• 대한공업교육학회지
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• v.33 no.1
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• pp.67-91
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• 2008

The purpose of this research is to find the identity through the inductive analysis on the curriculum of the industrial high schools in Gyeonggi province. The departments of electricity, electron, and correspondence of the 22 industrial high schools in Gyeonggi province are selected as the subject school of this research. The result of this research is as follows. First, 11 out of 18 industrial schools currently arrange larger completion unit of special curriculum than common one, and 2 out of 4 general high schools do. Second, industrial schools reduced 2-4 units of required subjects of the departments, general high schools did 2 units. 11 out of 18 industrial schools arranged larger student's elective subjects than school's in the completion unit of common curriculum, and 3 out of 4 general high schools did. 31 out of 32 departments of 18 industrial schools arranged larger student's elective subjects than school's in the completion unit of common curriculum. Third, 4 out of 18 industrial schools used the certified textbooks for newly organized subjects. But 25 departments of 15 schools out of 36 departments of 22 schools changed the industrial departments into high-tech ones. Fourth, in the classification of the school curriculum by 3-type curriculum, 12 out of 18 industrial schools adopted employment-centered curriculum, 7 out of 18 schools did foundation-centered curriculum. 2 out of 4 general schools adopted employment-centered curriculum, 2 out of 4 schools did college preparation-centered curriculum. Therefore, Schools are estimated to have much effort to find their identities through the arrangement of school curriculum.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.77-102
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• 2018

The purpose of this study was to contribute to Home Economics(HE) teachers' culture by figuring out acknowledging characteristics of cultures of HE teachers and impeding factors on development of HE education. For this intensive interview were used. Intensive interviews were made with 14 HE teachers who completed coursework for master's or doctor's program of graduate school and belong to HE Teachers' Study Associations of each region or Korean Home Economics Education Association and analyzed by subject analysis method. The results of the study are as follows. First, HE teachers establish the philosophy of HE education, and practice education to provide profit to adolescents, their families, as well as society through HE class with their belief that HE is a practical and critical subject to benefit individual adolescents, families, and society. Second, HE teachers form culture to make an effort to continue to improve their expertises by attending graduate school, joining HE teachers' associations to enhance teaching methods, evaluation methods, and work ability or disclosing their own class. Third, HE teachers settle culture to conduct classes focusing on practical issues by converting the paradigm of HE education to that of practical critique. They also see that the system of three actions(technical action, communicative action, and emancipative action) should be applied in circulating ways to improve quality and value of life. Forth, for impeding factors of development of HE education, there are educational system and social recognition. However, with HE teachers' efforts, HE education settles well, as it reflects demands from students and society, finds students' talents, and actualizes its own goals. HE teachers believe that student will recognize that HE education is necessary for happiness of individuals and families. As a way to develop Home Economics teacher culture, Home Economics teachers should have the opportunity to develop more Home Economics teachers by participating in and working in research sessions in each area. It also called for a control tower to enable and lead collaborative networks between local Home Economics curriculum research committees. The Korean Home Economics Education Association should play a central role in the academic research community of each region and be able to help Home Economics teachers by moving more quickly and systematically to cope with the upcoming changes in education. Finally, participants said that in order to prepare a basic framework for the change in Home Economics education, practical critical Home Economics teacher training are needed. To this end, students can understand the essence of Home Economics education and establish their identity by taking a deeper Home Economics education curriculum philosophy for Home Economics teacher training.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.67-96
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• 2023

The purpose of this study was to develop and validate a scale that can grasp the reality of the three systems of action for middle and high school students in home economics. For this purpose, a total of 105 questions, 35 questions for each systems of action, were developed as a 5-point Likert scale in order to measure technical action, communicative action, and emancipative action as preliminary questions by reviewing domestic and international literature related to the three systems of action. The procedure for revising and supplementing the developed preliminary questions by reviewing the content validity of the home economics education expert was executed twice. A preliminary survey was conducted on middle and high school students with 70 developed preliminary questions, and 166 copies were collected. As a result of exploratory factor analysis of the collected questionnaires to test the validity of the scale, it was found that 38 questions 7 factors were appropriate. After constructing this survey based on the results of exploratory factor analysis, this survey was conducted on middle and high school students, and 548 copies were collected and a confirmatory factor analysis was performed. A total of 38 questions were finally selected through confirmatory factor analysis, including basic living ability 5 questions, self-management ability 4 questions, information processing ability 4 questions, communication/interpersonal ability 12 questions, critical thinking ability 3 questions, decision-making ability 7 questions, empowerment 3 questions. The Model Fit was χ²=1846.741(p<.001), CFI=0.865, TLI=0.853, RMSEA=0.058, and the Standardized Regression Weights for each question was more than 0.5, so it can be seen as a suitable measurement instrument for measuring the status of the three systems of action of middle and high school students in home economics. The three systems of action scales were found to have significant correlations with self-acceptance, future planning, intimacy, uniqueness, which are sub-factors of the self-identity scale, and social participation scales therefore confirmed that they have recognized concurrent validity.