• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.12-19
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• 2011

This study aimed to analyze the teachers' cognitions about the primary science textbooks(experiment and observation) used in elementary schools. This study surveyed 211 teachers in Seoul and Gyeonggi province. The data were statistically analyzed by SPSS WIN 10.0. The results of this study are as follows : Most of the teachers showed positive opinions on the directions of the compilation of experiment and observation textbook. Teachers used experiment and observation textbook as summary notes, experiment reports and evaluating methods. The experiment and observation textbooks should be compiled and reorganized in order as follows : Lesson introduction, inquiry activities, and intensive and supplementary activities which are followed by space of description in experiment and observation textbook.

• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.163-179
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• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.316-324
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• 1995

The purpose of this study was to investigate the perceptions of teachers attended at the first environmental education program for certificate of the second-major regarding environmental education and to provide reference materials for development of environmental education program and environmental textbooks. A survey methodology was used in the study. A survey, having 13 items, was developed by the researchers. The subjects consisted of 80 teachers. Teachers revealed their opinions about six categories of the survey including environmental subjects, environmental problems, middle school environmental textbook, their knowledge concerning environment, the time taught in school about environment, and teachers education. Results from teachers' data suggested directions for improvement of environmental education program and environmental textbooks.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.473-486
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• 2001

The study aimed to evaluate an activity-oriented extracurricular science program as informal science education through the assessment of opinions of student participants and lead-students and lead-teachers who organized the program. An 'Exciting Science Fair' was designed by science teachers and students and provided for 857 students for two days in early 1998. Students chose a course of science activities designed by different levels of student knowledge and interests. During their own science activity courses, the participating students were grouped as pair of two students and guided and facilitated by lead-students. A survey instrument was developed by researchers and asked respondents' opinions of 121 participating students, 72 lead-students, and 19 lead-teachers to the significance of program goals, degree of goal achievement, and program planning and management system before and after the program. It was found that most student participants, lead-students and lead-teachers satisfied with the efficiency of the program. However, it was recommended that the program should place more emphases on engaging student participants in science activities, strengthening scientific inquiry through activities, and increasing science content related to student daily life. It was also suggested that advertizement of the program be publicized in advance through media, an effect teaching-learning strategy for lead-students be developed, and collaboration among lead-students and lead-teachers be improved.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.213-224
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• 2001

This study was conducted to explore the communication processes and contents between cooperating teachers and their student teachers during student teaching conferences. To reach this purpose, five research questions were generated. 15 cooperating teachers and their 15 student teachers from 9 kindergartens located in Seoul and Ilsan city participated in the study. The conferences of each dyad were tape-recorded for further analysis. "Analyzing System for Interaction of Learning" designed by Thies-Sprinthall was used to analyze the data. The research findings were as follows: First, cooperating teachers talked more than the student teacher during the conference. Second, the cooperating teachers used more directive talk than indirective talk. Third, the speaking patterns of the student teachers revealed that student teachers express their opinions frequently(55.6% of total pattern). Fourth, cooperating teachers focused their remarks more on the instructional issues(48.5%). The cooperating teachers emphasized on the operation of class(23.1%), other subject(12.3%), practical guidance(10.7%), self-assesment(5.4%) in order. Fifth, the most emphasized issue by student teachers was the instructional matters which was reported by 53.4% of the entire subjects.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.253-267
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• 2014

This study aims to analyse the effectiveness of the mathematics teacher's training program: whether the training program is effective to improve mathematics teachers' professional competency of the developing assessment instrument (including items) or not. The teachers who were attendee of the program did pre-test before the program and post-test after the program. They wrote the opinions on the pre-developed items which had many errors in the beginning and discussed their opinions each others in the middle of program. The differences between pre-test and post-test and between opinions in the beginning and in the middle were analysed. The first result of the study is that the teacher's professional competency which is evaluated as self-perceived points is improved with regard to understanding the standardized test, item difficulty and item discrimination. Secondly, the proportion of the opinion with concrete reasons is increased as the program progressed. Thirdly, the effective elements of the program are the discussion in the group, discussion between groups, and feedback from the instructor. But the ineffective element of the program is the insufficient time for practicing.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.358-368
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• 2008

The purpose of this study is to gather background data of teacher's performance of the fisheries and shipping industries high schools. This data will provide direction for advancing teacher's performance of the fisheries and shipping business high school,s by investigating and analyzing variables related to teacher's performance. This study focused on the opinions of thirty teachers within the fisheries and shipping business high schools. The conclusions of the study were as follows: First, teachers continually seek goal achievement, rewarding jobs, and a feeling of self-worth. However, it was found that male teachers have stronger task performing ability and form stronger relationships with their partners than female teachers. Second, it was shown that teachers have a much higher percentage of ability to teach. Particularly, male teachers are generally higher than female teacher. Third, it was shown that teachers have a much higher percentage of ability to teach, but it is required that they both get equal participation opportunity as there is a little difference between male teachers and female teachers. Fourth, it was found teachers exhibited a lower percentage rate of ability to manage activities, and required further development of programs for expansion of professionalism of this field.

• The Mathematical Education
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• v.41 no.3
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• pp.273-289
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• 2002

It tends to be emphasized that mathematics is the important discipline to develop students' mathematical reasoning abilities such as deduction, induction, analogy, and visual reasoning. This study is aimed for investigating the present state about mathematical reasoning in secondary school. We survey teachers' opinions and analyze the results. The results are analyzed by frequency analysis including percentile, t-test, and MANOVA. Results are the following: 1. Teachers recognized mathematics as knowledge constructed by deduction, induction, analogy and visual reasoning, and evaluated their reasoning abilities high. 2. Teachers indicated the importances of reasoning in curriculum, the necessities and the representations, but there are significant difference in practices comparing to the former importances. 3. To evaluate mathematical reasoning, teachers stated that they needed items and rubric for assessment of reasoning. And at present, they are lacked. 4. The hindrances in teaching mathematical reasoning are the lack of method for appliance to mathematics instruction, the unpreparedness of proposals for evaluation method, and the lack of whole teachers' recognition for the importance of mathematical reasoning

• Journal of Korean Home Economics Education Association
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• v.7 no.2
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• pp.103-112
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• 1995

The purpose of this study was investigate teachers’demands for home economics guidebooks of senior high school. Home economics teachers of the 379 schools were systematic all selected in nationwide random sampling, and over half of them responded to the mailed questionnaire. These data were analyzed using frequency, percentage, t-test, crosstab ulations, one-way ANOVA, Pearson correlations. The findings of this study were as follows: 1) Three kinds of guidbooks and textbooks were mainly used, and over 50% of teachers were using more than one guidebooks to prepare lectures, specially, housing unit. But the satisfaction with the guidebooks was about average. 2) Teachers had different opinions on the information in the housing unit of the guidebook. 3) The most respondents updated statistics, pictures, and practical materials.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.21 no.3
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• pp.161-167
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• 2010

Objectives: In assessing behavioral/emotional problems in school-aged children, the importance of multi-informant reporting has been well documented. However, in clinical settings obtaining multiple informants' opinions has proven difficult. For that reason, we researched the agreement and predictive validity of the Child Problem-Behavior Screening Questionnaire (CPSQ) in order to reveal how accurate parents' assessments reflected teachers'opinions. Methods: We conducted the first screening for second- and third-grade children from 3 elementary schools in Seoul from 2003 to 2007 using the CPSQ. There were 1178 children included in the analysis. We then administered the Korean version of the Child Behavior Checklist (K-CBCL) as a second screening tool and subsequently, the ADHD Diagnostic System (ADS) and the Korean Educational Development Institute version of the Wechsler Intelligence Scale for Children (KEDI-WISC) was administered by a psychiatrist. We examined each item on the CPSQ and the subscale's agreement between parent and teacher as well as the predictive validity of the CPSQ in children diagnosed with emotional/behavioral problems. Results: The agreement rates between parents and teachers appeared high for questions 18 (0.433), 1 (0.385), and 2 (0.325). Among the subscales, a relatively high correlation was found for externalizing problems, attention deficit hyperactivity disorder, and cognitive problems. For all diagnosed children, their parents revealed a higher sensitivity and lower specificity than teachers. Conclusion: From these results, we confirmed that the CPSQ can be useful for sorting out externalizing and cognitive problems. There is a need for further study, however, with a larger sample size.