• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.33-43
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• 2016

Recently in order to ensure future competitiveness in schooling a paradigm shift which focuses on key competency is demanded. In these circumstances, there are lots of researches on competency in other subjects. However, in informatics the number of researches relate to competency is lacking. Thus, the purpose of this study is to develop competency model for teacher of informatics in high school. For achieving this purpose, we develop research methods and procedures, and conduct several researches such as Focus Group Interview and surveys. Overall research process of this study is as follows: First, we develop competencies of informatics teachers, which consist of 6 categories, 17 competencies, and 66 behavioral indexes as a draft. Second, we verify the content validity of the competencies through FGI, and revise the competencies into 5 categories, 11 competency-units, and 159 behavioral indexes. Third, we conduct a survey for verification of the revised content validity again to informatics teachers, professors and researches. As a result, the major findings of the survey reveal that the Conbarch's ${\alpha}$ of each competency-units is over .9, and that the appropriateness of all items is over 3.5. According to this result, we confirm our competency model for teacher of informatics in secondary education.

• Journal of the Korea Society of Computer and Information
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• v.25 no.9
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• pp.213-222
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• 2020

In this paper, we propose a study to develop and apply competency-based elementary school teacher training programs for maker education according to the steps of the DACUM-based Systematic Curriculum and Instructional Development (SCID) procedure model. According to the stages of the DACUM-based SCID (Systematic Curriculum and Instructional Development) procedure model, the educational goals, contents, objects, time, methods, and prerequisite subjects of the maker education training program were derived, and based on this, a competency-based training program was developed. In addition, the effectiveness of the program was verified by applying the developed program. As a result of applying the developed training program and evaluating its effectiveness, it was confirmed that overall positive results were found. We expect this training program to be of help in strengthening the competency of elementary school teachers in maker education.

• 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.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.161-170
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• 2018

This descriptive study was conducted to examine the factors affecting core competency, learner motivation, and learner satisfaction of nursing students and to develop effective teaching methods. The subjects of this study were 134 nursing students. The core competencies of nursing students were higher in 3rd grade than in 2nd grade, and the core competency, motivation, and learner satisfaction of the nursing students were higher than those of below average students. The explanatory power of a core competency model constructed using the self-directed learning readiness, teacher-student interaction, and academic achievement was 45.1%. Additionally, the explanatory power of a learner motivation model based on self-directed learning readiness, teacher-student interaction, academic achievement, and learner motivation was 47.5%, while that of a learner satisfaction model constructed using the teacher-student interaction and learner motivation was 43.4%. In conclusion, it is necessary to improve teacher-student interaction and self-directed learning readiness to increase core competency and learner motivation. To increase learner satisfaction, it is necessary to intervene to encourage learner motivation and to make the teaching-student interaction efficient.

• Journal of Korean Library and Information Science Society
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• v.40 no.2
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• pp.355-373
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• 2009

School library concentrates its focus on how information literacy is implemented through the collaborative efforts of classroom teachers and teacher librarian. The role of teacher librarian and the competencies they need in order to succeed have changed over many years. However, current LIS education for teacher librarian has limitations in terms of institution, curriculum. In this research, I designed and implemented an Internet-based educational contents development and evaluation for teacher librarian's competency. This system was development by lecture authoring tool(LectureMAKER v2.0). This study tested the effectiveness of the system was verified by survey by 51 college students. The test paper consisted of 20 items(5 scale) for measuring teaching competencies of college students. This study verified effectiveness of the Internet-Based Educational Contents by two dependent samples t-test, Levene test.

• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.127-144
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• 2021

The purpose of this study is to redefine the competencies of teacher librarians and to derive implications for training and re-educating teacher librarians by analyzing the priorities of competencies. A questionnaire survey targeting teacher librarians based on analytic hierarchy process has been conducted. The results indicate that in terms of the upper-level areas of competencies, it was found that they prioritized teacher librarians' competencies in the following order: information specialists, teachers, administrators, and cooperative leaders. Analysis of the lower levels of competency indicates that the priorities of the required competencies are listed in the following order: collection development, management and preservation, teaching and learning, media production, information service, library cooperative instruction, library assisted instruction, content curation. Therefore, being able to provide information resources by developing a collection of books to support the educational process in school libraries was found to be a critical competency. It seems necessary to cultivate the capacity to manage online and offline collections and produce and provide various teaching media and services by utilizing school library resources. It seems to give implications for the education of teacher librarians.

• Journal of Korean Library and Information Science Society
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• v.53 no.3
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• pp.455-477
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• 2022

This study aimed to compare and analyze librarian teacher evaluation index from evaluation of teachers' competency development with the the topics of information utilization education. To this end, LDA topic modeling was conducted by collecting papers related to information utilization education published in four major journals in the field of literature and information from 1995 to May 2022. As a result of topic modeling, it can be seen that information utilization education (T10) was the most actively discussed at 12.0% of the 20 topics, followed by library utilization classes (T2) 10.4% and user service (T3) 8.8%.On the other hand, 3.3% of reading discussion (T7), 2.9% of reading education (T19), 2.1% of manpower management (T13), and 2.1% of librarian teacher job satisfaction (T17) showed the lowest distributions 3.3%, 2.9%, 2.1%, and 2.1%, respectively. In addition, although librarian teacher's class model development (T1) and curriculum development (T20) are essential processes for collaborative classes and information utilization education, they were not reflected in the current teacher competency development evaluation index. Therefore, this study proposed that 'instructional model and curriculum development' indicator should be added on 'training and support classes' factors in the Librarian Teacher Evaluation Index in Teachers' Competency Development Evaluation for further evaluation.

• 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.