• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.37-62
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• 2001

This study examined the qualities of an effective teacher needed to accomplish educational reform successfully and prepare for a rapidly changing knowledge-based society. To achieve the purpose of the study, the following specific questions were looked into; (1) knowledge, skills, attitude of an effective teacher. (2) a proposal for staff development programs to improve the effectiveness of teachers. (3) a proposal to support teachers' efforts to improve their effectiveness. (4) the factors inhibiting the improvement of teachers' effectiveness. In this study, 'in-depth interview' was used for data collection because the study deals with the "subjective consciousness" of teachers, and qualitative research methods are useful to such a case. The research was done on teachers from secondary schools in Pusan City. According to the teachers interviewed, an effective teacher needed in the new age has such knowledge, skills, and attitude as; (1) knowledge in their major, general culture and common sense, psychology of educational counselling, social science, and knowledge and information related to curriculum. (2) effective instruction skills, skills to guide student behavior, skills related to administrative clerical work, using the computers, extra curriculum activities, educational evaluation, using teaching materials, developing educational programs, and good communication skills. (3) attitude relevant to willingness to understand and converse with students at their cognitive level, positive expectations and concern toward students, democratic problem solving, continuous self-study and development, thoroughgoing mission and professionalism, will for educational reform and innovation, neat appearance and refined language, and successful interpersonal relationships. The teachers also said that the current staff development system, as a program to provide necessary qualities for teachers, has improved in the last 3 years through diverse curriculum and systematic programs. However, due to the problematic promotion system, the staff development program has turned into just a 'point collecting' game from the role of in-service training program; teachers take training courses as the means just collecting points for promotion purpose. Factors inhibiting the improvement of teachers are (1) overload of formal paperwork over emphasizing outcome, (2) mannerism of teachers not perceiving their lack of professionalism, (3) the general attitude in the teaching profession resisting change and reform, (4) supervisory activities lacking rigid regulation, (5) research just as the means of point-collection only for promotion, and (6) staff development programs lacking efficiency. These factors, interacting each other, inhibited the improvement of teachers.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.533-551
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• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Journal of Christian Education in Korea
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• v.67
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• pp.229-265
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• 2021

The purpose of this study is to suggest educational directions by exploring the stories of changes and expectations experienced by Christian children during the COVID-19 pandemic. For this purpose, nine third- to fourth-grade elementary school children attending the church, were interviewed about their changes and expectations regarding COVID-19. The results identified five areas of experience: daily life changes, school life changes, interpersonal relationship changes, religious life changes, and emotional changes during the COVID-19 period. Daily changes included infection prevention, missing play, leisurely routine, and lethargy. Changes in school life included loss of face-to-face classes and various rule requirements. Interpersonal relationship changes included the difficulties in forming relationships with friends, teachers, parents, and siblings, and religious life changes included loss of face-to-face worship and the restoration of family worship. Various negative emotions were expressed. Analysis of the participants' expectations showed in daily life they wanted to travel and play, return to pre-corona school life, return to face-to-face worship, restore retreats, and develop fun programs as religious life expectations. Based on these children's experiences and wishes, the study suggests that educators need to recognize children's efforts during the COVID-19 period, read their hurt feelings, and develop church programs that include communication, community, and fun elements.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.277-291
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• 2011

It is necessary for the teacher to understand why teach mathematics in order to implement the visions and expectations of the national mathematics curriculum in her actual classroom. This study conducted a survey of examining how elementary school teachers might understand the purpose of teaching mathematics. The results of this study showed that teachers' conceptions of the purpose of teaching mathematics were related mainly to the development of logical thinking, practical use of mathematics in everyday life, and a tool for studying other subjects or disciplines. However, teachers did not perceive much other purposes of mathematics education such as understanding the world, appreciating aesthetic value of mathematics, and developing communicative ability as well as sociality. Whereas teachers did not think of the significance of mathematics as an intellectual field when asked to write down how they would explain students why they had to learn mathematics, they tended to strongly agree it in the Likert-scale responses. Teachers' conceptions were not different according to their gender but teachers with less than five years' teaching experience were relatively negative than others with more experience. Given these results, this study provided issues and implications of teachers' conceptions of the purpose of teaching mathematics.

• Journal of Korean Library and Information Science Society
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• v.32 no.4
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• pp.119-146
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• 2001

The purpose of school education and that of school library services are the same and the school librarians are expected to provide useful programs for the curriculum development. The effective operation of the school library need to be reformed in spite of various obstacles. If the primary school teachers perception and expectation on school librarians'roles are appropriate this will greatly motivate and mare active utilization of school library by the students. The purpose of this study are to survey the role of school librarian and to friend out the perception and expectation of primary school teachers on the school library services and finally to use its results for more efficient management of school library in teaching programs. It is conclude, base on the results, that they recognize the importance of school library and need to assign school librarians and also expect various services including school library education programs.

• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.1-18
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• 2012

This study investigated the mate selection preferences of single female teachers by investigating the desired traits in socioeconomic, physical attractions, psychological traits and family roles of their prospected marital partner, in order to explore the current trends in homogamous marriage. A questionnaire was distributed to 295 unmarried female teachers selected by convenience sampling from the various cities. The teachers pursued homogeneity in age, educational attainment, religion, and occupation while they preferred partners with higher income level. In terms of physical assets, the attraction that the teachers felt towards the partner was the most important physical appearances. The respondents preferred partners who are masculine and an androgynous partner. The teachers held high expectations towards their future spouses in that they desired to share the roles of emotional, financial support, child care and kin keeping. A partner who shared modern sex role attitudes was preferred over someone who held traditional one. The pursuit for overall homogeneity reflects that the teachers seek for equality in their relationships with prospected marital partners by exchanging similar characteristic.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.35-42
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• 2014

This study utilized an analysis of teachers' use of smart devices in the class, which highlighted the impact factors, and elucidated the relationship between in fluencing factors. The Unified theory of Acceptance and Use of Technology (UTAUT) model is based on the study of extension and modification of the model proposed. For the study, a survey of 1,016 elementary school teachers in the Gangwon and Metropolitan(Seoul, Gyeonggi, Incheon) area was conducted. Was applied using the AMOS structural equation modeling analysis. The analysis examines the utilization of smart devices in class as factors affecting performance expectancy, effort expectancy of the main variables showed, Instant connectivity and Openness that has a direct impact on the performance expectations and effort expectancy.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.867-892
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• 2001

In both Korea and the U.S., science education leaders and specialists insist that there is a shortage of curricula to address the new national science education guidelines in support of reform. This paper addresses development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. We examine Korean and U.S. thematic-based (Korean Science Field Trip at Cultural Sites Program and U.S. Graduate Teaching Fellows in K-12 Education) and project-centered (Korean Teachers for Exciting Science and U.S. Foundational Approaches in Science Teaching Program) programs. Using the criteria of rationale for curriculum, content and scope, processes of implementation, and assessment strategies, we identify the curricular components that are common across four successful secondary science programs and determine which of these components address the national guidelines. Our findings indicate that common components of these four programs meet the expectations of the science guidelines being used to revamp science education in both countries. Therefore, these programs not only engage secondary students and teachers in practicing successful science education, but also lead to successful science education practices that can be incorporated in the future development of curriculum to support secondary science reform.

• Korean Journal of Health Education and Promotion
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• v.21 no.3
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• pp.151-177
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• 2004

Recently, the educational community has attempted to implement the theory of multiple intelligences. In approaching multiple intelligences, teachers have applied the same structural approach which has been so successful with cooperative learning. Cooperative learning is easy to learn and implement, fun for teachers and students, and produce profoundly positive outcomes along a remarkable number of dimensions. Different structures are designed for different outcomes, including enhanced mastery of subject matter, improved thinking skills, team building, class building, development of social character and social skills, communication skills, classroom management, classroom discipline, and development of and engagement of each of the multiple intelligences. Cooperative learning is becoming an increasingly popular teaching strategy. In this study, it is aimed to clarify the application of cooperative learning in health education. Cooperative Learning in health education enhances student learning by: 1) providing a shared cognitive set of information between students, 2) motivating students to learn the material, 3) ensuring that students construct their own health knowledge, 4) providing formative feedback, 5) developing social and health group skills necessary for success outside the classroom, and 6) promoting positive interaction between members of different cultural and socio-economic groups. Cooperative Learning structures and techniques in health education are following. Flash Card, Focused Listing, Structured Problem-solving, Paired Annotations, Structured Learning Team Group Roles, Send-A-Problem, Value Line, Uncommon Commonalities, Team Expectations, Double Entry Journal, Guided Reciprocal Peer Questioning, What if. Because the purpose of health education is the practice, therefore health specialists have to guide powerful and effective teaching method The application of cooperative learning in health education may improve its effectiveness.

• Hwankyungkyoyuk
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• v.16 no.1
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• pp.25-33
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• 2003

This study aimed to discern the educational meaning of nature experience activity in a nonformal educational program in Korea, focusing on the interaction between a teacher and learners. To achieve this objective, an ethnographic research method was employed using an environmental educational program for children in a nonformal setting. The results of study are as followings. Firstly, the teacher's belief-"young ecologist" shaped its own characteristics of the program. Secondly, the children had a understanding that they learn something about nature(e.g. learning by seeing, dlscovering, recollecting, and awakening). The analysis of teachers' ideas and learners' attitude toward nature experience shows that there exists a gap between the teachers' expectations and the actual ecological changes in the learners' ideas. However, the educational meaning of nature experience can be understood by the unique type of interaction between a teacher and learners. In conclusion, on the basis of this study, it is suggested that educators should be aware of the fact that nature experience can conttribute significantly to the education of children not just from the encounter with nature but also philosophically with regard to our connectedness with nature. Bringing nature into educational contexts can help children to take part in thoughtful perspectives of learning and to devise their own appropriate nature experience.