• The Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.35-53
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• 2016

The quality of teachers is a necessary and sufficient condition for education to accomplish its goals. As informatics education will be taught as a required subject in middle schools starting in 2018, it is more important than anything else to secure high-quality teachers. Accordingly, this study was conducted to compare the informatics teacher education system of Korea with that of Japan in terms of qualifications, licensing and promotion, qualification criteria for teachers, qualifications for informatics teachers and licensing methods. As a result of the comparison three improvements were proposed as follows: The title of the specialized subject must be changed to 'Informatics,' graduate-level education and minor curriculum training courses must be reinforced to enhance the expertise of the teachers, and the qualification system must be changed in such a way as to promote the expertise of the teachers. The improvements proposed in this study will surely contribute to the quality of secondary school informatics teachers.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.163-192
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• 2009

The purpose of this study is to investigate the factors that affect the educational service of school libraries and to seek effective ways to revitalize the services following an analysis of the influence size and the cause and effect of each factor. For this, after deciding the variables through a comprehensive investigation based on documentary research, the variables were operationalized. These variables are school members' recognition and support, teacher librarians' expertise, cooperation between teachers and teacher librarians, the school curriculum, a shortage of teacher librarians' time, the educational environment and educational services. Fourteen hypotheses on the cause and effect among the seven variables were analyzed by applying SEM (Structural Equation Modeling). The result is that the key factors of educational services are teacher librarians' expertise, cooperation between subject teachers and teacher librarians, and the school curriculum. As a result, active methods for the educational services of school libraries were sought.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.43-60
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• 2011

The purpose of this study is to investigate the principals' and teachers' assessment about the assistance program for the evaluative accreditation of child care centers. Subjects were 138 teachers and principal who work in private(family) child care center in D and G city. An instrument to survey of this study was 'Assistance Program Evaluation Scale for the Evaluative Accreditation of Child Care Centers'(Nam, 2010) and 'Self-Assessment of Developmental Levels for Kindergarten Teacher'(Baek & Jo, 2004). Data were analyzed by paired t-test and ANOVA With SPSS 18.0 Version. The results of this study were as follows: First, there were significant differences in the both 'assistance system category' and 'assistance content category' between child care teacher group and principal group. Second, there were significant differences in the 'assistance content category' between the high group and the low group in expertise level. Third, significant differences were found to exist between a second-grade certificate level of child care teacher and a first-grade certificate level of child care teacher in terms of 'assistance domain'.

• Korean Journal of Childcare and Education
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• v.17 no.4
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• pp.49-71
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• 2021

Objective: This study aims to explore the experiences of women who take a career break while working in daycare center as a teacher assistant. Methods: Seven assistant teachers and two child care teachers who took more than two years of career break were selected and given in-depth interviews over 17 weeks from August to December in 2020. Results: The results of this study are as follows. First, the women experienced the need for a career transition as an assistant teacher because it was time to for a change. Second, while working as a teacher assistant, they had various experiences and meanings in the process of career transition while playing the role as a teacher in daycare centers. Third, they also had some difficulties in conflict and some needs to build their professional expertise as a teacher. Conclusion/Implications: The study is expected to give insights to understand the difficulties of teachers who had experienced the need for a career transition as teacher assistant and to provide important data to develop teacher professional development.

• School Mathematics
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• v.19 no.4
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• pp.795-817
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• 2017

Whereas noticing with relation to teacher expertise has been steadily studied in international contexts, there have been very few studies in Korea in this area. Given this, this paper reviewed the meanings of noticing based on Sherin and van Es as well as Jacobs et al. who provided foundational work and then analyzed recent studies on teacher noticing. A review of literature showed that recent international studies on noticing tend to elaborate the theoretical framework of noticing, diversify the methods of research on noticing, and extend to the range of noticing. This paper also included an analysis of domestic studies dealing with noticing either explicitly or implicitly. This paper is expected to serve as a basis to foster conceptual understanding of teacher noticing and to derive follow-up studies in Korea.

• Journal of the Korea Society of Computer and Information
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• v.25 no.7
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• pp.213-224
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• 2020

This study analyzes the effects of programming-based TPACK education programs, designed by Kim and Lee (2019), on the teaching expertise of pre-service teachers. The research subjects were 40 pre-service teachers, divided into an experimental group and a control group. The experimental group underwent the programming-based TPACK education program, and the control group used an ICT-based TPACK education program. A test tool was used to measure not only teaching expertise but also teaching efficacy and self-efficacy beliefs about technology integration. As a result of the study, teaching expertise, teaching efficacy, and self-efficacy beliefs about technology integration improved significantly in the experimental group. The pretest showed no significant difference between the experimental group and the control group, but in the post-test, the experimental group showed significantly higher teaching expertise than the control group. These results showed that the programming-based TPACK education program is effective for developing teaching expertise in pre-service teachers.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.519-533
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• 2018

This study aims to classify the types of instructional expertise development activities of teachers who teach subjects related to software education in primary schools. To this end, the study analyzes their participation in expertise development activities over the recent three years, outcomes from these activities, and forms and characteristics of expertise development activities. In the questionnaire survey conducted for this study, 276 primary school teachers participated. According to the survey, the same largest proportion of them participated in collective job training (96%) and distant job training (96%), followed by consulting, instruction supervision, mentoring, and peer observation (82%), lectures, workshops, and seminars held by related government ministries and the provincial and municipal offices of education (69%), and teachers' study communities (66%). Among informal activities, reading accounted for the highest portion of the activities (88%), followed by the use of information on Websites including YouTude and GitHub (80%), and teachers' expertise development networks (76%). The reasons for their participation in the activities were mostly to improve their instructional expertise (80%). Their participation in the activities had an impact on usefulness to enhance instructional expertise, improvement of job competencies, application to current jobs, sense of instructional efficacy, and positive effect. These results of the study are expected to provide a foundation for preparing continued expertise development plans that can promote the educational value of primary school teachers' instructional expertise development activities for teaching subjects related to software education.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.143-160
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• 2016

Despite the recent increasing interest in classroom expertise of teachers for gifted there has been lack of research on exploring or analyzing the components of classes for gifted tailored to the characteristics of each subject matter Given this, this study looked for the components of performance domain of classes for gifted in mathematics and then analyzed one teacher's 12 lessons in terms of the components. The features of the lessons included the establishment of classroom atmosphere by considering the characteristics of mathematically gifted students, the introduction of or expansion to mathematically enriched tasks, promotion to mathematically higher thinking, and emphasis of mathematical pattern, connections, and utility. This study is expected for researchers to provide a practical case on how to analyze elementary classes for gifted in mathematics. It also helps teachers who teach gifted students to develop professional vision of mathematics instruction and to increase their classroom expertise.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.125-141
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• 2022

The purpose of this study is to analyze how pre-service teachers perceive mathematics problems by making good mathematics problems at the elementary school level and applying them to elementary school students. In this study, 86 pre-service teachers enrolled in the second and third grades of A University of Education presented good mathematics problems they thought of. In addition, these pre-service teachers predicted the solution strategies of elementary school students for the proposed mathematics problem and described the teacher's expertise while observing the problem-solving process of elementary school students. As a result of the study, pre-service teachers preferred mathematical problems needed for using mathematical concepts or algorithms, motivation, and open-ended problems as good mathematics problems, and thought that students' in-depth observation and analysis experiences could help improve teachers' problem-solving expertise. In order to enhance teachers' expertise in solving mathematics problems, the researcher proposed for pre-service teachers to observe students' mathematics problem-solving processes, to experience in developing high-quality mathematics problems, and also to distribute high-quality mathematics problems linked to textbook problems.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.151-160
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• 2010

Learning progression is an advantageous way to describe the development of learner understanding about a topic. In the present study, learning progression is introduced to characterize novice teachers' professional knowledge and competence and to help designing teacher professional development programs in the developmental approach. The development and validation phases of learning progression are proposed in the paper. In addition a case study is presented to demonstrate the process of developing a learning progression for teaching-through-inquiry using ICT. The learning progression in novice teacher professional development can be used to assess the level of teacher understanding in specific topic and to effectively support the development of teachers' professional knowledge and competence via professional development programs in the longitudinal view.