• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.1-21
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• 2018

The OECD ITP project has looked at the black box of each participating countries' teacher education system. In the 2000s, various countries have tried to reform their professional development systems for teachers, including teacher education and induction, as an initial yet crucial step to improve the quality of education. Since 2015, OECD member countries have been conducting an international comparison study on teacher education and induction programs(i.e. ITP). The ITP project is an in-depth comparative study among the member countries that have expressed willingness to participate voluntarily. This paper introduces the progress of the ITP project and analyzed the national background report on the teacher education and induction system of the participating countries and compared the features of the systems. In addition, this study explores the common issues surrounding the teacher education and induction system. Moreover, the researcher has tried to derive some suggestions for improvement of teacher education and induction system in Korea.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.82-93
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• 2019

The purpose of this study is to analyze the results of satisfaction for learning eco-system on the teacher training program conducted at the IS-Geo (International School for Geoscience Resources) which is KIGAM (Korea Institute of Geoscience and Mineral Resources), and to determine the satisfaction and educational effects of the teacher training programs on elementary and secondary teachers. And then, to suggest improvement points in the future operation of the teacher training program at the IS-Geo. Therefore, we conducted questionnaire of satisfaction for learning eco-system based on the data collected by a survey of 98 elementary and secondary teachers who participated in the teacher training program at the IS-Geo, from July 2017 to August 2018. The research results are as follows. First, the results of satisfaction for learning eco-system showed high values of 4.58 or higher in both the elementary and secondary programs, and the teacher training program conducted by the IS-Geo had a positive effect on the training participants. Second, internal factors indicating learning motivation and learning development were elementary teacher training 4.70 and secondary teacher training 4.64, and it is necessary to develop training contents and programs by classifying them into majors other than the earth science department. Third, intermediate factors indicating contents of education and learning curriculum were 4.67 for an elementary teacher training program and 4.72 for secondary teacher training program. In addition, in order to operate the teacher training program according to the purpose of science and technology culture, it is necessary to develop a teaching-learning model and to improve the quality of teaching. Fourth, external factors indicating learner support and quality of instructors were 4.83 for an elementary teacher training program and 4.72 for a secondary teacher training program. In particular, it is necessary to develop teaching materials that can be used immediately in school classes and can generate interest.

• Journal of Science Education
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• v.44 no.1
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• pp.61-73
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• 2020

Teachers are the most important factor contributing to determining the quality of education. Therefore, the quality of teachers should be improved to enhance the quality of education. Teacher's competencies are defined as the skills required for teaching profession, that is, the ability to perform not only in teaching activities, but also in guidance and class management. The purpose of this study is to analyze the competencies of science teachers that elementary, middle and high school students want. To this end, 332 elementary, middle and high school students were asked to describe their preferred science teacher's competencies and avoiding science teacher's competencies as an open questionnaire. The resulting concepts were analyzed by semantic network analysis (SNA). The results of this study are as follows: 1) The competencies of science teachers that students prefer varied. This suggests that most students think positively about science teachers. In addition, it is possible to show students the positive or preferred competencies of teachers in various ways. 2) The students wanted teachers to explain the theories and concepts related to scientific phenomena through experiments. They also preferred hands-on activities and experience in science class. 3) The students put emphasis on the class-related contents in the competencies of science teachers. Accordingly, the image of science teachers and science itself should be enhanced through the improvement of science teaching methods and positive attitudes toward students. It is expected that further research on the image according to specific teaching methods of science teachers will be conducted based on the findings of this study.

• Korean Journal of Human Ecology
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• v.21 no.5
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• pp.837-848
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• 2012

This study evaluated the types of daily routines that occurred in child care centers based on four general categorizations: time spent on indoor free choice activities, outdoor activities, group activities and special activities. In addition, resulting child care teacher behaviors were examined based on daily routine types. A total 23 classes' activity times and teacher behaviors were observed. The collected data were analyzed using descriptive statistics, hierarchical cluster, and Mann-Whitney U. Results indicated that there were 2 principle daily routine, 'indoor/outdoor activity time oriented' and 'group activity time oriented'. Analysis showed that teachers who belonged to the 'indoor/outdoor activity time oriented' type showed more positive affect, positive guidance, neural guidance, and less non-involved behavior. Results suggest the importance of time spent on free choice activities in the context of daily routine for quality childcare.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.36-43
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• 2011

Purpose: The purpose of this study was to identify the level of role expectation and role performance in school health teachers recognized by nursing students experiencing health teacher practice and to compare role expectation and performance according to their characteristics. Method: The subjects in this study were 530 nursing students from 42 universities in Korea. The data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by SPSS 17.0 program. Results: The student recognition in role expectation for school health teachers showed a high level and its level in the role performance was moderate. The students recognized the role expectation was greater than the role performance in school health teachers. The students' points of view for role expectation and performance were statistically different according to their practicing locations, practicing school sizes, and their expressions of health teacher's images. Conclusion: To improve health teacher training and to provide a high quality education, practice manuals, educational support, cooperation between the university and practice school, and support of human resources as school health teachers are necessary.

• Korean Journal of Childcare and Education
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• v.14 no.5
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• pp.137-152
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• 2018

Objective: The purpose of this study is to examine the effect of the childcare environment on childcare efficacy of childcare teachers. Methods: The participants in the study were 274 childcare teachers working at childcare centers. The childcare environment was divided into physical environment and the work support environment. Results: The results of this study are as follows. First, there was a significant difference in childcare efficacy depending on the age and career of the childcare teacher. Second, the childcare environment of the childcare center showed a static correlation with the childcare efficacy of the childcare teacher in both the physical environment and the work support environment. Third, the physical environment of the day care center had an affect on child care efficacy. Among the subfactors, furniture for routine care, play and learning had a significant impact. Fourth, the work support environment of the childcare center had an affect on childcare efficacy of the childcare teacher. Among the subfactors, staff interaction and cooperation, and opportunities for professional growth had a significant impact. Conclusion/Implications: In order to enhance childcare efficacy of childcare teachers, a high quality childcare environment should be established.

• Journal of the Korean Home Economics Association
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• v.46 no.1
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.259-281
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• 2009

The ICELT(In-Service Certificate in English Language Teaching) is a highly practical course-based English teacher education program which integrates classroom teaching and off-site teacher training. This case study analyzes the three-year implementation of the ICELT program in Korea and discusses its effects and the implications for improving the inservice English teacher education system. It has been found that the course participants were satisfied with the quality of its execution, thinking that it contributed to their professional development in the areas of teaching practice, methodology and language competence. The study has identified several success factors as shared program goals among the course participants, including systematic selection of course participants, well-qualified tutors and the proper provision of resources including syllabus, teaching materials and course assessment system. Nonetheless, it has been suggested that attention needs to be paid to generalized application of the ICELT for English teacher education due to the limitations such as the heavy workload caused by the program, lack of course participants' collaboration with other teachers at their schools and tutors' poor understanding of the Korean education context. Bearing this in mind, the implications for improving the inservice English teacher education system in Korea have been discussed. Finally, further studies have been suggested, which are concerned with in-depth investigation in exploring the division of roles between native English speaking tutors and Korean ones and the impact of the program on the sustainability of course participants' professional development and the impact on schools.

• Journal of Digital Convergence
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• v.16 no.9
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• pp.465-475
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• 2018

This study aims to confirm whether both the emotional labour and job stress contribute to the turnover intention of infant teacher. The correlation analysis and parametric analysis were sequentially performed for our study. Analyzed results showed that the emotional labour was related to the job stress and turnover. Also, a statistical significance between the job stress and turnover intention was observed. Besides, the job stress partially mediated the relation between the emotional labour and turnover intention. Nsidering that the emotional labor of teacher caring or lived with infants occurred inevitably, our study proposed three approaches to reduce the job stress that partially mediated relation between the emotional labour and turnover intention. Generally, the infant teacher with excellent qualification produced the good education. Therefore, we suggested that the it was necessary that a work environment had been improved and working motivation was ameliorated to employ the infant teacher with excellent qualification.