• International Journal of Computer Science & Network Security
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• 제22권8호
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• pp.75-80
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• 2022

In modern society, the organization of the educational process plays an important role in education. Traditionally, it is through communication and dialogue between the teacher and the student that professional competence is acquired. As society develops, the demand in the global labor market changes and the requirements and criteria for specialists increase. Therefore, a new approach to managing the pedagogical interaction between a teacher and a student in the process of education in a higher educational institution allows a positive impact on the system of training specialists and opens up new prospects for the formation of competitive specialists. The issue of the quality of education is a key one and is covered in the documents regulating the process of educational activities. Also an important problem today is the transition to qualitatively new and innovative systems of training specialists and the departure from outdated models of managing pedagogical interaction in higher education institutions. The process of managing the pedagogical interaction between a teacher and a student is one of the most important for studying in the context of higher education. Thus, the main task of the study is to analyze the role of communication and dialogue during studies in higher education. As a result of the study, current trends and prerequisites for communication and dialogue tools during studies in higher education

• Child Health Nursing Research
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• 제8권3호
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• pp.344-356
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• 2002

This study was conducted to analyse the current clinical education of pediatric nursing in baccalaurate nursing program, then to give basic data for enhancing the quality of future clinical education of pediatric nursing. Data were collected through self-reported questionnaire by mail from December 2001 to February 2002. The subjects were 29 schools of 50 baccalaurate nursing education programs. The data were analysed by double raters, researcher and assistant researcher. The results were summarized as follows: 1. Twenty-eight schools had the objectives of the clinical education of pediatric nursing, and 28 schools in pediatric ward, 23 schools in nursery, 22 schools in neonatal intensive care unit(NICU), 15 schools in objectives related to profession by clinical site. 2. Credits on clinical education of pediatric nursing were most 15 schools of 3 credits. 3. The clinical sites were mainly the hospital that sick children were admitted in. 4. The clinical teacher were 9 types including pediatric professor and field nurse. 5. On teacher's role, the professor instructed the case study and conference, and field nurse instructed the patient assignment and nursing procedures. 6. All of schools used explanation and conference as a method of clinical education, 1 or 2 schools used PBL or role play or field study. 7. On clinical education content, most of school included Apgar scoring system, physical examination in newborn assessment, respira- tion maintenance, temperature maintenance, infection prevention, nutrition, and bath in newborn care. 8. On clinical education content, most of school included care of incubator, phototheraty, infusion, gavage feeding and how to use the instruments in NICU. Eighteen schools included attachment promotion, and 20 schools case study. 9. On clinical education content, most of school included a checklist of nursing procedures, case study, assessment of growth and development in pediatric ward and other sites. 10.There were various evaluation types in scores, measuring items. In conclusion, the results of this study revealed that there were some discrepancy in the objectives and contents, clinical sites on hospital focused, teacher's role, and diversity of measurement items and ratings in clinical education of pediatric nursing. There is a need for a standardization of content, clinical site, and evaluation tool to improve a quality of clinical education of pediatric nursing based on this study.

• 한국학교보건학회지
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• 제26권3호
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• pp.133-143
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• 2013

Purpose: The purpose of this study is to provide basic data for a more reasonable health teacher placement policy sending teachers to more appropriate sites, by analyzing the change process of the health teacher placement standards and the problems caused by an unreasonable placement policy. Methods: This study mainly analyzed relevant research data and existing studies focusing on a literature analysis. Results: To date, the placement policy for health teachers has changed, going through expansion, reduction, and retrogression, since its establishment. The standard, placing health teachers only in elementary schools with more than 18 classes, was created in 1952. Despite the expansion of the role of health teachers and the revision of the school health law in 2007, this standard has been applied to date without modification. In the meantime, there have been many problems caused by inappropriate placement of health teachers. It was difficult for health teachers in large schools to carry out proper health education; and, in many schools, passive health management, such as first aid, health tests, and student health management, was mainly executed rather than active health management. Students in small schools were not even given an opportunity to receive health education and health management owing to the absence of health teachers. Also, compared to teachers teaching other subjects, health teachers have had very unfair placement standards. Conclusion: The placement policy for health teachers, which has been applied to the present, has never reflected social change, the increase of student health issues, and the demand from the school area. Although the role of health teachers expanded with the execution of health education, the current placement standards for health teachers are very unreasonable. Accordingly, it is necessary to review the health teacher placement policy in a reasonable manner and to revise the standards considering the reality.

• 한국보육지원학회지
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• 제18권5호
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• pp.1-17
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• 2022

Objective: The purpose of this study is to examine the effect of childcare teachers' active motivation for choosing a profession on the quality of their interaction with infants and toddlers, and to investigate the moderating effect of their emotional dysregulation. Methods: The subjects of this study were childcare teachers working with infants and toddlers. A mobile survey was conducted and a total of 282 sets of results have been collected. Moderating effects have been explored with the use of PROCESS Macro (version 3.5) Model 1. Results: The main findings showed that childcare teachers' emotional dysregulation played a moderating role in the effect of childcare teachers' active motivation on the quality of interaction with infants and toddlers. Conclusion/Implications: The results of this study imply that the ability of childcare teachers working with infants and toddlers to regulate their emotions can simultaneously play a role as a protective factor as well as a risk factor for the quality of interaction. Also, it was revealed that is necessary to give pre-service teachers an opportunity to deliberate on their motivations for a childcare teacher position.

• 수산해양교육연구
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• 제22권3호
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• pp.460-475
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• 2010

Professionalizing the teaching workforce has been recognized as one of the primary factors to reforming public education. In response to this challenge, it has been emphasized that an educational leader's role is to support professional learning communities more effectively. Although the academia of educational administration has increasingly drawn the significance of a teacher's professional development, understanding of an educational leader's role and contribution to this effort is quite limited and unclear. This article examines what factors and barriers affect teachers' participation in professional learning communities from the voices and experiences of teachers. The analysis found 1) identification, 2) autonomous will, 3) practical solution for factors to participation and 1) lack of theoretical foundation, 2) financial burden, 3) insufficient time for barriers to participation. In conclusion, the author suggests the strategies for an educational leader who has an important role in developing a teacher's professionalism: 1) create a strong network of university professors and other experts for career advice, 2) make an institutional effort to stimulate teachers' motivation to learn; 3) decrease the teachers' workload, 4) build a synthesized and consolidated system to establish communities.

• 대한수학교육학회지:학교수학
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• 제11권2호
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• pp.281-299
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• 2009

본 논문에서는 동적조작 환경 속에서 이루어지는 물리적 실험을 도구로 선택하여 발명되고 있는 과정으로서의 수학을 학생들이 접할 수 있도록 1) 정의 도입 방식을 변화시켜 의미 있는 수학적 정의를 만들어내는 2) 시각화를 통한 연속성 사고 능력을 강화하는 3) 발견과 탐구를 통하여 수학을 만들어내는 4) 문제를 제기하고 일반화하는 능력을 강화하는 사례들을 제시하고 분석함으로써 수학교과과정에 어떻게 동적조작 환경을 융합시킬 수 있는가를 보였다. 이러한 교수-학습 환경 하에서 발생할 수 있는 문제점을 분석하고, 이러한 문제점을 해결하기 위한 교사의 역할에 대해 논하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제40권3호
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• pp.311-325
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• 2021

현대 사회는 새로운 과학 교사상을 요구한다. 초등학생은 다른 학령기에 비하여 교사의 영향력이 크게 작용하는 시기이면서 과학 교과를 처음으로 접하는 시기이다. 초등 과학 교사에 의해 과학 학습에 대한 초기 이미지와 과학에 대한 태도 등이 정형화되어 가는 시작점으로 과학 교사의 역할이 매우 중요하다고 할 수 있다. 이에 초등학교 과학 교사에 대한 이미지를 올바르게 정립하는 것은 매우 중요하다. 본 연구의 목적은 초등학생이 수업 상황에 따라 선호하고, 기피하는 과학 교사 이미지에 대해 분석하고자 하는 것이다. 이를 위하여 초등학생 534명을 대상으로 수업 상황을 수업 형태, 수업 자료 제시 방법, 교과 지도 방법, 교과 내용 설명 방식, 수업 분위기 조성의 5가지로 나누어 선호, 기피하는 과학 교사의 이미지를 개방형으로 기술하도록 하였다. 초등학생들에 의해 제시된 개념들은 언어 네트워크 분석법을 통해 분석이 이루어졌다. 본 연구의 결론은 다음과 같다. 첫째, 과학 교사가 수업을 어떻게 하느냐에 따라 초등학생들이 선호하거나 기피하는 과학 교사의 이미지가 결정되었다. 둘째, 초등학생들은 실험 수업과 같은 활동 중심의 수업을 선호하며, 이와 같은 방식으로 수업이 이루어질 필요성이 있다. 마지막으로 초등학생들이 선호하는 과학 수업으로의 변화가 이루어질 수 있도록 수업 방법에 대한 교사들의 작은 변화와 노력이 필요하다.

• 산업진흥연구
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• 제9권3호
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• pp.285-294
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• 2024

본 연구는 학업적 소진이 학업적 자기효능감에 미치는 영향에서 교사지지의 매개효과와 성장 마인드셋의 조절효과를 파악하여 학업적 자기효능감 향상을 위한 기초자료를 제공하는데 연구의 목적이 있다. 조사 대상은 중국 광동성의 한 대학에서 의도적으로 표본을 추출한 광저우 의과대학 구강학과 및 구강과학 기술을 전공하는 대학생 300명이다. 자료는 설문지를 활용하여 수집하였다. 자료분석은 SPSS PC+ Win Ver. 25.0 and SPSS PROCESS macro ver. 4.2를 활용하여 분석하였다. 적용된 통계기법은 빈도분석, 신뢰도분석, 상관분석, 그리고 간접효과 및 조건부 직접 효과분석 이었다. 연구결과는 다음과 같다. 첫째, 학업소진은 교사지지, 성장 마인드셋 및 학업적 자기효능감과 유의미한 부적인 상관관계를 보였다. 교사지지는 성장 마인드셋 및 학업적 자기효능감과 정적인 유의미한 상관관계를 보였다. 둘째, 학업소진과 학업적 자기효능감의 관계에서 교사지는 매개역할을, 그리고 성장 마인드셋은 조절역할을 하였다. 학업적 자기효능감 향상을 위하여 학업소진이 학업적 자기효능감에 미치는 영향을 상쇄시키는 교사지지와 완충시키는 성장 마인드셋의 활용 방안을 제언하였다.

• 한국컴퓨터정보학회논문지
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• 제25권5호
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• pp.199-208
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• 2020

본 연구의 목적은 다문화청소년의 진로결정성을 규명하기 위해 부모의 진로·양육지원과 교사관계의 영향력을 분석하고, 부모의 진로·양육지원과 교사관계 사이에서 진로준비성의 매개효과의 영향력을 확인하고자 한다. 이를 위해 다문화청소년패널조사(MAPS) 데이터 중 2017년 자료(7차년도)를 활용하였다. 분석결과, 첫째, 다문화청소년 부모의 진로·양육지원, 교사관계, 진로준비성은 진로결정성에 직접적으로 유의한 정(+)적인 영향을 미치는 것으로 나타났다. 둘째, 다문화청소년의 진로결정성 과정에 개인 내부적 맥락요인인 진로준비의 상대적 영향력의 중요성도 확인되었다. 셋째, 다문화청소년 부모의 진로·양육지원이 높아질수록, 교사관계가 긍정적일수록 진로결정성은 상승하는 것으로 분석되었다. 진로 준비성은 다문화청소년 부모의 진로·양육지원과 교사관계를 진로결정성에 매개해 주는 역할을 확인하였다. 이러한 분석결과를 토대로 다문화청소년의 진로결정성을 높일 수 있는 실천적 대안을 제시하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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• pp.255-278
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• 2021

Proof serves a critical role in mathematical practices as well as in fostering student's mathematical understanding. However, the research literature accumulates results that there are not many opportunities available for students to engage with proving-related activities and that students' understanding about proof is not promising. This unpromising state of instruction of proof calls for a novel approach to address the aforementioned issues. This study investigated an instruction of proof to explore a pedagogy to teach how to prove. The teacher utilized the way of problem posing to make proving a routine part of everyday lesson and changed the classroom culture to support student proving. The study identified the teacher's support for student proving, the key pedagogical changes that embraced proving as part of everyday lesson, and what changes the teacher made to cultivate the classroom culture to be better suited for establishing a supportive community for student proving. The results indicate that problem posing has a potential to embrace proof into everyday lesson.