• 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.12 no.1
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• pp.103-118
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• 1992

Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

• Korean Journal of Childcare and Education
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• v.13 no.5
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• pp.93-109
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• 2017

Objective: The purpose of this study is to provide basic data in order to increase the flourish of early childhood pre-service teachers by examining pre-service teacher's basic psychological needs and characteristics on flourish. Methods: A questionnaire survey was conducted on 200 pre-service teachers majoring in early childhood education in Busan and the results were analyzed. Results: First, the level of basic psychological needs, characteristics and flourish of pre-service teachers was above average and there was a significant positive correlation between basic psychological needs, characteristics and flourish. Second, the characteristics of pre-service teachers were relatively more influential on flourish than basic psychological needs. Conclusion/Implications: The main variables predicting early childhood pre-service teacher's flourish are characteristics and basic psychological needs. And as characteristics and basic psychological needs of pre-service teachers are promoted, the flourish of pre-service teachers is increased.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.1-15
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• 2014

This study examined how child care teachers' background characteristics, self-efficacy and job stress relate to their job satisfaction. Participants were 400 child care teachers in Seoul and Gyeonggi, Korea. Structural equation models were developed based on the authors' hypothesized model, which proposed that teachers' self-efficacy and job stress have a mediating effect in the relationship between teachers' background characteristics and job satisfaction. The results revealed that career directly influenced on self-efficacy and job stress but had no direct effect on job satisfaction. Education level was found to have a direct effect on job stress but had no direct effect on self-efficacy and job satisfaction. Teachers' self-efficacy affected job stress and job satisfaction and job stress affected job satisfaction. Furthermore, self-efficacy mediated the effects of career on job stress and job satisfaction. Additionally, job stress mediated the effects of education level and self-efficacy on job satisfaction. These results suggested that teachers' self-efficacy and job stress were key predictors and mediating variables in the relationship between background characteristics and job satisfaction.

• Phonetics and Speech Sciences
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• v.8 no.2
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• pp.49-56
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• 2016

The study examined that parents and teachers were aware of what extents behavioral characteristics were related to the children's voice problems. The voice samples of 89 children in the ages of 3 to 5 were collected and their voice quality were graded by G scale of GRBAS. The parents and teachers of the children were asked to complete the questionnaire composed of the pediatric Voice Handicap Index (pVHI) and the psycho- and voice behavioral characteristics of their children. The results are as follows. First, there were no significant differences in both pVHI and behavioral characteristics of their children by G scale. However, significant differences were shown in the behavioral characteristics between parents and teachers, but no difference in pVHI between them. In addition, there was a significant correlation between the psycho-behavioral characteristics and the voice behavioral characteristics in both parents and teachers. These results represent that parents and teachers are not aware of the presence of their children's voice problems and such voice problems are affected by behavioral characteristics associated with the use of voice.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.748-757
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• 2004

When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).

• School Mathematics
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• v.18 no.1
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• pp.193-214
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• 2016

Teachers' questioning plays an important role in mathematics teaching and learning by asking students to react or to participate in mathematical discourse. Previous studies on teachers' questioning have not focused on how to questioning to formulate an effective mathematical discourse which is contributed by students because studies mostly analyzed and categorized teachers' questions according to cognitive levels of questions without consideration of context. Therefore, this study explored characteristics of teachers' questioning to formulate an effective characteristics of teachers' questioning to formulate an effective mathematical discourse in mathematics classrooms. By reviewing and analyzing mathematics discourse and studies on teachers' questioning theoretically, we presented openness, sharedness, and productivity as characteristics of teachers' questioning. Through a middle school mathematics teacher's case, we examined three characteristics were necessary to formulate an effective mathematical discourse. Based on results from theoretical analysis and case analysis, we discussed that openness, sharedness, and productivity would be useful as a framework to analyze teachers' questioning.

• Journal of the Korean Home Economics Association
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• v.46 no.4
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• pp.25-35
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• 2008

The purpose of this study was to investigate the relationship pattern among the children's negative and aimless behaviors, and the variables related to teachers (characteristics, stress, efficacy, and quality of teachers' behaviors). Subjects were 190, 5 year-old children and 48 teachers at 45 child care centers. The children's negative and aimless behaviors were observed with time sampling method. The quality of teachers' interaction behaviors was rated by the Assessment Scales for Day Care Programs during the free play activities. Teachers responded to the Scale for the Teachers' Job Stress and Teachers' Efficacy. The data were analyzed with descriptive statistics, Pearson's correlations, multiple regressions, and partial correlations. The results were as follows. The teachers' experience and the quality of teachers' behaviors significantly explained the children's negative behaviors. The quality of teachers' behaviors significantly explained the children's aimless behaviors. Lastly, the quality of teachers' behaviors mediated the relationship between the teachers' job stress and the children's aimless behaviors.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.113-123
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• 2013

This investigation studied 1)the correlations among pre-service child care teachers' behavioral characteristics, social support and self-efficacy, and 2)the mediating effects of pre-service child care teachers' behavioral characteristics and social support on self-efficacy. The subjects were 240 pre-service child care teachers working at S-center for nursery teacher education or I-center for nursery teacher education in the Incheon area. The findings are as follows. First, the relationships among pre-service child care teachers' behavioral characteristics, social support and self-efficacy were examined by showing correlations. Second, we found that in terms of the mediating role of social support in the relationship between pre-service child care teachers' behavioral characteristics and self-efficacy, type D and type S show self-efficacy; they also have a direct impact on the social support indirectly affected through. Thus, social support can be seen as having a partial mediating effect.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.296-308
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• 2018

The purpose of this study is to analyze the characteristics and differences of gesture between career teachers and novice teachers in elementary science class. In order to analyze the gesture of elementary science teachers, gesture analysis framework was developed. The teachers who participated in the experiment were 2 beginner teachers and 2 career teachers. We analyzed 'bones and muscles', 'digestion', 'breathing', and 'excretion' of 'body' section in the second semester of 5th grade. The video recording of the class scene with the camcorder was recorded and analyzed by Observer XT. The results of this study are summarized as follows. First, the career teacher lessens unnecessary gestures than the novice teacher. During the class, the career teachers lessened the gestures not related to the context of the class. These differences were more prominent in the activities of the group with many unexpected situations than those of the teachers who prepared the class contents. Second, career teachers have more communication control act than novice teachers. Career teachers have often made adjustments to induce learner presentations or control unnecessary utterances. Third, career teachers efficiently interacted with learners using gestures that can enhance communication.