• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

• Korean Journal of Heritage: History & Science
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• v.54 no.4
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• pp.132-151
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• 2021

The purpose of this study is to analyze the current status of and suggest future improvement practices for cultural heritage education in primary school. We analyzed a primary school textbook for each of five subjects (Korean, social studies, music, art, physical education), surveyed ten teachers with cultural heritage education experience, and analyzed the results. Based on the results, we made the following five suggestions: First, the goal of cultural heritage education should be expanded to foster citizenship. Second, in cultural heritage education, it is necessary to discuss what should be included in the educational content and to organize the content systematically in connection with the student environment, local community environment, and subject content. Third, cultural heritage education should be linked with sustainable development so that cultural heritage can be passed on from the present generation to future generations. Cultural heritage has characteristics, such as universal values of humanity, that transcend national boundaries, regional identities, dialogue and understanding between civilizations, and sources of creativity, and thus serves as the foundation for sustainable development. Fourth, for the effective implementation of cultural heritage education in schools, it is necessary to develop step-by-step teacher training programs. The success or failure of cultural heritage education in schools depends on teacher training. Fifth, the degree to which cultural heritage education is integrated into the curriculum should be strengthened, allowing learners to be educated so that they can cultivate knowledge and critical thinking about cultural heritage, enjoy and protect it, and connect with a sustainable society.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.

• Journal of Music and Human Behavior
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• v.16 no.1
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• pp.89-117
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• 2019

The purpose of this study was to explore and better understand special education music teachers' perceptions of their music curriculum. For this purpose, we conducted a focus group interview with seven special education music teachers. During the interview, four major themes and 14 sub-themes were identified. The main themes were the following: (a) types of applied activities and the goals of music classes (e.g., activities to be applied in various ways depending on the characteristics of the disability and intended outcome), (b) difficulty in implementing the music curriculum (e.g., lack of fit between textbook and students' chronological ages, lack of time and focus, self-evaluation of performance as a music teacher, (c) therapeutic experiences during music classes (e.g., expectation for positive effects through music therapy, joy of witnessing changes in students, and sense of togetherness), and (d) obstacles to the therapeutic approach of music classes and need for support (e.g., lack of professional knowledge regarding therapeutic approaches and problems with administrators and school environment). Based on these results, problems in implementing the music therapy approach as part of the music curriculum in special education schools are discussed and practical solutions for educators are offered.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.151-160
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• 2023

The purpose of this study is to suggest problems and directions for improvement, focusing on the master's course at the Graduate School of Education, among the career guidance counselor training programs. First, in the case of career education counseling major education graduate school fostering system, ① 3 universities in Seoul, 2 in Gyeonggi-do, 1 in Incheon, 1 in Gangwon, 1 in Daegu, 1 in Jeonbuk, 3 in Chungnam, and 1 in Chungbuk, a total of 13 Opened in 20 universities. ② Most schools operate in a dual system. ③ As a major in career counseling, there is a maximum of 26 courses and a minimum of 10 courses for the master's course in the graduate school of education. Second, what are the problems and improvement directions of the career counseling graduate school training system? ① It is necessary to prepare a standardized curriculum. ② It is necessary to operate education to strengthen connection with the local community. ③ There is a need to resolve the level gap between the 13 graduate schools of education and the lack of faculty members at some universities. ④ Career education policy department of the Ministry of Education needs to periodically evaluate 13 education graduate schools. ⑤ The role of the career policy department of the Ministry of Education is to establish a mid- too long-term plan at the national level considering the demand and supply of career guidance counselors nationwide. ⑥ It is desirable to dualize the way to obtain a career guidance counselor license as it is now.

• Journal of Industrial Convergence
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• v.22 no.3
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• pp.39-49
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• 2024

The purpose of this study was to explore the meaning of the teaching experience of middle school physical education teachers, listening to in-depth statements related to teaching experience based on the physical education teacher's teaching identity, and analyzing the meaningful content and meaning structure found therein. The study participants were four current middle school physical education teachers. The research method used Colaizzi's phenomenological method to analyze the meaning structure through in-depth interviews with research participants, group interviews, additional interviews, and field records. In order to solve the research questions, the interviews were conducted as semi-structured interviews, and the individual interviews were terminated when there were no more duplicate cases or similar phenomena related to teaching experience. As a result of the study, the meaning of experience was constructed based on narrative statements through interviews with research participants, and a collection of 2 items, 6 categories, and 12 themes were extracted by exploring concepts from the constructed meaning. The reasons for going into the teaching profession were categorized into 'motivation' and 'beliefs', and the meaning of teaching experience was categorized into 'mission', 'relationships', 'exhaustion', and 'overcoming'. In conclusion, although the research participants faced numerous difficulties, they experienced challenges and recovery by pursuing the joy and value of sharing within the school community.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.95-106
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• 2000

The purpose of this study was to be of use for the preparation of more desirable sex education system at elementary school, by making content analysis of the current textbooks related to sex education and surveying what opinions the persons concerned had about it. The purpose of this study were as follows; Elementary school textbooks were analyzed to find out what kind of sex education was included in them. And questionnaires on how to improve school sex education content were prepared, by which 207 male and female teachers were surveyed in the city of Paju and Koyang, Kyonggi province. The conclusions were as follows; 1. Content Analysis of Textbook Sex Education The content related to sex education was relatively much included in textbooks of the right life, morality and physical education. Although morality was a subject to be instructed for the third-grade students or older, elementary school students virtually received sex education from the first grade, as the right life and the joyful life were a subject for the lower-grade students, and this met the goal of sex education or the need of the times. However, sex education content leaned heavily toward family, family life or parental love. There was no mutual complement among subjects, and no link among grades, either. 2. Teacher Opinion on Sex Education Content for Each Grade When the subjects were asked about if sex education content was appropriate for each grade, they answered 20 items should be more emphasized and 6 items might be left out. And there were 6 items regarded by them as one that should be rearranged in consideration of grade. 3. The Ideal Opinion of Sex Education Content The following model could be recommended for elementary school sex education, which was designed to meet the objectives of school sex education as much as possible and to offer a systematic link among grades, based on the findings by textbook analysis and Questionnaire survey, and on elementary school sex education materials recommended by the Ministry of Education: The content selected for the first grade of elementary school was my body, cleanness of genitals, male-female cooperation, and family cooperation. For the second grade, the selected content was male-female physical difference, male female psychological difference, parental and I(origin of a birth). For the third grade, the selected things were important a body(cleanness of genitals), birth of a life, and male-female comprehension and cooperation. For the fourth grade, the selected things were physical development, management of genitals, physiology and management of menstruation, propagation and growth of organism, concern for the other sex, comprehension of and cooperation with the other sex, and prevention of sexual violence. Four the fifth grade, the selected things were secondary sex characteristic, physiology and management of menstruation, operation for phimosis, understanding of seminal emission, structure and function of the genital organs, birth and growth of a baby, television/sex information, and mass communications/sex information. For the sixth grade, the selected things were secondary sex characteristic, understanding of seminal emission, male-female cooperation, male and female role, male-female manners, mass communications/sex information, family and family life. Finally, what should be taught in sex education must be studied constantly, as it should be revised or supplemented periodically, according to student's sexual maturity or social, cultural changes.

• The Journal of Korean Society for School & Community Health Education
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• v.9 no.2
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• pp.105-118
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• 2008

Objectives: This study was performed in order to figure out oral health knowledge level of home room teachers of elementary schools in Daegu area. This study was conducted from March through May 2008. Methodology: A total of three hundred and ten (43 male teachers and 267 female teachers) home room teachers of elementary schools were surveyed. The collected data were analyzed by X2 test and one way ANOVA test by using SPSS 11.0 program. Results: Most oral health knowledge was obtained from dental clinics (45.8%) and mass media and books (40.0%). Many respondents reported that the main purpose of oral hygiene was prevention of periodontal diseases. The highest number of respondents reported that fluoridated tooth paste was the best for fluoride effects on teeth. 56.7% of the respondents said that they visited periodically dental clinics for dental caries prevention. The respondents did not have much knowledge about the importance of fluoride in dental caries. Many respondents did not know that the plaque is the main cause of periodontal diseases. Conclusion: Effective oral health education program should be prepared for the elementary school teachers because their knowledge levels of oral health is not sufficient for students.

• Journal of agricultural medicine and community health
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• v.42 no.2
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• pp.69-78
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• 2017

Objectives: This study investigated whether the impacts of orthodontic treatment of malocclusion on oral health-related quality of life and happiness are positive with middle and high school students Methods: Subjects were 157 orthodontic patients and 83 non-orthodontic in malocclusion patients. Questionnaires were collected with the self-administered method, and consisted of the general characteristics, self-esteem, social support appraisal scale(friends, family, teacher), Oral Impact on Daily Performance (OIDP) and oxford happiness questionnaire (OHQ). Results: A physical factor was lower in the orthodontic treatment group ($5.8{\pm}2.48$) than in the non-orthodontic treatment group ($7.7{\pm}2.10$)(p<0.001), and OIDP was lower in the orthodontic treatment group ($7.0{\pm}1.79$) than in the non-orthodontic treatment group ($7.8{\pm}1.80$)(p=0.002). A feeling of happiness was higher in the orthodontic treatment group($4.6{\pm}0.81$) than in the orthodontic treatment group ($4.3{\pm}0.89$) (p=0.009). As results of multiple regression analysis, OIDP was affected of orthodontic treatment(${\beta}=-0.0222$, p=0.001) and OHP was affected of orthodontic treatment(${\beta}=0.087$, p=0.030) and OIDP(${\beta}=0.116$, p=0.003). Conclusions: Orthodontic treatment of malocclusion may positively affects happiness in teenager. Support policy for orthodontic treatment of malocclusion is necessary for adolescents.