• 제목/요약/키워드: teachers%27 perceptions

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유아의 죽음개념 교육에 대한 교사의 인식 (An Inquiry on Teachers' Perceptions of Education about Death Concepts in Kindergarten Children)

  • 양진희
    • 아동학회지
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    • 제27권3호
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    • pp.1-27
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    • 2006
  • This study investigated kindergarten teachers' experience and perceptions of education about death concepts in kindergarten children. Twenty kindergarten teachers were interviewed for this qualitative study. Results were that most kindergarten teachers perceived the necessity of the practice of the education about death concepts for kindergarten children; most kindergarten teachers recognized that all kindergarten teachers need to have professional knowledge for the successful practice of education about death concepts for kindergarten children; most kindergarten teachers recognized that education about death concepts needs to be included in the early childhood education curriculum.

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영양교육에 대한 유아교사와 학부모의 인식 및 요구 비교 (The Comparison of Perceptions and Needs for Nutrition Education between Early Childhood Teachers and Parents)

  • 김남희;김미현
    • 한국식품영양학회지
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    • 제27권1호
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    • pp.66-74
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    • 2014
  • The purpose of this study is to compare the perceptions and needs for nutrition education between early childhood teachers and parents. This data will address the effective plans and suggest further nutrition education programs for early childhood education centers. This study was conducted with 200 early childhood teachers and 174 parents in Busan. We collected data through questionnaires from teachers and parents and then computed the frequency and ${\chi}^2$ test to analyze the data. The questionnaire was revised and complemented on the basis of related literatures and previous researches. According to our results in this study, there was a significant difference between the teachers' and parents' perceptions on the need of nutrition education and the reason for needing nutrition education. And there were differences among aims, contents, methods, and effective ways of nutrition education for children. In addition, there was a significant difference among the needs from teachers and parents on nutrition education. Finally, the results of this study suggest various implications for developing nutrition education programs in early childhood education centers. These results can be used to develop nutrition education program by considering the teachers' and parents' perceptions and needs. These may be useful data when planning for the nutrition curriculum in early childhood education centers.

유·초 연계교육에 대한 교사와 학부모의 신념, 지식 및 실제 간의 차이 (Educational Articulation Between Kindergarten and Primary School : Perceptions of Teachers and Mothers)

  • 황윤세;최미숙
    • 아동학회지
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    • 제27권4호
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    • pp.147-163
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    • 2006
  • The purpose of this study was to investigate whether there are any differences among kindergarten teachers', primary school teachers', and children's mothers's perceptions-belief, knowledge, practice-about the educational articulation between kindergarten and primary school. The results of this study were as follows; First, there were differences among kindergarten teachers, primary school teachers, and mothers about the belief of articulation content. Second, in the knowledge of educational articulation, kindergarten teachers's understandings of the counterpart's curriculum were higher than that of primary school teachers's. Third, in the practice of educational articulation, kindergarten teachers and mothers were focused language and mathematics learning for educational articulation. But primary school teachers were focused school adjustment.

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학생부종합전형에 따른 고교 교육의 변화 분석 (An Analysis of Impacts of the Admission Officer System in High School Education)

  • 허정은;원효헌
    • 수산해양교육연구
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    • 제27권3호
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    • pp.804-812
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    • 2015
  • The purpose of this study was to analyze the perception of a high school teacher on Admission Officer System. The subjects were limited to 324 high school teachers of Busan, Ulsan, and Gyeongsangnam-do regions. The major research question for the study was how are the perceptions of high school teachers about the Admission Officer System. The main results were as follows: first, high school teachers showed high understanding of the admissions overall. Second, high school teachers with counseling experience about applying to colleges considered the score of the College Scholastic Ability Test less important. Third, high school teachers have recognized that there is a distance between high school education activities and the Admission Officer System. Eliciting sympathy from the high school teachers for the Admission Officer System is a very important task. Negative perceptions of high school teachers on the Admission Officer System is still remained. The cooperation between leading universities and high schools would help the Admission Officer System work with its original purpose or goal.

보육과정에서의 자유놀이 현황과 교사의 놀이인식 (Free Play Activities in the Curricula of Childcare Centers and Teachers' Perceptions of Play)

  • 임효신;나종혜
    • 대한가정학회지
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    • 제49권2호
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    • pp.27-36
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    • 2011
  • This study dealt with free play activities in the curricula of childcare centers in Daejeon area. 29 teachers from 21 day care centers were interviewed individually to obtain an understanding of teachers perceptions and conflicting views about play activity in the context of different day care curricula. The data were analysed qualitatively, using categorization and key word classification, frequency analyses and chi-squared tests. The results were as follows: (1) play-oriented curricula included sufficient play time and planned play activities in terms of the children's development. Children's freedom in play, optimum intercession by teachers, and interrelating activities between activity areas were included. In mixed curricula, children's freedoms were limited in many cases, and interrelating play between activity areas was hardly found. Formal lesson-oriented curricula resulted unplanned play activities and teachers' passive intercession of play. (2) Most teachers believed that play activities were more important to a child's development than formal lessons.

키워드 네트워크 분석을 통해 알아본 초등교사의 과학수업 전문성에 대한 학생의 인식 (The Perceptions of the Students about Professionalism on the Elementary Teachers' Science Teaching through Network Analysis of Keyword)

  • 성승민;여상인
    • 한국초등과학교육학회지:초등과학교육
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    • 제37권1호
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    • pp.27-38
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    • 2018
  • The purpose of this study was to investigate the perceptions of the students about professionalism on the elementary teachers' science teaching through network analysis of keyword. For this study, questionnaires were conducted to elementary school students. The collected data were translated by coding and data cleaning. And then analyzed by Gephi 0.9.2 program as a tool of the network analysis. The results of this study were as follows: Top 5 words in betweenness centrality were 'smart, experiment, fun, various, and student understanding'. There was some difference of perceptions of students according to personal backgrounds(gender, grade and interest toward science class). Based on the result of this study, implications to improve elementary teachers' science teaching professionalism were suggested.

초등과학 영재학급 담당 교사의 영재 교육에 대한 인식 조사 (A Survey on Teachers' Perceptions of Gasses for the Science Gifted in Elementary School)

  • 최선영
    • 한국초등과학교육학회지:초등과학교육
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    • 제26권3호
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    • pp.252-259
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    • 2007
  • The purpose of this study was to examine the status and science teachers' perceptions of classes for those gifted in science in elementary school. For this purpose, a number of questions were posed to teachers : 27-item-questionnaires were given to 38 teachers of students gifted in science in elementary schools located in Incheon province. The results of this study were as follows : 1. most elementary teachers were in charge of classes containing students gifted in science, but this was the case with only a few secondary teachers. Therefore, it appears to be more necessary to educate elementary teachers who majored in science content and gifted education. 2. In addition, most teachers had positive perceptions of the needs, attitudes and environments needed for gifted education. Most of them attended 60-hour training programs on gifted education. They thought that it was helpful in understanding the characteristics of gifted students, but they wanted to learn more about actual pedagogical methods through such programs. 3. The teaching methods used in classes for those gifted in science were mainly experimental activities, but there were few opportunities for creative problem solving and project learning. This may be due to limited class time of about one hour every two weeks in this class. 4. When the materials used in class were first developed, they mainly used materials made by the city board of education and selected the theme of interest by themselves. Therefore, there may be problems of duplication of materials or systems regarding the science contents for one year. 5. Furthermore, the themes of the materials used were mostly related in terms of the contents of textbooks than more generally. When planning and managing the classes for those gifted in science, the above points should be considered in order to improve the education of those students gifted in science.

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2009 개정 수학과 교육과정에서 유치원과 초등학교의 수준 적합성에 대한 교사의 인식 및 요구 조사 (Kindergarten and Primary School Teachers' Perceptions about the Level Relevance of the 2009 Revised Mathematics Curriculum)

  • 권점례
    • 한국수학사학회지
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    • 제27권3호
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    • pp.233-253
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    • 2014
  • In this study, the kindergarten teachers and elementary school teachers were surveyed to see the level relevance of the kindergarten and primary school curriculums. As a result, first, the kindergarten curriculum was generally appeared appropriate to the level of kindergarten students. However, in practice, a significant amount of the first grade curriculum were taught in the kindergarten. Second, the variation of mathematical abilities among the begining students was very large, and this variation also affected the students' achievements. Third, both kindergarten teachers and elementary school teachers wished for adjustments of the level of mathematics curriculum.

유아교사의 2019 개정 누리과정에서의 유아평가에 대한 인식 (A Study on Early Childhood Teachers' Perceptions of Early Childhood Evaluation in the 2019 Revised Nuri Curriculum)

  • 조유진;배지현
    • 한국콘텐츠학회논문지
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    • 제21권11호
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    • pp.806-813
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    • 2021
  • 본 연구는 2019 개정 누리과정에서의 유아평가에 대한 유아교사의 인식 및 어려움을 분석함으로써 개정누리과정의 안정적 운영을 위한 기초자료를 제공하는데 목적이 있다. 서울·경기지역의 공, 사립 유치원과 어린이집 교원 128명을 대상으로 설문 조사하였으며, SPSS 27.0 프로그램을 활용하여 빈도분석 및 차이검증을 실시하였다. 연구 결과, 교사들은 누리과정과 2019 개정누리과정에서 유아평가의 차이를 인식하고 있었으며, 평가방법, 평가결과활용, 평가목적 순으로 차이를 인식하였다. 인식에 관한 항목의 일부는 교사의 교육경력별로 유의미한 차이를 보였다. 교사들은 '자율성'을 유아평가의 중점으로 인식함과 동시에 유아평가에 어려움을 주는 가장 큰 요인이라고 인식하였다. 유아평가를 위한 요구는 양방향적 동료 간 워크샵, 평가사례 공유, 연수 및 컨설팅으로 나타났다. 본 연구의 결과는 2019 개정누리과정에서 유아평가를 담당하는 교사를 지원하기 위한 방안 모색의 기초자료를 제공할 것이다.

Secondary School Science Teachers' Perceptions of the Educational Programs Offered by Science Museums

  • Chang, Hyun-Sook;Lee, Hyun-Ju
    • 한국과학교육학회지
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    • 제27권8호
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    • pp.755-764
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    • 2007
  • This study examines secondary school science teachers' use of science museums in their teaching and their perception/evaluation/utilization of the educational programs in Korean science museums. We found that teachers do not use science museums in close connection with their formal education; therefore, the students' experiences usually are minimal or are personal experiences. The main reason for this infrequent use of science museums is not because of their insignificant educational effects, but because of the lack of external and administrative support systems. Science teachers want the museums to have structured/organized programs such as science camps or experiments and a lending program which would provide experimental equipment and exhibits relevant to the school science curriculum. 90% of teachers who answered the survey wanted to participate in developing and managing the educational programs of science museums. The educational programs would be used more effectively in relation to formal science learning if the science teachers, who are science education professionals, participated in managing and planning the educational programs of science museums.