• Title/Summary/Keyword: teacher competencies

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An Analysis of Curriculum Leading Teachers' Opinions on Competencies of the 2015 Revised National Curriculum and its Implications (2015 개정 교육과정의 역량 구현 양상과 실천 요인에 관한 교육과정 선도교원의 의견 분석 및 논의)

  • Lim, Yoona;JANG, SOYOUNG;Hong, Hoo-Jo
    • (The)Korea Educational Review
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    • v.23 no.1
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    • pp.5-33
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    • 2017
  • The purpose of this study is to analyze leading teachers' opinions on key competencies and subject competencies presented in the 2015 revised national curriculum and to draw implications for competency-based curriculum development and implementation. The research findings show that leading teachers are generally positive about the introduction of key competencies, subject competencies setting and its feasibility and recognize that the key competencies are highly related to the subject competencies of each subject. However, it is judged that the key competencies and subject competencies are not embodied well in every aspect of the curriculum documents. They also recognize that in the practice of competency education, supporting the development of teachers' ability to conduct student-centered classes in a culture that enables voluntary research efforts of the teacher community can be the biggest issue rather than external support such as development of competency-centered textbooks or consulting and supervision. Finally, we propose the need for support and policy that enable voluntary efforts for interdisciplinary cooperation and strengthening teacher capacity rather than developing competency-centered textbooks; specification of competency education in educational content, pedagogical methods and assessment; reconsideration of subject competencies setting; maintaining the relationship between key competency and items that guide educational goals.

Development and Validation of Future Teacher Competency Diagnostic Scale for Pre-service Teachers (예비교사에게 요구되는 미래 교사역량 진단도구 개발 및 타당화)

  • Baek, Jongnam;Kim, Suran
    • Journal of the Korea Convergence Society
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    • v.11 no.2
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    • pp.331-339
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    • 2020
  • The purpose of this study was to develop and validate future teacher competencies diagnosis tools required for pre-service teachers. In this study, the hypothesis model was established by hierarchizing basic competency and job competency in three dimensions such as knowledge, practice, and personality as teachers' competencies required in future society. Based on this hypothesis model, 54 preliminary questions were developed, and competencies diagnosis test was conducted for 237 pre-service teachers in J area, Korea. The results of this study are as follows: First, as a result of this study, a total of 53 questions were extracted, including 18 questions with 6 factors in the knowledge dimension, 17 questions with 6 factors in the practice dimension, and 18 questions with 6 factors in the personality dimension. Second, the goodness-of-fit of future teacher competencies diagnosis model required was verified, and convergence and discriminant validity were verified. The results of this study were discussed. Finally, the implications and suggestions for further research were presented.

Research on Ways to Improve Science Teacher Education to Develop Students' Key Competencies (학습자의 핵심역량 제고를 위한 과학 교사교육 개선 방안)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.33 no.2
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    • pp.162-169
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    • 2012
  • The purpose of this research is to investigate ways to improve science teacher education in order to subsequently develop students' key competencies. Since the OECD redefined key competencies as 'what people should know and be able to do in order to lead a successful life in a well-functioning society, many countries have emphasized competency-based curriculum. In this research, we collected and analyzed foreign and domestic classroom cases that have implemented competency-based curriculum in science teaching. Through open-ended interviews with the teachers and principals we explored ways to improve science teacher education to develop students' key competencies. According to the results, the competency-based curriculum necessitates a shift in teachers' roles including teachers as role models for their students, multifaceted roles of teachers, and teachers as researchers. In light of the teacher's community, teachers need to form a professional learning community, increase practice-based professional development opportunities, build the teacher's knowledge base, put various experts into the classroom, and build a partnership with the local community and other experts. In the conclusion section, we also discussed institutional and political supports necessary for the competency based education.

Insights from edTPA in the United States on assessing professional competencies of preservice mathematics teachers (미국 edTPA 평가에서 요구하는 예비 수학 교사의 전문적 역량 분석)

  • Kwon, Oh Nam;Kwon, Minsung;Lim, Brian S.;Mun, Jin;Jung, Won;Cho, Hangyun;Lee, Kyungwon
    • The Mathematical Education
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    • v.62 no.2
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    • pp.211-236
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    • 2023
  • The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

Ways to Improve In-Service Science Teachers' Expertise with the Introduction of 'Integrated Science' in the 2015 Revised Curriculum (2015 개정 교육과정의 '통합과학' 도입에 따른 중등 과학과 현직교사 역량 제고 방안)

  • Kwak, Youngsun;Lee, Jaebong;Lee, Yangrak
    • 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.

An Exploration of Science Teachers' Ideal Image/Role/Competency (과학교사의 상.역할.능력의 탐색)

  • Cho, Hee-Hyung;Ko, Young-Ja
    • Journal of The Korean Association For Science Education
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    • v.28 no.4
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    • pp.269-281
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    • 2008
  • In Korea, the criteria for the requirements of a secondary school science teacher's certificate are based entirely on the subjects and/or areas as prescribed in laws for the teacher's licensure examination. However, the criteria do not account for the specific competencies or qualities that a good science teacher should possess. The objective of the research was to explore and suggest the three lists of the image of an ideal science teacher, science teacher's role and science teacher's competency that might be used to establish the criteria for science teachers' certificate and the curricular content for science teacher education in Korea. In order to achieve this objective, the study used such research methods as literature analysis, status survey in combination with on-line workshop, in-depth interview, and professional consultation. The participants in the research comprised of a group of 258 students (186 middle school students and 72 high school students) and 13 in-service science teachers (8 middle school science teachers, 5 high school science teachers) for questionnaire survey and on-line workshop, and 4 science teachers for in-depth interview. The list of the image of ideal science teacher, science teacher's role, science teacher's competency contains 44, 32, and 75 statements, respectively. Based on the results of the research, this paper suggested that the criteria for the Korean secondary school science teacher's certificate requirements be selected and organized in consideration of the teachers' competencies rather than the courses and/or subject areas. It is also implied in the paper that further research over a period of time is necessary for using the competencies for curricular contents and/or science teacher's certificate standards.

Analysis of Teachers' Perception and Application Status of Science Subject Competencies of 2015 Revised Curriculum in Elementary Schools (2015 개정 교육과정 과학과 교과역량에 대한 초등교사의 인식과 적용 실태 분석)

  • Ha, Jihoon;Shin, Youngjoon;Kwak, Youngsun
    • Journal of Korean Elementary Science Education
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    • v.39 no.2
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    • pp.219-227
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    • 2020
  • The purpose of this study was to analyze field application of science subject competences of the 2015 revised curriculum for the second year of application. For this purpose, a survey with 133 elementary school teachers, and in-depth interviews with 10 teachers were conducted. According to the results, elementary school teachers had a positive awareness toward the science subject competence, which is a characteristic of the 2015 revised science curriculum, and teachers were applying the science subject competence to their own classes. This tendency was stronger in teachers in science-leading schools than in teachers in regular schools. Teachers wanted support for applying science subject competencies to their classes. To support this, it is necessary to provide the curriculum materials focused on science subject competencies, reinforce teacher training on competence-related curriculum, and activate the professional teacher community.

Teaching Competency of Software Education for Young Children (유아대상 소프트웨어 교육을 위한 교수역량)

  • Koh, Eun-Hyeon;Moon, Eunkyung;Hong, Chan-Ui;Lee, KyungHee;Choi, Soonduk;Lee, Youngseok;Cho, Jungwon
    • Journal of the Korea Convergence Society
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    • v.12 no.10
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    • pp.255-263
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    • 2021
  • The purpose of this study was to identify the teaching competency for software education for young children. Teaching competency was derived through literature study and Delphi survey of expert groups. The derived competences are composed of 'selection of software education objectives-goals and educational contents', 'software curriculum planning and implementation' and 'evaluation and feedback of software curriculum'. The derived competencies were found to be 15 competencies in a total of 3 competencies groups. The relationship between the derived competencies and previous studies was discussed and implications were presented. The teaching competency derived from this study can be used for teacher education and instructional practice.

Teachers' Perceptions of Competencies Needed for Working in Inclusive Early Childhood Programs (유아통합교육프로그램의 일반교사와 특수교사가 갖추어야 할 자질에 대한 교사들의 인식 - 미국 교사를 중심으로)

  • Kim, Keyng Suk;Barbara, Thompson
    • Korean Journal of Child Studies
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    • v.21 no.1
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    • pp.283-294
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    • 2000
  • The purpose of this study was to determine early childhood education(ECE) and early childhood special education(ECSE) teachers' perceptions of (a)important teacher competencies needed for working in inclusive early childhood programs and (b)current levels of these competencies. Sixty-two ECE teachers and 77 ECSE teachers responded to the survey developed for this study. There were no differences between the ECE teachers and ECSE teachers in the ratings of importance of the competency domains. However, the ECSE teachers had significantly higher perceptions than the ECE teachers of their self-proficiency on competencies related to child development, curriculum and instruction, assessment procedures, working with other adults, and professionalism. Both the ECE and ECSE teachers perceived the greatest need for further training in competencies related to assessment procedures and working with families and other adults.

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A mathematics teacher's discursive competence on the basis of mathematical competencies (수학교과역량과 수학교사의 담론적 역량)

  • Choi, Sang-Ho;Kim, Dong-Joong
    • Communications of Mathematical Education
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    • v.33 no.3
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    • pp.377-394
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    • 2019
  • The purpose of this study is to scrutinize the characteristics of a teacher's discursive competence on the basis of mathematical competencies. For this purpose, we observed all semester-long classes of a middle school teacher, who changed her own teaching methods for the last 20 years, collected video clips on them, and analyzed classroom discourse. Data analysis shows that in problem solving competency, she helped students focus on mathematically important components for problem understanding, and in reasoning competency, there was a discursive competence which articulated thinking processes for understanding the needs of mathematical justification. And in creativity and confluence competency, there was a discursive competence which developed class discussions by sharing peers' problem solving methods and encouraging students to apply alternative problem solving methods, whereas in communication competency, there was a discursive competency which explored mathematical relationships through the need for multiple mathematical representations and discussions about their differences. These results can provide concrete directions to developing curricula for future teacher education by suggesting ideas about how to combine practices with PCK needed for mathematics teaching.