• 한국환경교육학회지:환경교육
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• 제16권2호
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• pp.51-64
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• 2003

The ultimate objective of environmental education is to develop characteristics of the affective domain being the basis for environmental behavior. As this need, the researchers developed a modular program for environmental values education suited elementary school's actuality. In practice of program development, researchers analyzed the contents of environmental education in current curriculum. Researchers set up development principles of modular program according to the level of elementary moral development. The system of this modular program consists of three levels like environmental awareness, environmental literacy, environmental responsibility, and each module is made up of three subjects representing these levels. So this modular program is classified with three level's modular group like low grade, center grade, and high grade. And set in array after selecting value strategies suited each grade level. The expectant effects of this program for environmental values education are as follows: Students form sound environmental values and attitudes for environment through various strategies that develop environmental awareness and environmental literacy. And those strategies provides various experiences to construct knowledge, value, and attitude about environment by oneself working together with teacher. So teacher and students can utilize easily at school or in nature. Besides, since it relates with single environmental problem from awareness to participation about environment, teachers can conduct elementary environmental curriculum more systematically and effectively.

• 한국보육지원학회지
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• 제14권1호
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• pp.63-85
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• 2018

Objective: The goal of this study is to examine child care center teachers'awareness of parents through a metaphor analysis. Methods: Metaphorical expressions and reason-statements were collected from 276 teachers. Metaphor analysis was used through categorizing and assorting by meanings. Results: The teachers' metaphorical image expressions of parents were analyzed by using 13 metaphorical expression words and 3 categories which included, influence on teacher's attitudes, parent-teacher relationships, and parents' attitudes. Metaphorical image expressions that had a high ratio were 'a companion' and 'a client.' First, child care center teachers had images of parents that parents provide courageous energy to them, and images of clients who demand service instead of being parents. Second, child care center teachers had images of parents that parents cooperate with teachers for the sake of their children. Third, child care teachers had images of parents that parents need help with their children. Conclusion/Implications: This study suggests that teachers will be able to positively correct their awareness of cooperative parent-teacher relationships by reviewing their metaphorical expressions of parental images.

• 가정과삶의질연구
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• 제32권5호
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• pp.193-205
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• 2014

The purpose of this research is to gather basic data to make nursery teachers' role clear and to suggest a way to improve their expertise by investigating their sensitivity and expertise. To fulfill this aim, this research was performed by targeting 180 nursery teachers responsible for infant classes in national, public, and private nursery schools. To measure the nursery teachers' sensitivity, Gerber's (2003) teacher sensitivity indicator is used. And to measure the efficacy of teaching play, the indicator, which was developed by E. Shin, Y. Yu and H. Park (2004), was used through modification and complement. Also for measuring the teacher's expertise, research data were collected by the generalized and modified questionnaire which was used in H. Yoon's (2010) research. The results of the analysis of collected data show that the teacher group with higher sensitivity in the infant class shows meaningfully higher professional ethics, higher performance, and higher recognition of expertise than the teacher group with lower sensitivity. And the teacher group with higher awareness of the efficacy of play shows higher professional ethics, higher performance, and higher recognition of expertise than the teacher group with lower sensitivity. too. Also, the results of the analysis of the correlation between the infant teacher's sensitivity, efficacy of teaching play, and recognition of expertise show that the teacher's sensitivity has a static correlation with the total points of social necessity, professional ethics, fairness, teacher's performance, and recognition of expertise. When we generalize the research results, we find that positive sensitivity and higher efficacy of teaching play make the infant class teacher's expertise recognition higher.

• 한국콘텐츠학회논문지
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• 제16권2호
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• pp.268-276
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• 2016

본 논문에서는 초 중등학교의 교육정보화 수준과 학생들의 ICT 리터러시 수준 결과를 연계하여 분석하였다. 특히 초등학교를 대상으로 학교장이 인식하는 학교의 교육정보화 수준에 따라 해당 초등학교 학생들의 ICT 리터러시 수준이 다르게 나타나는가를 분석하였다. 이를 위하여 전체 초등학교 4~6학년의 1%인 12,759명을 표집하여 ICT 리터러시 수준을 측정하였다. 그리고 표집된 학생들이 재학하는 250개 초등학교의 교육정보화 수준 측정 결과를 교육부 자료에서 추출한 후 두 자료를 서로 연계하여 분석하였다. 분석 결과, 학교장이 재직하고 있는 학교의 교육정보화 수준이 전체적으로 잘 되어있다는 인식이 높을수록 초등학생의 ICT 리터러시 수준이 높아지는 경향이 있지만 물적 영역과 활용 영역에서는 단정하기 어렵고 주로 인적 영역에서 확신이 가능한 것으로 나타났다. 이와 같은 결과에 비추어 볼 때 초등학교에서의 교육정보화는 물적인 인프라 구축과 자원의 활용성 강조보다는 교사들에 대한 역량 강화 및 인식 제고를 위한 노력이 더 필요한 것으로 판단되어지며, 향후 교육정보화 정책을 추진함에 있어 물적인 인프라 구축 지원과 함께 교사들에 대한 역량 강화 및 인식 제고를 위한 노력을 강화할 필요가 있는 것으로 나타났다.

• 영어어문교육
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• 제13권4호
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• pp.1-32
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• 2007

This study took a cross-sectional, quantitative approach and profiled EFL students' awareness of the writing process and of teacher feedback. The subjects were 113 college students aged 19-26 years from non-English majors, who were enrolled in three sections of a required English course. According to the scores gained from the essay writing assignment, they were divided into two groups (proficient and less-proficient writers) and responded to an in-class survey. Major findings were that: (1) the vast majority of both groups did not find English writing enjoyable; (2) longer comments gave rise to substantial changes to the students' revisions; (3) the less-proficient writers were shown to benefit from revision significantly more than the proficient writers; (4) Both groups of writers utilized multiple strategies to process teacher feedback and preferred to receive teacher comments using complete sentences rather than phrases or single words; and (5) teacher's marks on grammar and vocabulary claimed to be most conducive to EFL writing development. Several important implications for EFL writing instruction and for future studies are suggested.

• 한국비블리아학회지
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• 제29권4호
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• pp.227-249
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• 2018

본 연구는 사서교사에게 직무소진이 발생하는 요인 및 상황을 파악하기 위한 연구이다. 이를 위하여 고등학교 도서관에서 근무하고 있는 15명의 사서교사를 대상으로 심층 인터뷰를 실시하였다. 본 연구의 결과, 사서교사의 직무환경, 사서교사의 역할 및 정체성의 문제, 학교공동체 구성원들의 학교도서관 및 사서교사에 대한 인식 등이 직무소진의 영향 요인으로 밝혀졌으며, 이를 해결하기 위한 방안으로는 사서교사들에 대한 적절한 보상 체계의 마련, 사서와 사서교사간의 명확한 직무 구분, 학교공동체 구성원들의 사서교사에 대한 인식 전환을 위한 계기 및 제도적 장치의 마련, 사서교사의 자기계발 및 재충전의 기회 제공 등이 필요함을 제시하였다.

• 한국보육지원학회지
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• 제13권1호
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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.

• 아동학회지
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• 제27권6호
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• pp.81-96
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• 2006

The purpose of this study was to investigate the variables that influence public kindergarten teachers' role performance. A sample of 320 public kindergarten teachers in Gyeonggi-Do was selected randomly. Teacher's career, educational background, age, self-concept, and awareness of teaching profession, class size, age of classroom students, and organizational climate were examined as possible factors affecting teachers' role performance. Results showed that all factors except class size were related to teachers' role performance. The most significant impact on public kindergarten teachers' role performance was teacher autonomy in organizational climate.

• 한국보육학회지
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• 제18권4호
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• pp.123-143
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• 2018

본 연구에서는 포커스 집단 인터뷰를 통하여 어린이집 원장의 남자교사 채용에 관한 인식과 개선방안을 탐색해 보고자 하였다. 이를 위해 보육현장에서 남자교사를 채용하였거나 실습을 지도한 경험이 있는 어린이집 원장 8명을 연구대상으로 선정하였다. 자료수집방법으로는 포커스 집단 인터뷰 방법을 적용하였고 매회 2시간~2시간 30분 정도, 총 4회의 면담이 진행되었다. 본 연구에서 수집된 자료를 통하여 분석해 본 결과 어린이집 원장의 남자교사 채용에 관한 인식은 (1) 다가올 어려움에 대한 막연한 두려움 (2) 보육현장 조직문화에서의 남자교사의 명과 암 등의 2가지 주제와 6개의 하위주제로 나타났다. 도출된 결과를 구체적으로 살펴보면, 다가올 어려움에 대한 막연한 두려움 주제에서는 '행정적인 불이익', '성과 관련된 사회적 분위기', '역할 수행에 대한 불확실성' 등의 하위주제를 도출하고, 보육현장에서의 남자교사의 명과 암 주제에서는 '여성중심의 조직 문화와 적응', '보육현장의 비전', '보육현장에서의 남자교사의 역할' 등의 하위 주제가 도출되었다. 다음으로 보육현장에서 남자교사의 채용을 위한 개선방안에 관해서는 보육현장으로 진입하기 위한 남자교사의 길의 주제가 도출되었는데, 이 주제에서는 '영유아 보육 경험 및 실습 기회 확대', '남자가 아닌 개인의 문제라는 인식으로의 전환', '남자로서의 장점 극대화', '시스템의 변화' 등의 4가지 하위주제가 도출되었다. 이는 무엇보다도 남자교사 채용을 위해서는 보육현장에서 교사 성불균형 문제를 해결해야 함을 시사하고 있다.

• International Journal of Advanced Culture Technology
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• 제11권4호
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• pp.131-140
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• 2023

This study aims to investigate the impact of pre-service early childhood teachers' civic awareness and multicultural beliefs on their ability to teach democratic citizenship education and to verify the mediating effect of multicultural beliefs in the relationship between civic awareness and the ability to teach democratic citizenship education. The subjects of the study were 226 pre-service early childhood teachers, and a survey was conducted. As a result of the study, first, the civic awareness of pre-service early childhood teachers influenced the ability to teach democratic citizenship education, and the influence of the sub-variables of civic awareness was in the order of rights awareness, responsibility, community awareness, and rational decision-making awareness. Second, the multicultural beliefs of pre-service early childhood teachers also affected the ability to teach democratic citizenship education, and multicultural understanding had the strongest influence among the sub-variables of multicultural beliefs. Thirdly, we found that multicultural beliefs partially mediated the relationship between civic awareness and the ability to teach democratic citizenship education. Additionally, the results highlight the importance of educational interventions targeting multicultural beliefs, as they partially mediate the relationship between civic awareness and the ability to teach democratic citizenship education.