• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.406-425
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• 2019

The purpose of this study is to analyze The Effect of Teacher Participation-oriented Education Program (TPEP) centered on Multi-Faceted Analysis of Elementary Science Classes on the Class Expertise of novice teacher. First, in order to develop the TPEP, lectures and exploratory science classes were analyzed using imaging and eye-tracking techniques. In this study, the TPEP was developed in five stages: image analysis, eye analysis, teaching language analysis, gesture analysis, and class development. Participants directly analyzed the classes of experienced and novice teachers at each stage. The TPEP developed in this study is different from the existing teacher education program in that it reflected the human performance technology aspects. The participants analyzed actual elementary science classes in a multi-faceted way and developed better classes based on them. The results of this study are as follows. First, at the teacher training institutions and the school sites, pre-service teachers and novice teachers should be provided with various experiences in class analysis and multi-faceted analysis of their own classes. Second, through this study, we were able to identify the limitations of existing class observations and video analysis. Third, the TPEP should be developed to improve the novice teachers' class expertise. Finally, we hope that the results of this study are used as basic data in developing programs to improve teachers' class expertise in teacher training institutions and education policy institutions.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권3호
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• pp.357-381
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• 2014

This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students' achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.

• 한국초등과학교육학회지:초등과학교육
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• 제39권1호
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• pp.133-144
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• 2020

The purpose of this study is to identify the effect of Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes with a focus on visual attention. The participants were two elementary school teachers in Seoul and taught science subjects. The lesson topic applied to this study were 'Structure and Function of Our Body' in the second semester of fifth grade and 'Volcano and Earthquake' in the second semester of fourth grade. The mobile eye tracker SMI's ETG 2w, which is a binocular tracking system was used in this study. In this study, the actual practice time, participant's visual attention, visual intake time average, and visual intake time average were analyzed by class phase. The results of the study are as follows. First, as a result of analyzing the actual class execution time, the actual class execution time was almost in line with the lesson plan after the TPEP application. Second, visual attention in the areas related to teaching and learning activities was high after applying TPEP. Factors affecting the progress of the class and cognitive burdens were identified quantitatively and objectively through visual attention. Third, as a result of analyzing the visual intake time average of participants, there was a statistically significant difference in all classes. Fourth, as a result of analyzing the visual intake time average of participants, the results were statistically significant in the introduction(video), activity 1, activity 2, and activity 3 stages in the lecture type class. The Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes can extend elementary science class expertise such as self-class analysis, eye tracking, linguistic, gesture, and class design beyond traditional class analysis and consulting.

• 한국환경교육학회지:환경교육
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• 제22권2호
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• pp.107-117
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• 2009

The purpose of this study is to find out the effects of participation environmental UCC(User Created Content) making program on elementary school students' environmental literacy. Through the questionnaires and the analysis of students' outcomes, the effects of environmental literacy in both quality and quantity was verified. By applying computer programs to make environmental UCC to elementary students, helped them increase their environmental knowledge, and got them to recognize the importance of the environment that surrounds them. Students can find a solution to solve environmental problem from their interaction between the environment and themselves. It could also improve students' ability to think positively. From this research, I hope we require to develop possible programs for various kinds of educational activities based on UCC ones, since we already verified the effects of computer programs to make environmental UCC. The programs to make environmental UCC with learners participated is a kind of good model to reflect the learner's need who is a educational user. Or it could be teaching materials to help meet learner's viewpoint. It can also offer learner-oriented and creative learning and which teachers and learners work together to make a good result and that they make a new wave, instead of being teacher-oriented, which teachers force learners to do something. We can have a feeling of achievement through this and we can expect to enhance both our professional ability as a environmental teacher and the quality of lesson.

• Journal of Information Technology Applications and Management
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• 제9권2호
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• pp.17-32
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• 2002

Even though the distance education via web has a great advantage to overcome time and space, its problem is that the management of trainees is not efficient compared with classroom and group education. This problem is a great obstacle to the objects and achievement standards of distance education, giving controversial arguments to the advocators of distance education. Distance educators need to monitor the trainees'participation and responses continuously and offer appropriate feedback to the trainees. However, the existing distance education system only focuses on teaching and learning activities, and as a result, the efficient management function of distance education is not available. Accordingly, the study attempts to find out the appropriate managing elements of distance teacher training in order to effectively achieve the goals of teacher training and the efficient management of distance education. Also, it proposes distance teacher training management system that offers appropriate feedback to trainees, applying the derived elements of distance teacher training to the training processes. To verify the efficiency of the system, hypotheses on related items of distance teacher education and learning types are suggested, and the achievement degree of learning and its relations are investigated through questionnaire of learning types. In addition, a system using UML which is the standard of object-oriented modeling language is devised, so. that mutual management, language independence and convenient development environment as well as reusability can be offered, and so the design standardization and efficient system realization could be achieved, while flexible change of system according to education process and computing environment is possible.

• 대한수학교육학회지:학교수학
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• 제19권1호
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• pp.19-41
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• 2017

이 연구는 a) 예비교사들이 생각하는 학생의 대답에 대한 피드백 패턴 및 교실 담화양상을 확인하고, b) 예비교사들의 피드백 패턴과 교실 담화를 개혁 지향적인 수업 동영상과 비교 분석하여, 교실 담화에 대한 교수전문성의 신장 방안에 시사점을 얻는 것을 목적으로 하였다. 동일한 교수 상황에 대해 예비교사들이 작성한 가상적 교실 담화인 lesson play와 개혁 지향적 수업에 나타난 교사 피드백 패턴을 분석하여, 네 가지 피드백 패턴으로 구분하고 그에 따른 교실 담화의 특징을 논의하였다. 대부분의 예비교사들이 생각했던 교사 피드백은 주로 학생의 대답을 평가하고 의미를 전달하는 단성적 기능(univocal function)을 수행하는 것이었으나, 개혁 지향적 수업은 학생 전체에게 제기된 답에 대한 정당화-반박의 기회를 부여함으로써 학생들의 의미 생성을 촉진하는 대화적 기능(dialogical function)의 피드백을 포함하고 있었다. lesson play의 단성적 담화와 수업 동영상의 대화적 담화의 비교 분석은, 교사의 피드백 발화가 교실 담화의 주 기능과 학생들의 인지적 참여 수준을 결정하는 중요한 '지표' 이자 '변수'임을 보여주고 있다. 이상의 결과는 교사들이 높은 질의 교실 담화를 구현하기 위하여, (예비) 교사들이 구체적인 담화 맥락에서 선택할 수 있는 피드백의 다양한 가능성을 인지하고, 피드백 발화에서 '의미 전달'과 '의미 생성' 기능을 어떻게 조화시킬 수 있는지 성찰하는 경험이 필요함을 시사한다.

• 수산해양교육연구
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• 제24권5호
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• pp.721-738
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• 2012

The objective of this study is to provide university authorities with substantial help in enforcing Microteaching to new professors based on qualitative study. The subjects participated in this study are eleven new professors working for D college located in Busan and the study lasted for ten months from May 2011 to February 2012. The results of this study are as follow: First, new professors took cognizance of Microteaching both as a burdensome task and as a teaching evaluation tool. Second, they had difficulties confronting their exposed teaching realities and accepting the results of teaching evaluation. Third, Microteaching contributed to the shift of professors' attitude from teacher's perspective to students' and the shift of their cognizance from the existing teaching attitude to the improved, innovative, and open teaching attitude. Lastly, this paper proposes that Microteaching enforcement should be made through professors' voluntary participation based on the change of professors' cognizance on Microteaching and Microteaching consulting should be a progress-oriented process rather than an evaluation-oriented process.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.102-113
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• 2006

The purpose of this study is to devise proper plans for sustainable energy management in schools through applying school eco-audit to energy field. This study is performed by literature review and the analysis of case study. This study analyzes the energy-saving model school according to the three cores of eco-audit such as school administration system, teaching-learning method, and ecological policy, and the result of the study is as followings. First, according to the analysis of school administration system for energy education programs, the participation of all the school staff is very low, and the democratic decision-making system is unsatisfactory. Second, according to the analysis of teaching-learning method, the program is mainly managed by teacher-oriented method not by learner-oriented one. The effect on the education of energy-saving program is a little improved in cognitive area, but is insufficient in affective area. Third, in the aspect of the ecological policy, the practical energy-saving effect in schools is unsatisfactory, and shows the difficulty of continuing application of the program. Consequently, it is desirable to integrate the energy-saving program with the eco-audit for sustainable energy management in schools. Implementation of the energy eco-audit in schools for the sustainable development education as teaching-learning method could achieve extended effect for the earth environmental conservation.

• 한국어교육
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• 제29권1호
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• pp.199-222
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• 2018

This study attempts to apply process drama in teaching Korean speaking. For that goal, the first part of the study introduces the main features of process drama exploring the possible use of teaching Korean speaking, and the second part presents a concrete example of developing a unit of the Sejong intermediate Korean conversation coursebook which was designed using a process drama method. Process drama is a process-oriented drama activity which progresses only with the teacher and students' spontaneous participation. With its unique meaning-oriented interaction paradigm, it has been suggested as an effective way of teaching and learning a foreign language. Since it emphasizes students' spontaneity, cooperation, and authentic communication, it commonly provides plenty of opportunities for students to interact in a meaningful context. Despite its effectiveness in teaching speaking, it has rarely been used in KFL contexts. Considering the limited opportunities to practice speaking in KFL classrooms, using a communication-rich activity such as process drama would be an optimal solution. This study, therefore, examines possible application of process drama in teaching Korean speaking, and introduces sample speaking materials designed for KFL intermediate learners.

• 한국컴퓨터정보학회논문지
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• 제23권1호
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• pp.139-145
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• 2018

This paper recommends flipped learning as a method to improve the learning abilities and the level of software utilization when it comes to using computers in children education institutes. Flipped learning enables a class fully making use of the up-to-date multimedia-related technology. Especially, flipped learning leads a participation-oriented class rather than lecture-based ones. Young child's teachers can, not only improve their capabilities to utilize multimedia, but also manage classes that follow the trend of the fourth industrial revolution. Therefore, this paper introduces the importance of media education when it comes to training preliminary teachers and suggests a flipped learning curriculum. This paper finds significance in future efficient education for raising creative and integrated thinking children.