• 대한공업교육학회지
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• v.30 no.2
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• pp.60-71
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• 2005

A pendulum of industrial education begins to shift from one based on industrialized society to one on information-based age. To produce an effective result in this situation, It is necessary that an accurate estimate of a change in the circumstances of industrial high schools of Gyeonggi-do. This study researched the province's characteristics and countermeasures on industrial education adjusting the change of industrial environments by regional groups and suggested the solutions as follows. First, This study classified Gyeonggi-do into 9 regions considering the region's respective industrial structure and suggested the structure adjustment plan. Second, This study suggested '3-type curriculum management plan' based on the structure adjustment plan of industrial high schools. It includes employment-centered curriculum which provides the human resources required by industrial community, foundation-centered curriculum which revitalizes starting up a enterprises and clears up the manpower problems, college preparation-centered curriculum which meets the need of the students who are much interested in going to the next stage of education. Third, this study suggested a solution to a problem of surplus industry teacher. It includes 3 methods: Increasing practical training from 2 ours to 3 hours, assigning teachers for a task of academic-industrial collaboration and career counseling, qualifying industrial teachers for another course by minor. An amicable settlement on these matters requires a systematic administrative and financial support based on closely connected governmental-academic-industrial collaboration.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.611-625
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• 2009

The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.