• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.15-28
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• 2021

Objective: The purpose of this study was to examine the mediating effect of teacher emotional intelligence in the relationship between job environments and teacher efficacy. Methods: Participants of this study were 205 child care teachers from U-city. Correlation analysis between variables was conducted with the collected data, and regression analysis was conducted to verify the mediating effect of emotional intelligence in the relationship between the job environment of daycare centers and teacher efficacy. Results: First, there was a positive correlation between job environments, teacher efficacy, and teacher emotional intelligence. Second, job environments and teacher emotional intelligence had a significant direct effect on teacher efficacy and teacher emotional intelligence also had a significant indirect effect between job environments and teacher efficacy. Conclusion/Implications: The way to improve the quality of child care is to improve the quality of teachers. Among the teacher's competencies, it is very important to increase teacher efficacy. Teacher efficacy plays a very important role in the quality of childcare and the healthy development of toddlers and children. In order to increase teacher efficacy, policy support for the job environment and training support to increase teacher efficacy are considered necessary.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.488-499
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• 2010

In this research, we investigated the historical development and ways of improvement of the teacher employment test (TET, hereafter) in Korea. This paper consists of three parts. The first part details the secondary science teacher education system in Korea. The second part elaborates upon the development of the TET since 1990's. The third part provides conclusion by addressing ways to improve science teacher education and employment systems in Korea. After all, the keen competition for teacher education and the demanding entry test ensure that secondary science teachers are selected from a pool of candidates with high academic achievement. Korean teacher employment system in general places more weight on subject knowledge. Although we cannot simply conclude that Korean science teachers must have profound knowledge in the subject matter and are competent in pedagogy, it stands to reason that the teachers could be more competent in performing their roles than those of many western countries with an acute shortage of teachers. We also suggested future directions and ways of improvement regarding teacher education and the TET in Korea.

• The Mathematical Education
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• v.54 no.3
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• pp.283-298
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• 2015

This research is the case study of collaborative mentoring in the professional development of multi-tiered mathematics teacher community. We observed the procedures of mentoring, and contents of mentoring in PD program. For this purpose, we implemented PD program with participant unit composed of 3 or 4 teachers in the same school and total 25 teachers from 4 elementary schools and 4 high schools. Also there were 1 mentor and 1 sub-mentor to support each school. Observed mentoring processes were all recorded and the participants not only were interviewed several times but also wrote reflection notes after meetings. While mentoring PD program was implemented, mentor and mentee had joint responsibility about lessons implemented by mentee. Furthermore It showed possibility of change of teacher learning culture, learning culture of community. It means that teacher would improve their professionalism more effectively within teacher community instead of individual. 4 reflection contents was founded in collaborative mentring; 1)purpose of mathematics education, 2)motivation and connection between previous lecture and present lecture 3)lack of mathematical contents in lesson 4)discourse between teacher and students.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.41-55
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• 2009

This study explored the meaning of beginning teachers' first-year experience in an eco child educare center. Participants were 4 teachers at survival stages of teacher development; they had had the same preservice experience. Data were collected by semi-structured in-depth interviews, participant observation, researcher's field notes, and document collection. Five themes emerged as first year teachers' struggles and strategies for survival : (1) caring for children's daily lives vs. responsibility for formal education, (2) planned lessons vs. ease in teaching, (3) agreement or disagreement on philosophy of running the education program, (4) paradox of teacher empowerment, (5) overcoming struggle through voluntary peer supervision. These results indicated that beginning teacher' experiences at the survival stage varied by contextual and personal factors.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.195-204
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• 2019

In this paper, we propose the way to solve the problems of current college of education at university that they are running a curriculum that is insufficient for immediate application to the school. So, we analyzed the application of capstone design which is proven to be effective in various fields, and constructed a curriculum for the development of educational materials to improve the teacher's qualification in the college of education and applied them to the preliminary informatics teachers. As a result, we confirmed that the development class of educational materials based on capstone design is positive for the change of awareness about informatics teacher's qualification, and also confirmed that the students' satisfaction level about class is higher. Based on the results, we discussed the effects of applying capstone design to the college of education. The conclusions are as follows: First, it helps students to improve the teacher's qualification. Second, it is a curriculum that can fill the shortage of student teaching. Third, the curriculum is an effective curriculum for the recognition of the student who is in charge of evaluation, and the teacher who is in charge of the evaluation. Fourth, Capstone design information textbook study class is a method of greatly improving class satisfaction compared to lecture class.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.427-436
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• 2021

The article reveals and theoretically substantiates the trends of foreign language teachers' professional training in universities of Ukraine in terms of European integration, which are systematized in three areas: macro-level (system of education), meso-level (universities) and micro-level (subjects of educational process). The article aims to substantiate the trends of foreign language teacher training in the context of European integration and the main directions of creative use of constructive ideas of European experience in the innovative development of education. The article lights up the system for improving foreign language teacher training in universities, which is based on updated goals, content and approaches to the implementation of basic concepts, principles and features of teacher training in European experience, enable us to improve the quality of teacher training, its competitiveness in the European labor market. In the article developed the conceptual model of strategic development of the university in the conditions of European integration. It is emphasized that information technologies provide great opportunities for the development of professional skills and intellectual potential of future professionals. At present, the computerization of the educational process in higher education institutions is considered as one of the first and most promising areas for improving the quality of education. The article offered directions of internationalization of educational activity of university in the conditions of European integration. Diagnostic tools for the development of the university in terms of integration into the European educational space, individual rating and ranking of structural units of the university have been developed; main directions of activity of the laboratory of the skill of the teacher of higher school and methodical recommendations on the creation and the organization of work of scientific laboratories.

• Journal of the Korean Society of Industry Convergence
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• v.13 no.3
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• pp.183-189
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• 2010

The purpose of this study was to examine the Industrial High Schools Technical Subjects teachers' perceptions and attitudes toward sustainable development(SD). The instrument consisted of totally 12 items. The subjects of this study were 98 Industrial High Schools Technical Subjects teachers. The period of survey is from June 23 to July 15 of 2010. The questionnaire included items asking whether they heard about terms such as sustainability or sustainable development, the source of information on SD, the level of understanding or the urgent task 2 for SD in Korea. Result of survey is following. First, Teacher thought that urgent task for SD is conservation of natural environment. Second, Most of the teacher consider the concept SD as 'pursuing the balance between environmental protection and economic development, and some of the teachers recognized the concept of SD in the paradigm of continuous economic development. Third, half of teachers have not heard terminology of SD .and 80% of them have not conducted ESD. Fourth, a few of teachers replied that obstacle of ESD is shortage of teacher's professionalism.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.277-298
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• 2023

Despite the significance of teacher guidebooks as a support for teacher learning, there are few studies that address the educative features of teacher guidebooks. The purpose of this study is to develop a framework for analyzing the educative features of teacher guidebooks for elementary school mathematics. The framework developed by Fuentes and Ma(2018) for analyzing teacher guidebooks, "Teacher Learning Opportunities in Mathematics Curriculum Materials", was used as an initial framework by adding the unit development flow that reflects on the organizational features of teacher guidebooks in Korea for elementary mathematics. Then, the framework was modified and supplemented by testing 10 types of teacher guidebooks for Grades 3 and 4 per six units reflecting on different mathematical strands. As a result, the final framework expanded the initial framework and added elements related to each dimension of the framework according to the unit development flow. The analytical framework developed in this study can be used to closely analyze the educative features of teacher guidebooks of Korean elementary school mathematics in the future and to develop teacher guidebooks to promote teacher learning.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.21-34
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• 2009

This study intended to examine the effects of each factor on teacher efficacy. A questionnaire survey was administered on 225 home economics teachers in middle school in Gyeonggi-do, and a total of 194 copies of the questionnaire excluding poorly filled-out 31 copies were used for the final analysis. A questionnaire in a self-administering design was used to collect data on individual characteristics, teacher efficacy, self-esteem, development of expertise, and educational environment of school perceived by the middle school home economics teachers. The findings of this study are summarized as follows; First, there were significant differences in teacher efficacy according to age, education and service years. Second, significant differences were found in teacher efficacy according to self-esteem, development of expertise and educational environment of school. That is, the more positive self-esteem, development of expertise, participation of parents, characteristics of students and other teachers, and teachers' perception about teaching-learning aids were, the higher home economics teachers' efficacy became. Third, the study revealed that teacher efficacy was influenced by development of expertise, educational environment of school and self-esteem. Considering these results, positive self-esteem of teachers, practical teacher training, expansion of self-development training opportunity, aids from educational authorities in terms of money and time are needed to improve teacher efficacy of home economics teachers. Efforts should be made to help teachers have positive attitudes toward parents, students, and other teachers.