• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.75-81
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• 2023

The purpose of the study was to find out the effect of early childhood teachers' perception of young children's right and teachers' right on their implementation of respect for young children's right. For this, a questionnaire survey was conducted on 355 early childhood teachers working at early childhood education institutions in the Seoul metropolitan area. Collected data were analyzed with Pearson's correlation analysis and multiple regression analysis using SPSS 24.0. As a result, the higher the level of early childhood teachers' perception on young children's right and teachers' right, the higher the level of their implementation of respect for young children's right. In addition, early childhood teachers' perception of young children's right and teachers' right were found to be predictable variables on their implementation of respect for young children's right. Based on the results, we suggest a need to enhance early childhood teachers' perception not only on young children's right but also on teachers' right to enhance their implementation of respect for young children's right.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.522-532
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• 2020

The aims of this study were to do a survey on teachers' perception and operational state for elementary science online remote classes and suggest ways to improve the elementary science online remote classes. The survey was based on responses from 100 teachers who have taught elementary science online remote classes for the first semester of 2020 for COVID-19. The questionnaire used in this study consisted of four parts: general informations of participants, the operation status of elementary science online remote classes, teachers' perceptions on the operation of elementary science online remote classes, ways to improve elementary science online remote classes. As a result of this study, elementary teachers taught elementary science online remote classes on the main use of content utilization type. And they had a difficulty in conducting elementary science online remote classes because of lack of contents, absence of elementary science online remote classes teaching methods, learner management and heavy workload. Therefore, to improve elementary science online remote classes the Ministry of Education and regional offices of education have to develop and provide high-quality contents reflect the characteristics of elementary science subjects, introduce a rent-an-experiment equipment system, and build a science class platform providing frequent real-time interaction between teacher and student.

• Journal of Korean language education
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• v.29 no.1
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• pp.139-161
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• 2018

This study aims to investigate factors that are important for Korean language faculty and learners in Thai universities with focus on factors that constitute characteristics of desirable Korean language teachers. This study also analyzes the difference in perception between the faculty and learners to enhance the qualities of Korean language teachers in Thailand. The demand for Korean language learners is explosive in Thailand as Korean language has been adopted as a college entrance examination subject since the 2018 school year. As a result, the Thai government has increased the number of Korean language education institutions to reflect the rapidly increasing demand of Korean language learners, but Korean language education in Thailand has only achieved quantitative growth and has made little in the way of qualitative growth. In this respect, it is meaningful to compare the qualities of the Korean language teachers in the Korean language faculty of Thai universities with the qualities that learners perceive Korean language teachers should have, which ultimately can enhance the quality of Thai Korean language teachers and help the learners to learn more effectively.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.79-92
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• 2009

The purpose of this study was to investigate elementary school teachers', students' and their parents' perceptions of new experimental grade $3{\sim}4$ science textbooks and teacher's guides developed by revised national science curriculum. 63 teachers, 436 students and their 448 parents were selected from 9 elementary schools selected as model schools, and were administered the questionnaires of the perceptions of the new science textbooks and/or teacher's guides. The results revealed that many teachers had a rather positive perception of the teacher's guides. In addition, most of the teachers, students and their parents, especially the students and their parents than the teachers, perceived positively the new science textbooks. They also had various views of the strengths and weaknesses of the new science textbooks and/or teacher's guides upon cognitive and motivational/emotional/affective aspects. Educational implications of these findings are discussed.

• The Mathematical Education
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• v.54 no.4
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• pp.351-363
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• 2015

In this study, 45 pre-service mathematics teachers were surveyed about how the perception of knowledge through teaching practicum have changed and how the knowledge learned in college and teaching practicum helped to format teachers' knowledge and analyzed survey's result. Pre-service mathematics teachers felt the knowledge for understanding students were needed the most and considered the experiences from teaching practicum were more useful than the knowledge learned from college classes. However, they had low appreciations on connecting knowledge on learned contents with real-life or other subjects and on necessity of knowledge of using various learning tools or mathematical materials in class. Also, they have answered the knowledges from college classes and teaching practicum were useless in those areas. Especially, they pointed out that guidance teachers during teaching practicum were insufficient in instructing. Therefore, we suggest the following two to improve the teaching ability of pre-service mathematics teachers through teaching practicum. First, college and secondary school cooperating programs such as class-observation and student-mentor system connected with local society should be developed. Second, the special re-training program for guidance teachers of teaching practicum is needed.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.73-94
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• 2003

In this study, it was compared how different the adjustment, self-perception, social support and stress between science-gifted children and general children, and the difference between gifted boys and girls. And it was identified what are the effects on stress of science-gifted children. The subjects were 89 science-gifted children of the first grade in Middle School at JeonJu. Science-gifted students in this study were identified through the teacher nomination and CNU(ChonbukNational University) Science & Math Tests. We used the standard object as the comparative group (general children). The results of this study were as follow; First, all personal-adjustment and social-adjustment domains, self-perception and teacher support of science-gifted children were significantly higher than those of general children. All disadjustment domains, parent support and friend support of science-gifted children were significantly lower than those of general children. Second, the self-planning, prejudice, social competence, behavioral conduct, global self worth, parent support, teacher support and classmate support of the science-gifted children had the significant difference according to the gender. Third, the motive of accomplishment, self-planning, attachment and social-affirmation of the science-gifted children correlated negatively with their stress. Fourth, the social competence, athletic competence, physical appearance, behavioral conduct, global self worth and social support of the science-gifted children correlated negatively with their stress. The global self worth of the science-gifted children had the significant difference according to the variables such as teacher support, close friend support, parent support and classmate support in the other of name. The most influential factor was teacher support. The stress of the science-gifted children had the significant difference according to the variables such as parent support, close friend support and global self worth in the other of name. The most influential factor was parent support.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.485-494
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• 2013

In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.265-272
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• 2022

According to the presentation of the new national curriculum, this study aims to analyze teacher's perceptions of the information education for lower grade students in elementary school. Before conducting survey, analyzing overseas and domestic researches were preceded. The questionnaires were collected by an online survey of 166 incumbent elementary school teachers after verification by an expert group. As a result, contrary to the basis of the information education curriculum to be strengthened, teacher's stagnant negative perceptions could be confirmed through various measurement variables. Before the introduction of a new national curriculum in 2024, it is a time when efforts to improve teacher's perceptions of information education for lower graders are particularly necessary.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.71-81
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.85-93
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• 2023

The purpose of this study was to investigate the pre-service early childhood teachers' personality on their children's rights perception. The subjects of this study were 253 early childhood education majors in Seoul and Gyeonggi province. The statistical analysis of this study was analyzed using the SPSS V.22.0 program. The result of the study is summarized as follows. First, the result of the current study reveals that personality and perception of children's rights are correlated. Also, there was a statistically significant positive correlation between personality and perception of children's rights. Second, it was found that the 'social relationship' sub-factor in personality affected the pre-service early childhood teachers' perception of children's rights. Therefore, it is necessary to promote personal development in order to enhance pre-service early childhood teachers' perception of children's rights.