• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.103-121
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• 2013

This study is to examine the basic structure of the professional development of school librarians and to analyze the national evaluation standards, and the states' evaluation tools and self-assessment tool currently used in the United States. The result is as follows: the structure of the school librarians' professional development processes, such as curriculum, certificate, and evaluation, have been affected by the national school library standards published by AASL. NBPTS's Library Media Standards and AASL's Learning4Life evaluation system are proposed as the representative national standards. Many states have developed their standards and tools to evaluate school librarians' performance, these standards are related to the national standards. AASL published A 21st-Century Approach to School Librarian Evaluation for school librarians' self-assessment in 2012, this workbook shows a specific way of developing their expertise.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.781-800
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• 2013

The purpose of this study was to investigate perception of primary school teachers about operation of after-school computer class. Research questions were set up as follows: First, what type is preferred on the operation type for after-school computer class? Second, what is the perception about the adequacy of contents for after-school computer class? Third, what is the perception about instructors' expertise? Fourth, what is the perception about the effects of after-school computer class? Finally, what is the perception about facilities/ equipment and evaluation system of after-school computer class? To figure out these questions, this study conducted literature review and questionnaire survey. The results of this study are as follows: First, approximately 82% of respondents preferred to have after-school computer class operated by outsourced agency. Second, overall, the perceptions about the operation of after-school computer class were positive: The adequacy of contents, instructors' expertise, the effects, facilities/ equipment and evaluation system are seen as mostly positive. Third, its differences between school self-operated computer class and private sector computer class were insignificant. Fourth, its differences among various sizes of the school were significant. The implementaion of after-school computer class was considered as more positive in small schools. Finally, researchers suggested that it was necessary to develop an plan considering school sizes for more efficient implementation of after-school computer class.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.323-339
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• 2011

The expansion of exponential law as the law of calculation of integer numbers can be a good material for the students to experience an extended configuration which is based on an algebraic principle of the performance of equivalent forms. While current textbooks described that exponential law can be expanded from natural number to integer, rational number and real number, most teachers force students to accept intuitively that the exponential law is valid although exponent is expanded into real number. However most teachers overlook explaining the value of exponent of rational number or exponent of irrational number so most students have a lot of questions whether this value is a rational number or a irrational number. Related to students' questions, most teacher said that it is out of the current curriculum and students will learn it after going to college instead of detailed answers. In this paper, we will present several examples and the values about irrational exponents of a positive rational and irrational exponents of a positive irrational number, and study the recognition and fallacy of would-be teachers about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.673-698
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• 2012

In this study, we suggest the standards for future mathematics classroom from environment, teachers, and students aspects. Future mathematics classroom should have the three environmental standards that perform responsible roles and appropriate functions of physical resources and classroom space. In the teacher standards' domain, we presented as a total of eight kinds. Concretely, we proposed the four standards for improvement of mathematical teacher's instructional expertise and the four standards for improvement of abilities of learners. The students standards consist of 4 domain a such as 3 standards of mathematical investigation and problem solving, 3 standards of cooperation and communication, 1 standard of utilization and operation of mathematical technologies and learning support systems, 2 standard of digital ethics and citizenship. Also, we developed the mathematical convergence instruction model and reported the results of its application after the lessons conducted in the classroom equipped with advanced environmental and technologies. We presented the convergence instruction model and scenarios focused on thoughts and actions of teachers and students in the future mathematics classroom.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.406-414
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• 2019

The purpose of this study was to investigate how educational experience (teaching experience, experience participating in the Teacher Learning Community, curriculum training experience, and innovative experience working in school) of elementary school teachers affects the recognition and execution of curriculum and textbooks. For this purpose, the results of a questionnaire survey for elementary school teachers were analyzed by performing T-tests, One-Way ANOVA, correlation analysis, and regression analysis. The results were as follows. First, according to the teacher's educational experience, there were statistically significant differences in the recognition and execution of curriculum reorganization, and the recognition and dependence on textbooks. Second, there were statistically significant correlations among such variables as recognition and implementation of curriculum reorganization, and the recognition and dependence on textbooks. Third, the teacher's educational experience had a significant impact on curriculum reorganization and the dependence on textbooks. Curriculum restructuring in elementary schools is not an end in itself. What is also needed is to find and implement the best class plans for promoting the .meaningful growth and development of elementary school students. This study suggests that the dependence on textbooks should be lowered and the curriculum should be actively reorganized, and teachers should develop their expertise based on extensive educational experience.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.115-131
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• 2021

As the global climate change emergency is escalating, the need for 'Social Action-Oriented SSI (SAO-SSI) on climate change topics' in science education that can change society through social activity is increasing. By employing sociocultural theory, this study explores the challenges of limiting teacher's agency in implementing SAO-SSI on climate change topics in science education. Data from participant observation for 46 lessons, in-depth interviews with participants, field notes, and teacher reflection notes were analyzed by the structure of into micro- (classrooms), meso- (school), and macro- (Korea society) level. At the micro-level, the teacher's new attempts of SAO-SSI on climate change topics class made it difficult for him to identify students' understanding of climate change, because they have a low sense of perception that climate change is also their problem. In addition, the teacher had difficulties leading students' into an engagement for social action because students were skeptical about the feasibility of planned social behavior by positioning themselves as children or had difficulty in understanding social action and sympathizing with its values. At the meso-level, a school culture that encourages the implementation of a curriculum similar to that of colleagues, it was difficult to implement one's own curriculum. And it was difficult to develop expertise without the support and communications with colleagues who revealed the burden of unfamiliar science topics of climate change. In addition, conflicts arose in the process of implementing out-of-school social actions with the principal's passive support. At the macro-level, the insufficient proper material resources for SAO-SSI on climate change topics class, and negative perceptions on the students' social action in the society were acting as constraints. We offer implications for what kind of structural support and efforts from various subjects in the educational community should be provided to implement SAO-SSI on climate change topics class in science education.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.123-135
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• 2021

In this study, we apply a lesson design process using an argumentation structure to preservice earth science teachers and analyzed argumentation levels displayed in the lesson plans written by preservice teachers in the process. As a result of the study, the preservice teachers designed a logically structured lesson by reflecting more argumentation components in the final lesson plan than the first one. In addition, in the case of lesson topics in which all argumentation elements were not explicitly presented in textbooks or curriculum, preservice teachers could not clearly reflect some argumentation components in the lesson plan. The conclusions and implications based on the results are as follows: First, it is necessary to use the argumentation structure as a tool to design logical science lessons, considering that argumentation levels of lesson plans written by preservice science teachers were improved by using argumentation structures in instructional design. Next, it is necessary to cultivate the preservice science teacher's ability to reconstruct the curriculum for science lesson design using the argumentation structure since argumentation levels of lesson plans written by preservice science teachers were limited to the argumentation components presented in the textbook and curriculum. Additionally, it is necessary to develop and apply a preservice teacher education program that uses the argumentation structure in the context of actual teaching activities so that preservice science teachers can not only understand argumentation but also improve their class expertise.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.565-577
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• 2012

Various factors affecting teachers' self-confidence exist in math class using technology such as graphic calculators. For example, internal factors such as teachers' attitude and external factors such as school administrators or colleague's support can be considered. Pedagogical Technology Knowledge(PTK) is the very important factor which determines teacher's self-confidence in educational technology, and the development of PTK is composed of teacher's perception on the technology and its application and instrumentation. This study investigated 19 pre-service and current middle and high school teachers in the respect of their change of self-confidence, attitude, expertise on pedagogical technology, and quality of math class. These are anlayzed with the concept of instrumentation and instrumentalization through various experiences like graphic calculator, GPS and AutoGraph. The result indicated that constraints or obstacles did not affect much if teachers' attitude and self-confidence were strong. Particularly teachers' firm will to learn about technology and their confidence on its value are the critical factors in using technology for mathematics class.

• Journal of Korean Library and Information Science Society
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• v.44 no.4
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• pp.45-70
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• 2013

This survey is performed to propose the direction of policy development on reading education for Jeollabukdo Office of Education. To do this, this survey asked 239 teachers who are in charge of each school's reading education. The questionnaire is designed to investigate the effectiveness of current support projects from Jeollabukdo Office of Education, current level of schools' reading education and priorities of policy development. The findings of this survey are as follows: The teachers are contented with current support projects. Each school provides an average of 4 reading programs per year. Elementary schools' level of reading education is higher than middle and high schools' level. And more employment of full time reading experts as teacher librarian and the improvement of school libraries are revealed to be more important priorities on the policy development of reading education. Based on these findings, this study proposed maintenance of current support projects, improvement of school libraries, development of specialized policies for elementary schools, enhancement of reading teachers' expertise and preparation of information sharing system as the direction of policy development.

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.169-184
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• 2013

The purpose of this study is to investigate teachers' recognition and to suggest an improvement in the system of teacher's observation and nomination used to selecting gifted and talented students in Science in the Busan Metropolitan School District in 2013 by investigating teachers' recognition of the system and their expressed needs. The results are as follows. First, it was observed that teachers are of the opinion that it is difficult to determine the science gifted students by observation due to their lack of expertise in giftedness and gifted education, the lack of a check list to use, and the difficulty of ensuring the objectivity of the results of the determination. Second, the absence of objective screening tools used for the selection, the selection of gifted students based on their subjective judgment, and the possibility to select students based only on visible manifestations of ability may cause parents to mistrust the system. Thus, institutional support is required to address the concerns of teachers and parents. Third, the teachers who are in charge of observation, nomination, selection and determination need to be trained. After that, at least one of these teachers should be assigned in each school and training should operate continuously and systematically. Lastly, while these things are occurring, the process of observation and nomination of by teachers, which is the basis of pooling gifted students at the level of Busan Metropolitan School District, should be continued.