• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.87-109
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• 2017

Objective: The purpose of this study is to examine the relationship between student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. Methods: The participants were 399 student teachers studying child care and education at two-year or four-year colleges in Seoul, Gyeonggi, Incheon, South Chungcheong, and Daejeon. They completed questionnaires on student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. The data were analyzed using ANOVA, t-test, and partial-correlation analyses. Results: There were three findings from this study. First, there was a significant difference in student teachers' perceptions on cooperating teacher's professionalism depending on the type of child care center and education system, rather than the type of class. Second, there was a significant difference in student teachers' motivation to become a teacher depending on the students' education system. Third, student teachers' perceptions on their cooperating teacher's professionalism correlated with their motivation to become a teacher. Conclusion/Implications: This study suggests that student teachers' perceptions on cooperating teacher's professionalism is significantly different depending on the type of child care center or educational system and is related with motivation to become a teacher.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.167-183
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• 2011

This study examined whether any relationship exists between teachers' and children's perceptions of the teacher-child relationship and how factors such as the child's self-regulation and stress, and the teacher's self-efficacy and stress affect the teacher-child relationship. The participants for this study consisted of 101 kindergarteners and 17 teachers. Most of the children (88%) and teachers (88%) perceived teacher-child closeness. On the other hand, 22% of children and 11% of teachers perceived teacher-child conflict. The child's self-regulation affected both children's and teachers' perceptions of teacher-child closeness and conflict. The teacher's self-efficacy affected both children's and teachers' perceptions of teacher-child closeness. It also affected teachers' perceptions of teacher-child conflict. The child's and teacher's stress affected both children's and teachers' perceptions of teacher-child conflict. These findings were discussed with respect to implications for the classroom and future research.

• Journal of Families and Better Life
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• v.28 no.3
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• pp.151-165
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• 2010

The purpose of this study was to examine teachers' practices of Eco Early Childhood Education (EECE) according to the characteristics and perceptions of daycare teachers, and the impacts of teachers' characteristics and perceptions on their EECE practices. The subjects in this study were 110 teachers who were worked at daycare centers in the Gyeongnam area of Korea. The teachers completed questionnaires concerning their perceptions and practices within the EECE. The collected data were analyzed by t-tests, one-way ANOVA, correlation coefficients, and regression. The results of this study were as follows: 1) The daycare teachers differed in their degree of EECE practices depending on their characteristics. 2) The daycare teachers were significantly different in their practices of EECE according to their perceptions. 3) The teachers' characteristics and perceptions of ECCE explained their practices of EECE. Particularly, teacher educational levels and the perceptions of ECCE by teachers were positively associated with their practices.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.401-409
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• 1996

In this study, the perceptions of science classroom climate were investigated for 360 elementary and middle school students in mixed classes. The instrument used was an adapted version of the Student Perception Questionnaire (SPQ), which consists of five elements-Participatory Climate, Personalized Interaction, Student Assertiveness, Positive Teacher, and Negative Teacher. The results indicated that the gender differences in the perceptions of the Participatory Climate and the Positive Teacher were not significant for middle school students. However, the differences were found to be significant in the perceptions of the Negative Teacher, the Personalized Interaction and the Student Assertiveness, which measure the climate for the individual student. On the other hand, elementary male and female students did not significantly differ in the perceptions of science classroom climate except one item on the Participatory Climate. Educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.56-68
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• 2010

The purpose of this study was to investigate the elementary school teachers' perceptions about the science subject exclusive system. For this study, we developed the questionnaire to investigate teachers' perceptions and 43 elementary school teachers participated in the questionnaire test. And we used participation observation method to investigate characteristics the exclusive elementary science teacher and the elementary school homeroom teacher's science classes. After participation observation, we had interviews with exclusive elementary school science teacher and elementary school homeroom teacher. The results showed that elementary school teachers thought the science subject exclusive system was very necessary. And elementary school teachers thought that the exclusive elementary science teacher had higher professionality about teaching science subject than the homeroom teacher. Then, they expected that the strong points of science subject exclusive system would be some solution to the weak points of homeroom teachers' science classes. We suggested that it must be to enlarge the science subject exclusive system and develope in-service teacher program for the exclusive elementary science teachers.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.43-56
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• 2016

Objective: This study examined the effect of early childhood teachers' perceptions of teacher efficacy and professionalism, which are personal traits, when administering the National Childcare Curriculum. Methods: Using snowball sampling, data were collected from 266 childcare center teachers in the nation and were analyzed using one-way analyses of variance and multiple regression using SPSS 14.0. Results and Conclusion: The findings are as the following: First, teacher efficacy was not significantly different among teachers by age, teaching experience, education, and childcare center type. Second, teacher efficacy was significantly related to the perception of their professionalism. Lastly, teachers' perceptions of teacher efficacy and professionalism explained significantly the variance in teachers' performance when administering the National Childcare Curriculum.

• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.87-100
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• 1997

The purpose of this study were to investigate and no investigate and to compare perceptions of home economics teachers and educators regarding home economics student teaching pratice, thereby to provide fundamental information for improving home economics student teaching pratice. The specific objectives of this study were at follows. 1. To determine and compare the perceptions of home economics teachers and teacher educators regarding the importance and achievement of (1) the objectives of student teaching, (2) the experiences of student teaching, (3) procedures for selecting cooperating teachers, (4) roles and responsibilities of cooperating teachers, and (5) roles and responsibilities of university supervisors. 2. To identify problems and revisions about home economics student teaching pratice suggested by home economics teachers and teacher educators. The subjects in this study included 90 home economics teachers in 500 girls’middle schools and 13 teacher educators in 21 universities with home economics education department in Korea. For this study, the Habedi’s instruments were used through testing validity and reliability. The data of this study were analyzed by using mean, standard deviation, t-test, and content analysis. The results of this study were as follow；1. The areas with the difference of perceptions of the importance between the two groups were objectives of student teaching, experiences of student teaching, procedures for selecting cooperating teachers, and roles and responsibilities of cooperating teachers. 2. Regarding problems about home economics students teaching practice, home economics teachers indicated difficulty in performing adequate student teaching because of reduction in class hours, and lack of student teachers’positive attitude in performing student teaching, while teacher educators indicated having reluctancy of cooperating school to admit student teachers, and difference in experiences of student teachers because of disparity among cooperating schools. As solutions about the problems of home economics student teaching practice, home economics teachers suggested that student teaching course should be limited to the students qualified for teaching and that class observation and teaching practice in real class should be emphasized, while teacher educators suggested that student teaching should be performed adequately by providing institutions to control student teaching practice teacher should be made efficient by examining the scales of cooperating schools.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.22-37
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• 2011

In this study, we investigated the perceptions of elementary school teachers on the use of analogy generation in scientifically-gifted education. The relationships among the perceptions and the self-perception as teacher for scientifically-gifted students were also investigated. A survey was administered to 119 elementary school teachers, and in-depth interviews with some teachers were conducted. The results revealed that the teachers had a relatively good understanding of the advantages/disadvantages of analogy generation in cognitive, affective, and learning environmental aspects. Their perceptions on the usability of analogy generation and their willingness to practice of it in scientifically-gifted education was also positive. They highly perceived on the various factors related to effective uses of it in scientifically-gifted education. Their self-perception as teacher for scientifically-gifted students was comparatively low, and significantly related with the perceptions on the advantages of it, the usability, the practical methods to use, and the various factors related to effective uses in scientifically-gifted education. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.102-111
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• 2010

This study examined the instructional influences of MBL programs on elementary school students' science achievement, scientific inquiry skills, and science learning motivation. The perceptions of students and their teacher toward science classes using MBL programs were also examined. The subject of this study was sixty four 4th grade students from two classes. The experimental group engaged in science classes that applied MBL and the control group engaged in traditional science classes based on the textbook and experiment workbook. As results, there was no significant difference in academic achievement, scientific inquiry skills, however, were significantly higher for the experiment group compared to the control group. There was also significant difference in the relevance and confidence, the sub-categories of science learning motivation. In the analyses of students' perceptions toward science classes using MBL, students showed positive perceptions in aspects of interests of science classes, content comprehension, and convenience of experiments. The teacher also showed positive perceptions using MBL in elementary science classes. Educational implications of appling MBL in elementary science classes were discussed.