• Hwankyungkyoyuk
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• v.14 no.2
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• pp.68-75
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• 2001

The purpose of study is to provide fundamental data for the improvement of the teacher inservice training for environmental education through analysis of current inservice training programmes. The subject of analysis are documents on training programmes which was conducted after 2000 by 10 training organizations. Based on the results of this study, inservice training programmes is classified with 6 organizations which consist of education training institute, education & scientific research institute, national · public organizations, colleges of an attached organizations, civil organizations, teacher research society. The strategies for improvement of proposed in this study can be summarized as follows: First,'60 hours training programmes for general competencies improvement of environmental teacher' have to reconsider about scarcity areas to analysis of programmes. Second, this training programmes need to establish in training programmes of nothing region for increase in training opportunity of teachers. Third,'the core training programmes'is continued to be complementing about this programmes and need to establish about training programmes of teaching method of environmental education, environmentally value and attitude, etc

• ETRI Journal
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• v.41 no.2
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• pp.242-253
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• 2019

We devise a layer-wise hint training method to improve the existing hint-based knowledge distillation (KD) training approach, which is employed for knowledge transfer in a teacher-student framework using a residual network (ResNet). To achieve this objective, the proposed method first iteratively trains the student ResNet and incrementally employs hint-based information extracted from the pretrained teacher ResNet containing several hint and guided layers. Next, typical softening factor-based KD training is performed using the previously estimated hint-based information. We compare the recognition accuracy of the proposed approach with that of KD training without hints, hint-based KD training, and ResNet-based layer-wise pretraining using reliable datasets, including CIFAR-10, CIFAR-100, and MNIST. When using the selected multiple hint-based information items and their layer-wise transfer in the proposed method, the trained student ResNet more accurately reflects the pretrained teacher ResNet's rich information than the baseline training methods, for all the benchmark datasets we consider in this study.

• Journal of the Korea Computer Industry Society
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• v.5 no.4
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• pp.415-426
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• 2004

Distance teacher training is on the increase raplidly because of its merit. But distance teacher training's weak points with its quantitative increasement has been proposed. Especially many study said commonly that distance tearcher training has weak points for contents, teaching method, evaluation method. So in this study, we will develop the teaching method of distance teacher training to solve weak points of distance teacher training with microteaching, cognitive apprenticeship model, teacher evaluation method. We think this teaching method will improve a teacher's teaching ability.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.161-184
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• 2017

This study aims to draw implications by analyzing the direction of the reorganization of French teacher policy focusing on ESPE which was introduced in 2013 according to the flow of French education reform. When looking at the major changes in the French teacher training system, three revisions have been made over the last 25 years and starting from IUFM introduced in 1991 and through in 2009, ESPE, a new teacher training institute, has been introduced in 2013 and been running. ESPE is an independent professional teacher training institution for educating teachers (from kindergarten to university) as well as education specialists and the understanding of ESPE has a significance in that it can see the direction of reform of French teacher policy in the fact that all advantages of the former system is succeed at maximum and the disadvantages are complemented. When looking at the major reorganization direction of French teacher policy, first, it has strengthened its position as a research teacher by connecting teacher training with the master's degree program. Second, it pursued the balance between theoretical education and field training in teacher training. Third, eligibility criteria of teacher training become diversified and it's downgrading from master degree to bachelor degree. Fourth, teacher training, teacher recruitment exam, master degree in teaching and teacher certification are linked each other. Fifth, teacher training is made in two aspects, teachers as well as education specialists. In conclusion, French teacher policy has a great significance in terms of the fact that the will of reform improving the quality of education ultimately through establishing the status as research teacher and improving the quality of teachers can be seen.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.263-271
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• 2017

Teacher reeducation is required to be comfortable with the 'Integrated science' subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher's certificates, and developed ways to improve in-service science teachers' competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised 'Integrated science' curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers' competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers' certification and required teacher competencies for teaching 'Integrated science', we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised 'Integrated science' (Type A), in-service training courses for 'Integrated science' (Type B), and in-service teacher training certificate program for 'Integrated science' (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve 'Integrated science' teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in 'Integrated science' teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for 'Integrated science' teaching and ways to improve 'Integrated science' teacher training.

• Journal of the Korea Computer Industry Society
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• v.5 no.4
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• pp.517-530
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• 2004

Nowadays, there is need to teachers' in service education, beacuse of growing knowledge and information that teachers should know. So, Distance Teacher Training was widely spread. Nevertheless, inspite of strong point of Distance Teacher Training, there are some ploblems(interaction, evaluation, lecuterer, teaching material, etc). In order to solve this ploblems, we, in this article, explor some Distance Teacher Training Model and we show 8 factors that should considered when we develop Distance Teacher Training Model in the future. This factors should be a good guidance to develop distance teacher training model

• Journal of Engineering Education Research
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• v.21 no.3
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• pp.38-45
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• 2018

The purpose of this study is to analyze the change of perceptions and images of teachers about engineering, according to practical training in laboratories of engineering research institutes. For this purpose, 149 elementary and secondary school teachers were surveyed before and after visiting the engineering research institutes and examined the perception of engineers and engineering. Through this teacher training program, perceptions and images of most teachers are changed positively and they can understand practically about engineering, and related fields. The results of this study can be used as basic data for the development, operation, and expansion of teacher training using advanced science and technology research institutes with excellent human and material resources.

• 대한공업교육학회지
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• v.37 no.2
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• pp.21-55
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• 2012

The purpose of this study was to develop teacher-training for improvement of teaching efficacy of technology teacher. The study was carried out through Delphi research method. It was executed for investigating the professional and wide-range opinions of expert panel to examine the validity. The validity was confirmed by concurrence ratio, convergence ratio, contents validity ratio (CVR). Major results of this study were as follows: First, necessity, nature, purpose of teacher-training for improvement of teaching efficacy of technology teacher was set up. And this teacher-training have 12 objectives in 3 domains (cognitive, affective, psychomotor). Second, contents of this teacher-training were designed to be applicable for 10 modules (300 hours). For example, module1 (introduction of technology education), module2 (construction technology), module3 (information communication technology), etc. Third, educational method, training educator, evaluation method of this teacher-training were developed. Fourth, each module of this teacher-training is 30 hours in length. And summer or winter vacation is appropriate for this teacher-training time. Appropriate teacher-training time is six hours a day. Fifth, roles of educational institution for this teacher-training were suggested. Sixth, strategies to vitalize this teacher-training were suggested.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.116-124
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• 1999

Cyber education and teacher training is the distance training program which is operating in the Korea National University of Education for teachers and citizen. In this paper, we suggest a model for establishing legal basis of cyber teacher training, by analyzing laws and processing-laws in the parliament and cyber teacher training institutes. The model contain 'The Rule for Operating CTTI(Cyber Teacher Training Institute)', 'The Rule for Using CIT Systems', 'The Rule for Operation CIT'.