• Human Ecology Research
• /
• v.57 no.3
• /
• pp.383-393
• /
• 2019

This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher's age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.32 no.1
• /
• pp.59-87
• /
• 2021

The purpose of this study is to investigate the influence of teacher-librarians' autonomy support on the school library users' satisfaction and continuance intention. Based on SDT(self-determination theory), it focuses on the mediating effect of BPN(basic psychological needs) between the autonomy supports and the satisfaction of the school library users. A survey was administered to 331 middle school students and the research model was examined by using regression analysis and Hayes' parallel multiple mediator model. The findings show that the teacher-librarians' support for autonomy directly and indirectly has a positive effect on the students' satisfaction with the school library, and perceived autonomy and competence among the sub-factors of basic psychological needs are found to have a significant mediating effect between the support of the librarian's autonomy and satisfaction with the school library. In addition, students' satisfaction with the school library shows a significant effect on the continuance intention. This study is meaningful in that it presents the role of teacher-librarians as a factor affecting students' motivation to use school libraries and provides implications for revitalizing school libraries.

• Journal of the Korea Society of Computer and Information
• /
• v.24 no.1
• /
• pp.265-271
• /
• 2019

In this paper, the Software Education program for elementary school students in Multicultural families developed so that Multicultural students can adapt to national, school, peer, and teacher. The effects of Resilience, Communication skills and Interpersonal Relationshiop were investigated. The developed Software education program was designed in such a way that the target students became more intimate with each other and adapted to Korean culture, peers, and teachers through the analysis of the research subjects. Resilience test showed statistically significant difference in peer relationship and support, family support and interaction, teacher's interest and support, self - identity, and cultural acceptance. Communication ability test showed statistically significant differences in interpretation ability, self presentation ability, goal setting ability, and message conversion ability. The interpersonal Relationship test showed statistically significant differences in people's orientation toward people, facing people, and away from people. The results of this study indicate that the software education program for elementary school students in multicultural families has effects on adaptive flexibility, communication ability, and interpersonal ability. In the future, There is a need for continuous research with development and effectiveness of various software education programs for Multicultural students.

• Korean Journal of Human Ecology
• /
• v.22 no.6
• /
• pp.571-586
• /
• 2013

The purpose of this study was to examine educational meanings of snack and lunch time of 4-year-old children and their teachers in a kindergarten class. The study was done in the Class of 4-year-old children in S Kindergarten located in Songpa-gu, Seoul. And 30 children of this class, Teacher A who is the teacher in charge of the Class, and Teacher B who is the researcher and teacher in charge of it participated in it. The study was carried out by the ethnography method and data collection was done through participation observation, interviews, video and voice recording, and data collection of photography shooting. The results are as follow: First, the children had private conversations, shared their cultures, deepened and expanded their existing concepts, expressed their emotions and relieved their tension, and strengthened relations with friends during the snack and lunch time. Second, the teachers promoted conversation and communication, gave the opportunity that the children can set the lunch table by themselves and tried to make the snack and lunch time with the children by discussing what they are how they are operated with them together. In conclusion, the snack and lunch time can be more meaningful time for children when there are proper educational plans and support of teachers which are considered children's viewpoints.

• Korean Journal of Childcare and Education
• /
• v.18 no.1
• /
• pp.23-50
• /
• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• Korean Journal of Childcare and Education
• /
• v.12 no.3
• /
• pp.177-195
• /
• 2016

The purpose of this study was to investigate the effect of early educator's psychological exhaustion and happiness on adapting ability of children in early education settings. Two hundred ten early educators and six hundred thirty children were selected as subjects of this study and were requested to participate in a survey. The results of this study were as follows: First, as a result of analyzing the relationship between early educator's psychological exhaustion and happiness as well as children's adaptability on education facility, higher psychological exhaustion and lower happiness were related to lower children's adaptability on education facility. Second, as a result of comparing comparative impact that psychological exhaustion and happiness has on children's adaptability on education facility, psychological exhaustion of the teacher impacts negatively on children's adaptability on education facility and happiness of the teacher did not significantly impact children's adaptability on education facility. This research is expected to be used as foundational data that helps to recognize the importance of psychological exhaustion and happiness of the teacher and could be used to develop various programs that support teachers to recover from burnout and to increase happiness.

• The Journal of the Korea Contents Association
• /
• v.14 no.10
• /
• pp.829-839
• /
• 2014

This study aims at investigating Korean EFL students' writing strategies through their rhetorical patterns and meaning-making for a writing task in an English writing classroom at a Korean university. The participants were the students and teacher in the course, and the data comprised nine pieces of students' opinion writing and interviews with the teacher. To analyze the data, a 'Claim-Support' pattern was adopted. The findings show that most students, 89%, demonstrated the same or similar elements in the 'Claim-Support' pattern for their textual structures and many parts of the meaning-making in their writing were originated from the textbook. These findings reflect that the students pursued the strategy of 'accommodation' in order to succeed in their academic writing regardless of the teacher's intention which focused on creativity and imagination in writing. The conclusion suggest that the students tend to establish their own ways of strategy to cope with the recontextualized setting for writing in English.

• Korean Journal of Child Studies
• /
• v.16 no.1
• /
• pp.197-210
• /
• 1995

The purpose of this study was to investigate the relationship between social support and perception of self-confidence in children by grade, sex, and other related variables. The subjects were 136 third-graders, 143 sixth-graders, and 161 eighth-graders in public schools located in Pusan. Instruments were Harter's Self-Perception Profile for Children and the Social Support Appraisal Scale (SSAS). The SSAS is a 31-item measure that taps children's perception of family, peer, and teacher support. The data were analyzed by frequency, percentile, ANOVA, Scheffe test, Pearson's correlation, and multiple regression. The main results showed that (1) children in 6th and 8th grades perceived higher peer support than children in 3rd grade, (2) except for social acceptance, the children in higher grades perceived themselves lower in self-competence than the children in lower grades, (3) there was a positive relationship between children's perception of self-competence and social support, and (4) the variables which influenced children's self-perception were, in descending order: socioeconomic status(${\beta}=.52$), age(${\beta}=.21$), social support(${\beta}=.10$). These three variables explained 38% of the children' self-perception.

• 대한공업교육학회지
• /
• v.39 no.2
• /
• pp.19-36
• /
• 2014

The purposes of this study are to grasp industry vocational subject student-teachers' instruction area, compare cognitive level of cooperating teacher and student-teachers for the importance of instruction area and secure base data required to develop educational practical area of professional teachers in specialized high school. To achieve this, instruction area of instruction teacher in charge of industry vocational subject pre-teacher education was developed by document consideration and expert verification and differences of importance cognition for the area was compared between educational practice insturction teacher and student-teacher. The results are as the following. First, for the instruction areas that educational practice instruction teachers should teach student-teacher, there are 7 categories, 17 mid-fields and 85 subsections. Especially expert group suggested an opinion that areas of teacher's values and personality formation should be added to pre-teachers. And, they judged that category of school business showed low validity for educational practice instruction teacher's instruction area. Second, educational practice instruction teacher importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. On the other hand, they cognized 'development and management of curriculum', 'support on educational activity', 'industrial-educational cooperation and tie with local community' and 'specialty improvement' less importantly. Student-teachers cognized 'class activity', 'student instruction and class management', 'specialty improvement', 'development of desirable view of education attitude' importantly. They cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' relatively less importantly. Third, both educational practice instruction teachers and student-teachers importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. However, student-teachers importantly cognized, but educational practice instruction teachers didn't importantly cognized 'specialty improvement'. Both two group cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' less importantly.

• Korean Parent-Child Health Journal
• /
• v.10 no.1
• /
• pp.3-12
• /
• 2007

Purpose: The purpose of this study was to test a KPAAT(Korean Parent As a Teacher Test) and provide a basic data to develop parent education program. Methods: This is a secondary analysis study using 103 preschool mothers who were chosen from 2 kindergarten and child care center located at Kyounki-Do. Results: 1) Subjects' child-rearing attitude was above average at the point of $2.86({\pm}\;.20)$. 2) 16 sub-dimension(response to question, permissive attitude of play, control, control of play, expectation about child, understanding about learning, support of learning, encouragement of thinking, provision of imaginary play opportunities, support of play, encouragement of accomplishment motivation, propriety of child-rearing, affectional support, fixed idea, confidence about education, limitation) and 6 factors(response to question, permission of play, control & limitation, evaluation & support about child, encouragement of academic accomplishment, facilitation of the development of creativity) were above 2.50 except ($2.24{\pm}\;.29$) sub-dimension. 3) There was no significant difference statistically according to subjects' general characteristics. Conclusion: From this study, KPAAT can be utilized later childhood period. And nurses need to help mothers to have sound child rearing attitude.