• Journal of the Korean Home Economics Association
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• v.46 no.8
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• pp.73-84
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• 2008

The aim of this study was to identify perception discrepancies related to organizational effectiveness in childcare center. To achieve this, managers and teachers were treated as two different subjects. Statistical analysis showed that perception influences differed between managers and teachers. Managers were affected by organizational characteristics and director of the organization. On the other hand, teachers were affected by organizational characteristics and the manager of the child-care center. It was established that the different view points of managers and teachers led to a situation where a manager perceived organizational effectiveness in a more holistic and positive light compared to teachers. It is our assertion that in order to run a child-care center efficiently, it is very important to fortify the ability and authority of managers.

• Korean Journal of Child Studies
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• v.20 no.1
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• pp.213-222
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• 1999

The purpose of this study was to assess the profile of kindergarten teachers. The subjects were 133 teachers, 116 kindergarten principals, 103 mothers, 98 professionals in preschool education, and 132 student teachers. Data were collected May - August, 1998. The results showed three different characteristics : (1) kindergarten teachers, principals, and professionals in preschool education, rated the most important factor to be character traits ; (2) mothers rated occupational pride as the most important factor and specialized functions as more important than character traits and (3) student teachers rated the most important factors to be specialized function, occupational pride and character traits.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• Korean Journal of Occupational Health Nursing
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• v.24 no.3
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• pp.162-172
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• 2015

Purpose: This study was to explore factors affecting musculoskeletal symptoms of the child care centers' teachers in Korea. Methods: This study was a descriptive research, using a cross-sectional survey. Convenience samples of 230 child care centers' teachers aged 20 to 65 were selected. A self-administered questionnaire was used to measure general characteristics, job-related characteristics, exercise habit, fatigue and musculoskeletal symptoms of the body parts. The data were analyzed with the SPSS/WIN 21.0 program. Results: Shoulder pain (73.5%), low back pain (72.6%) and wrist/hand pain (57.8%) were the most common musculoskeletal symptoms. Shoulder pain significantly differed depending on the age of children in charge at the child care center (p<.047). The exercise habit was related to low back pain (p<.028) and the career was linked to wrist/hand pain (p<.046). The logistic regression analysis revealed exercise habit and fatigue were the risk factors on musculoskeletal symptoms of many body parts. Conclusion: These results suggest that interventions targeting the child care centers' teachers should be considered job-related characteristics and fatigue in order to prevent musculoskeletal disorder. Thus, there continues to be a need to develop exercise program for the child care centers' teachers.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.335-351
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• 2014

The 96 elementary school teachers' the degrees of understandings about the characteristics of the currents according to the connection methods of batteries in simple electric circuits were investigated. In this study, the concepts on the characteristics of currents according to the connection methods of batteries were divided 'the learned concepts' and 'the differentiated concepts'. The characteristics of the currents in the region of the larger resistance of load than the internal resistance of a battery were called the learned concepts, they are taught in the science curriculum. While the characteristics of the currents in the region of the smaller resistance of load than the internal resistance of a battery were called the differentiated concepts, they are not exposed clearly in the science curriculum. The results obtained in this study are as follows: The average score related to the learned concepts was relatively high, while the degree of the teachers' cognitions of the internal resistance of a battery and the resistance of wires were low. Also the average score related to the differentiated concepts was very low because it seems so new to the elementary school teachers. It strongly suggests that the elementary school teachers did not understand meaningfully the characteristics of the currents related to the connections of batteries on the ground of the cognitions of the internal resistances of batteries and the resistances of loads in simple electric circuits. Hence, they might experience difficulties due to the problems occurred in relation to the connections of batteries in the elementary school science lessons.

• Human Ecology Research
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• v.56 no.3
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• pp.263-282
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• 2018

This study is used to understand the characteristics of home economics teachers that could to help develop personal development in home economics teacher and home economics education. The questionnaire survey was conducted on 150 home economics teachers who belong to either the home economics teachers' study association or Korean home economics education essociation. The survey was processed with frequency analysis, standard deviations, factor analysis, independent sample t-test, and reliability analysis using SPSS 12.0 depending on the contents of the research. The study results are as follows. First, for home economics teachers' conscious teaching, they build their own identities as experts, and have a vocation and sense of duty for their job. The culture of research and investigation community to study education and to maintain collaborative relationships with teachers of home economics teachers' associations has evolved. Second, home economics teachers have the ability to analyze and manage students' demands in order to perform teaching activities, and understand individual student characteristics. They understand new study trends and curriculum, develop sources for class, use appropriate teaching and learning theories, and create students' reflective activities. In addition, they grow their learning ability as specialist and study in self-oriented ways.

• Korean Institute of Interior Design Journal
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• no.13
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• pp.117-123
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• 1997

The purpose of this study was to examine the current interior conditions of kindergarten and to suggest the interior planning guidelines. Data were collected through questionniare survey including observations and interviews. The sample consisted of 262 kindergarten teachers in Pusav. The data were analyzed by using SPSS-PC. The major findings were as follows: (1) Interior finishes should be chosen based on children's behavioral and developmental characteristics. (2) Considering children's safety and teachers' easy access and observation, classrooms and teachers' room should be located at the first floor, and the public spaces such as playroom and assembly room should be located at the top floor because of noise and circulation problem. (3) The size fo the classroom should be increased based on children's age. (4) The teachers were generally satisfied with location, color, and finishes of each room. There was a significant difference between satisfaction of overall characteristics of rooms and theclasses that teachers are in charge of. (5) Children's developmental characteristics can be an important factor when designing a space for childrev. Even though there were some limitations on this study, the findings can be utilized as a basis for generating interior environmental recommendations for planning a better quality of kindergartev.

• Journal of The Korean Association of Information Education
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• v.20 no.4
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• pp.387-400
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• 2016

In preparation for the adoption of software(SW) education in Korea by 2018, this study examined Korean teachers' perceptions and attitudes toward SW education and their relationship with teacher characteristics. By using the Stages of Concern Questionnaire, we conducted a survey of 92 teachers who participated in an introductory level of SW teacher training. The findings indicated that 1) the teachers' profile follows the typical nonuser pattern focusing on more self-concern, with the strongest intensity at Stage 0-Unconcerned and 1-Informational concern and the lowest at Stage 4-Consequence. However, teachers' stages of concern differed from the teachers' characteristics. Male teachers exhibited more concerns at Stage 4-Consequences, Stage 5-Collaboration, and Stage 6-Refocusing than female teachers. In addition, the teachers with higher SW proficiency, SW training experiences, and longer SW teaching experience showed higher intensity at Stage 4, 5, and 6 than their counterparts. The study suggests that the implementation of SW education would be effective and facilitated when teachers receive on-going and appropriate interventions and educational supports based on their individual concerns.

• Journal of Science Education
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• v.38 no.2
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• pp.331-343
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• 2014

The types of misconceptions and their consistencies of the elementary school teachers about the characteristics of currents according to the connection methods of batteries in simple electric circuits were investigated. The misconceptions of the elementary school teachers about them could be divided into three types. Among the respondents of the 96 elementary school teachers for this study, the 2 elementary school teachers consistently understood the characteristics of currents on the basis of the misconception type of focusing only the number of batteries connected regardless of the connection methods of batteries, the 8 elementary school teachers did on the basis of the misconception type of confusing the series connection and the parallel connection of batteries, and the 4 elementary school teachers did on the basis of the misconception type of confusing the series and parallel connection of batteries with those of resistors. Also, they consistently applied these misconception types to not only the situations to use the learned concepts but the situations to use the differentiated concepts about the connection methods of batteries.

• Journal of the Korean earth science society
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• v.34 no.5
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• pp.435-449
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• 2013

The purpose of this study was to investigate the difference of teachers' interaction with their students when teaching science in New York (NY) and in Korea. As part of the 2011 Korean International Teacher Fellows (KITF), supported by the Ministry of Education, Science and Technology (MEST) and the National Institute for International Education Development (NIIED), Korean science teachers observed, for six months, New York's science classes in terms of how teachers interact with their students and how students learn science during science instruction. The participants were 10 science teachers in five middle and high schools that taught Physics, Chemistry, Biology, Earth Science, and Environment Science in NY. The National Board for Professional Teaching Standards (NBPTS, 2003) and Instruction as Interaction (Cohen et al., 2003) were used as an instrument to identify each teacher's teaching and classroom interaction. Several characteristics of science classes in NY were revealed, which are different from Korean science classes. First, science teachers in NY dominantly put more focus on their subject of teaching during science interaction while, Korean science teachers not only teach science but also do counseling to students as a homeroom teacher. Second, science teachers in NY acknowledged the students' individuality and have positive experiences of professional development supported by their school and district more than Korean science teachers do. Third, science teachers in NY sometimes showed limited knowledge about the concepts of science and lack of collaboration with other science teachers. This characteristics may prevent the school from strengthening its subject program and keeping equity across the grade levels and courses.