• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.279-289
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• 2020

The purpose of this study is to apply the training program for teachers to strengthen the competence of artificial intelligence education in primary and secondary school teachers and to analyze its effectiveness and analyze teachers' demands for artificial intelligence education to provide basic research data. The referenced training program was designed based on the ADDIE model by selecting the educational contents based on the five core elements of AI, and teachers from the G Metropolitan Office of Education and the AI Education Research Association collaborated to develop the program. The effectiveness of the developed program and questionnaire of teacher needs analysis for AI teaching were examined for content validity. As a result of the training conducted by applying the developed program, satisfaction with each curriculum of the training and the possibility of application to the field were highly evaluated. It was found that teachers consider the need of teaching unplugged activities for AI education and basic AI experiences in elementary school level, and AI education contents including block programming languages and physical computing activities are needed to teach in middle school level.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.169-177
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• 2020

The purpose of this study is to find ways to enhance the effectiveness of childhood teachers by recognizing both internal and external variables that affect their efficacy. Based on prior research, personality characteristics were selected as internal variables that affect the sense of teacher efficacy and social support was selected as external variables to set the effect of personality characteristics and social support on the efficacy of childhood teachers as research issues. 285 teachers from kindergartens and daycare centers located in Daegu and Gyeongsang-bukdo Province were selected for the study. The analysis of data was conducted using the SPSS 22.0 program to examine the general characteristics of the study target, and the analysis was conducted stepwise to look at the influence of each of the variables on the teacher's. Personal teacher efficacy is shown to affect Conscientiousness, nervousness, openness to experience, and evaluation support among personality characteristics, and Conscientiousness, Agreeableness and nervousness affect general teacher efficacy. The results of this study suggest that the character characteristics and social support of childhood teachers are among the variables that affect teacher efficacy.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.85-97
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• 2019

Objective: The purpose of this study was to find out any differences in teacher efficacy according to the perception and practices of the peers' supervision in day care centers, and to improve the effectiveness of teachers and the quality educare. Methods: The subjects were 301 teachers at daycare centers in Gyeonggi Province who are working at public, private, workplace and home daycare centers. The instruments used were questionnaire concerning the perceptions and practices of peers' supervision in day care centers, and the teacher efficacy instrument. Results: The differences in teacher efficacy according to the perception of peers' supervision were significant, depending on the level of perception, willingness to participate, need and satisfaction, and sub-area of the main view. And, the differences in teacher efficacy according to the practices of peers' supervision were significant, depending on the numbers received, gave and implementated, the implementators, and the type of peers' supervision. Conclusion/Implications: This can be a clear benefit for stimulating peer's supervision. This study can greatly benefit the quality of day care service and improve teacher's professionalism.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.633-639
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• 2004

본 연구는 웹의 비동기적 상호작용의 하나인 게시판의 교육적 효과에 대해 연구하는데 있다. 전자게시판의 활용은 주로 학생 상호간의 의사소통 수단으로 활용되어 왔다. 본 논문은 교사의 개입이 없는 방임형 게시판과 교사가 직접 개입하는 교사 개입형 게시판의 의사소통 능력과 상호작용의 질적 수준을 학습효과라는 관점에서 분석한다. 내용 분석을 위한 적절한 도구를 고안하고 교사 개입의 방법과 수준 등에 대한 논의를 한다.

• (The)Korea Educational Review
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• v.23 no.4
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• pp.101-133
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• 2017

This Study aims to evaluate teacher policy in the Park Administration and to suggest tasks based on the results. To attain the aim, it describes overall teacher policy process in Park Administration and evaluates teacher policy based on the criteria which was driven from the CIPP model. The conclusions are summarized as follows. First, the environmental suitability of the situation assessment was met in general. The reason for this was that the teacher policy of the Park Geun-hye government was introduced reflecting changes in the environment and demands of policy stakeholders. The validity and feasibility of the policy objective of the input evaluation were not satisfied. There were deficiencies in the objectives of the policy measures. The objectives of the measures were not linked to the policy objectives. The budget necessary for policy enforcement were not secured. In future policy design, efforts should be made to examine whether the policy goals are valid, to secure resources necessary for policy implementation and to increase the feasibility of policies. The procedural rationality of the process evaluation and the suitability of the means were not met. Discussion with the interest group was omitted, it was not clear whether the implementation of the policy was linked to the policy goal. In the future, it will be necessary to focus on procedures such as communication and collaboration with stakeholders, to make immediate revisions in case of problems. The effectiveness and satisfaction of the output evaluation were low. Because the validity of the policy objectives, the suitability of the means, and procedural rationality were not satisfied. In the future, it will be necessary to systematically design policies and communicate with stakeholders in the execution process to prevent policy failures and actively.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.9-22
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• 2022

The purpose of this study was to provide basic data on pre-service teacher's education based on cooperative learning-oriented teaching and learning methods by applying cooperative learning to verify the effectiveness of pre-service early childhood teacher's communication and problem-solving ability. In the first semester of 2021, 4th grade students who took the teaching method by subject class opened by department of early childhood education at C university were taught for 11 weeks from March 1st week to May 2nd week in 2021 for 4 hours a week. The results of this study were as follows: First, the average score of interpretive ability was the highest in the sub-areas of communication ability of pre-service early childhood teachers, followed by message conversion ability, role performance ability, self-presentation ability, and goal setting ability in the cooperative learning-oriented teaching method by subject class. Second, in terms of the overall average score of pre-service teacher's problem-solving ability, the average score of post-test was increased compared to the average score of pre-test. Through the cooperative learning-oriented class experience in the university's early childhood teacher training course, it is possible to cultivate the practical ability that can be used variously for the children such as communication ability and problem-solving ability in the early childhood education field. Therefore, it is necessary to provide opportunities for cooperative learning-oriented teaching methods in the teacher's education curriculum.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.338-355
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• 2022

This study explored the effects of pre-service elementary teachers' inquiries into science class dilemmas. By closely examining the characteristics of the pre-service teachers' inquiry processes and changes in their educational decisions, the effectiveness of using dilemmas as part of teacher education was determined. Twenty fourth-year university pre-service teachers participated and conducted inquiries into science class dilemmas over seven weeks. Based on pre- and post-questionnaires, KWHL tables, inquiry reports, discussions, and group class presentations, the major factors that influence the pre-service teacher's decision-making changes were extracted. The pre-service teachers found the science inquiry process meaningful when exploring the science topics covered in the dilemmas, and claimed that elementary school students would be able to engage in meaningful science explorations if they learned science through inquiry. Furthermore, the pre-service teachers explored the thinking processes and background knowledge of the students in different ways. Documents such as teacher's guides and the curriculum were examined and the students' thought processes were identified through interviews with the teachers and students, which were found to reflect their educational decision-making. Moreover, it was recognized by the pre-service teachers that depending on the situation, alternative teaching methods were possible. The focus on the unstructured dilemma problems provided the pre-service teachers with problem-solving situations that triggered scientific inquiry and exploration of student thinking and revealed the complexity of science teaching and learning. Based on these results, the teacher education implications for using dilemma cases are discussed.

• Korean Journal of Health Education and Promotion
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• v.24 no.4
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• pp.219-230
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• 2007

The purpose of this study was to identify the current problems of school health education policies and practices in Korea, and to establish the strategies to improve the effectiveness and efficiency of school health education program. The severity of adolescents's health problems including obesity, smoking, drug abuse, teen pregnancy, etc has been increased recently and coping strategies to deal with these problems became urgent. The role of school as a key setting for health education should be empathized. However, there were limitations for the effectiveness of school health education in Korea because of the lack of recognition about the importance, guiding principles of the school health education by the school health related law, life skill-focused curriculum, capacity of teachers for health education, and linkage between school and community. In order to improve the effectiveness of school health education, establishment of infrastructure, national and local health education standard, and operating principles for the school health education program should be provided. Life skill-focused health education curriculum should be developed for the effective health education. Teacher training and education also should be the essential component of school health education program. For the improvement of efficiency in school health education practices, cooperation with family and community support system would be necessary.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.89-98
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• 2013

In order to effectively manage after-school works from 2011, NEIS after-school system has been developed and operated. As NEIS after-school system that has been currently operating will need to analyze the effectiveness, it makes the use of this system activate. After-school elementary school teacher 273 people survey of 11 school district of the Seoul Metropolitan Office of Education was commissioned. 116 teachers participated in the survey. NEIS after-school system showed a reduction in task processing time (M = 3.92) were higher than that of most complaints about paperwork (M = 3.82), work efficiency (M = 3.81), the accuracy of your work (M = 3.76) in the order of many complaints were.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.221-239
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• 2010

Attention to Korean perspective mathematics education has been increasingly paid m international academic meetings or international comparative studies. Personal or intuitive, vague explanation has been given based on limited literature or observations. This increasing attention and Jack of studies warrant the necessity of systematic researches on it. This article aims at clarifying the research issues in searching for Korean perspective on mathematics education and finding the starting point through discussion on mathematical modeling by teacher on researchers and researchers. Firstly, hypothetical perspective will be described. Secondly, Fourteen teacher educators' and seven researchers' opinion on it will be discussed. Findings imply that strong responsibility for Korean mathematics teachers to reveal theoretical aspects of mathematical knowledge, i.e., structure or essence, as well as to pursue efficiency and effectiveness in mathematics teaching and learning is the main aspect of Korean perspective on mathematics education.