• 대한가정학회지
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• 제46권8호
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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.

• 아동학회지
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• 제20권1호
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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.

• 한국지구과학회지
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• 제38권5호
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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.

• 한국직업건강간호학회지
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• 제24권3호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제33권2호
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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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• 제56권3호
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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.

• 한국실내디자인학회논문집
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• 제13호
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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.

• 정보교육학회논문지
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• 제20권4호
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• pp.387-400
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• 2016

본 연구는 소프트웨어(SW) 교육이 초중등 교육 교과과정에 독립된 교과로서 도입되는 교육혁신의 실행을 앞두고, 이에 대한 한국 교사들의 인식 수준 및 관심이 무엇인지 파악하기 위한 연구이다. 본 연구에서는 George 외 (2006)의 관심단계 설문도구(Stages of Concern Questionnaire)를 사용하여 SW 교육 연수에 참가한 교사 92명을 대상으로 연구 조사를 진행한 결과, 현재 교사들은 0-무관심과 1-정보적 단계에서 높은 관심 강도를, 그리고 4-결과적 단계에서 가장 낮은 관심 강도를 보여, 비사용자의 일반적인 특성을 보이고 있었다. 교사들의 변인에 따른 관심단계의 패턴에는 차이가 있었는데 남교사들은 여교사들에 비해 4, 5, 6단계에 관심 강도가 높았다. 또한, SW연수를 받은 그룹, SW 소양능력이 높은 그룹, SW교육 경험이 많은 세 그룹은 그렇지 않은 그룹에 비해 4-결과적, 5-협동적, 그리고 6-재조명 단계에서 높은 관심 강도를 보였다. 본 연구의 결과는 1) 현재 교사들의 SW 교육에 대한 관심은 주로 SW 교육이 무엇인지 알고 싶어 하는 정보적 단계에 있으나 2) 교사들의 관심 단계는 변인에 따라 달라지며 서로 다른 관심 단계 패턴을 보이고 3) SW 교육 경험이 많아질수록, 연수 경험이 있을수록, SW 소양 능력이 높을수록 교사들의 관심단계는 개인적 영역에서 SW 교육이 가져올 영향에 대한 영역으로 점차 이동하는 패턴을 보이는 것으로 나타났다. 본 연구의 결과는 SW교육의 정식도입에 앞서, 교사들의 관심단계를 확인 하고 각기 다른 단계에 있는 교사의 요구를 파악하여 그에 따른 문제점을 해결해 줄 수 있는 교사 교육 및 교육 정책적 지원을 제공하는 것이 SW 교육 혁신의 원활한 도입 및 실행을 위해 중요한 과제임을 시사하고 있다.

• 과학교육연구지
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• 제38권2호
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• pp.331-343
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• 2014

전지의 연결방법에 따른 전류의 특성에 대한 초등교사들의 오개념 유형과 그 일관성에 대하여 조사되었다. 초등교사들의 전지의 연결방법에 따른 전류의 특성에 대한 오개념은 3가지 유형으로 나타났다. 14명의 초등교사들을 대상으로 한 이 연구에서, 전지들의 직렬연결과 병렬연결시 전류의 특성을 연결하는 전지의 수에 초점을 맞추는 유형에는 2명의 초등교사가, 전지의 직렬연결에 대한 개념과 병렬연결에 대한 개념을 혼동하는 유형에는 8명의 초등교사가, 그리고 전지의 직렬연결과 병렬연결에 대한 개념을 저항의 직렬연결과 병렬연결에 대한 개념으로 혼동하는 유형에는 4명의 초등교사가 분포하였다. 초등교사들은 전지의 연결에 대한 학습개념이 적용되는 상황에서 뿐만 아니라 분화개념이 적용되어야 하는 상황에서도 그들의 오개념 유형을 일관성 있게 적용하고 있었다.

• 한국지구과학회지
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• 제34권5호
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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.