings. The experience of learning the PLC for a year has found that it is the power to keep the PLC alive: courage and anxiety to face anxiety and anxiety about new challenges, the importance of theme selection, a teacher with a reckless challenge, shares of becoming a leader. Through reflection, I learned that concerns require attention to other teachers and the need for a 'New Round' for ongoing meetings. I, as a operator, did not fully consider participant's different interest as well as a program for a new round due to the lack of management experience. It led to the low participations in latter sessions of PLC. Suggestions are put as solutions to improve these problems; (1) grouping participants by school levels when collecting participants, (2) setting operation period and program applying participants' opinions, and (3) operating short-term PLC with certain themes to immerse reaching goal and satisfaction in short time.

• Journal of The Korean Association For Science Education
• /
• v.37 no.2
• /
• pp.347-358
• /
• 2017

The purpose of this study is to research on the professional development of pre-service chemistry teachers in terms of personal practical knowledge(PPK), and draw a discussion for pre-chemistry teacher education. A reflective discussion through a Community of Practice(CoP) activity has been conducted with 5 pre-service chemistry teachers studying in a college of education located in Seoul. The analysis of the results reveals that 'Subject-matter knowledge' is leaning toward massive chemical contents, 'Curriculum knowledge' is below the level of selecting, analyzing, and applying curriculum materials. 'Instruction knowledge', especially the knowledge of chemistry experiment and research, is not enough to lead secondary students' scientific experiment. 'Milieu of school knowledge' is stunted in growth for the reason of communication-deficiency between a college of education and a community, and among education- related groups. 'Self-knowledge' has been diminished not only because there is a bad influence from college classmates not wanting to be a teacher, but also a lack of communication in the chemistry-education department which can make pre-teachers' belief strong. In conclusion, it is especially needed for the chemistry-education department to strengthen pre-teachers' 'Self-knowledge' in order to develop PPK. This study suggests operating 'a professional community' that has a periodic meeting with pre-service teachers, teachers, professors, community people, education practitioners, and researchers. In addition, it would be effective for increasing pre-teachers' PPK to reconsider depth and direction of 'Subject-matter knowledge', to give an opportunity to examine curriculum materials critically and reorganize them, to improve the course of chemistry experimental subject to the way of improving pre-teachers' leadership in chemistry inquiry experiment, and to raise the quality of educational service activities.