• 대한공업교육학회지
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• v.36 no.2
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• pp.25-46
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• 2011

The purpose of this study is to develop a teacher-training program to improve the Technology Home Economics teacher's educational activity effects. To accomplish this goal, this study developed a training program for the Technology Home Economics teacher through the literature study and the research. The conclusion drawn from this study is as follows: First, it needs to develop a systematic teacher training program to raise the professionalism related to the Technology Home Economics teacher's instruction. Second, the developed program for the Technology Home Economics teacher organizes the 46 subjects and 121 educational contents, and this educational program is worthwhile to be facilitated when a teacher-training institution like the Ministry of Eduction, Science and Technology, local education offices and universities organizes a teacher-training program. Third, as the result analyzing teachers' training demands about the educational contents of a Technology Home Economics teacher-training program, it was appeared that the most demand was 'development of professional activities for the Technology Home Economics teacher', and following demands were the 'production of various evaluation tools', the 'effectively epilogue strategy', and the 'technology to increase the learning motivation' in order. Therefore a training program for the Technology Home Economics teacher should deal these educational contents importantly, and a future teacher-training program developer need to refer to them.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.543-559
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• 2014

The purpose of this study was to analyze the teacher training programs focusing on reflect qualities of teachers in gifted education. A total of 20 teacher training programs were collected from the office of education, the teacher training center of university and the remote training center. These teacher training programs were analyzed using a semantic network analysis. The analysis showed that 'curriculum', 'teaching and learning' and 'development of curriculum' were emphasized in teacher training programs. Therefore, teacher training programs are operated with an emphasis on teacher's professional qualities. The analysis also revealed that many of the teacher training programs were dealt with professional and teaching faculty's qualities more than affective qualities. Therefore, it is necessary to reorganize the teacher training programs to be diversified and balanced. Furthermore, in order to improve teacher's quality equally, we suggest a systematic training program should be pot in place.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.193-212
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• 2013

This paper aims to identify factors to elevate the effectiveness of a high school mathematics teacher's training program focused on the construction of test items, and to make a blueprint for the training program development of high school mathematics teachers. This study created and executed a teacher's training program, and then twice applied focus group interviews with the teachers who participated in the program. As a result, this study identifies four factors that elevate the effectiveness of a high school mathematics teacher's training program focused on the construction of test items: the structure of the training program that allows teachers to concentrate on constructing test items, the recognition and revision of their habits related to the construction of test items, the formation of a consensus among the participants, and self-reflection on the teachers' specialties in the construction of the test items.

• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.169-175
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• 2017

In this paper, we propose the elementary school teacher's training direction for effective SW education. In an effort to better understand the efficient SW training contents and methods for teachers, 200 of elementary teachers had been selected from different places in South Korea. The results showed that 1)it should be operated by focusing on the training of female teachers, especially, strengthening the contents of SW ethics. 2)It will need to actively operate the teacher training program to foster the necessary computational thinking and programing for elementary school teacher who work in big cities. 3)It need to create a training program for expanding the SW studying groups. 4)In order to improve the effectiveness of training courses in the development of in-service training programs, the SW ethics contents need to be coordinated with the link the computational thinking and programing. These results are expected to provide the efficient methods to design the future SW training programs.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.263-271
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• 2017

Teacher reeducation is required to be comfortable with the 'Integrated science' subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher's certificates, and developed ways to improve in-service science teachers' competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised 'Integrated science' curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers' competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers' certification and required teacher competencies for teaching 'Integrated science', we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised 'Integrated science' (Type A), in-service training courses for 'Integrated science' (Type B), and in-service teacher training certificate program for 'Integrated science' (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve 'Integrated science' teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in 'Integrated science' teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for 'Integrated science' teaching and ways to improve 'Integrated science' teacher training.

• 대한공업교육학회지
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• v.40 no.1
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• pp.23-39
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• 2015

The purposes of this study were to evaluate the effectiveness of teacher training program for specialized school teacher in invention patent field and to explore the program improvement ideas. The study was carried out through on survey method and using program evaluating model developed for this study. The study subjects are 39 specialized high school teacher participated in training program about invention patent field at CNU-IECT(Invention education center for teacher). The data collection was done on August 2, 2014. The 37 questionnaies were analyzed. The educational needs of the training program were calculated by using the Borich(1980)'s needs assessment formula. The evaluating model was developed by the team. Major findings of this study were as follows; First, the training needs of specialized high-school teachers was high. Second, the satisfaction of the training program was high. Third, the overall effectiveness of training programs was high. Fourth, the improvement ideas were divided into four area - 1)The status quo area, 2) the alternatives exploration area, 3) the strategy modifications area, 4) the expected expansion area.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.253-267
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• 2014

This study aims to analyse the effectiveness of the mathematics teacher's training program: whether the training program is effective to improve mathematics teachers' professional competency of the developing assessment instrument (including items) or not. The teachers who were attendee of the program did pre-test before the program and post-test after the program. They wrote the opinions on the pre-developed items which had many errors in the beginning and discussed their opinions each others in the middle of program. The differences between pre-test and post-test and between opinions in the beginning and in the middle were analysed. The first result of the study is that the teacher's professional competency which is evaluated as self-perceived points is improved with regard to understanding the standardized test, item difficulty and item discrimination. Secondly, the proportion of the opinion with concrete reasons is increased as the program progressed. Thirdly, the effective elements of the program are the discussion in the group, discussion between groups, and feedback from the instructor. But the ineffective element of the program is the insufficient time for practicing.

• Korean Journal of Child Studies
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• v.36 no.1
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• pp.99-124
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• 2015

This study developed a teacher training program aimed at promoting preschool teachers' competence in relation to pretend play and examined its effects on the teachers' knowledge, efficacy and interaction in pretend play. Regarding the learner's job characteristics and conditions, a small group session of 90 minutes per week was conducted for 8 weeks. To examine the effects of this program, the researcher collected data on the teachers' knowledge and the efficacy by means of questionnaires and the teachers' interaction by observation before and after the program execution. The fourteen child care centers were randomly assigned to both an experimental group or a control group, in which 38 teachers were included. In conclusion, the pretend play competence training program for preschool teacher was observed to be effective in improving their knowledge, efficacy and interactions in pretend play.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.117-129
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• 2019

This research aims to explore the direction to promote maker-centered education and draw implications on the design and practice of teacher's professional development program by studying a case. To achieve the research objective, the research context was set on a teacher's training program provided by the S district office of education in Seoul, and the quantitative and qualitative studies were conducted to deduce the teacher's requirements for establishing and promoting maker-centered education after participating in the program as well as analyzing the effectiveness of the 5-days training program. From the results, this study contributes to suggesting implications on activating maker-centered education and providing the curriculum and instructional designs of teacher's professional development through the case participated by teachers who play a crucial role in performing and practicing innovative teaching methods and educational policy in real educational contexts.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.