• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.396-402
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• 2022

The study deals with the problem of the formation of pre-service teachers' reflective skills in information environment. The role of reflection as a mechanism of formation of a modern teacher's self-consciousness was cleared up. The technology of formation of pre-service teachers' reflective skills was characterized and tested. The main stages of the technology were: a motivational and cognitive stage, a problematic and practical stage, and a reflective and operational stage. The substantiated pedagogical conditions of formation of pre-service teachers' reflective skills were adhered. The criterial and evaluative characteristics of the formation of pre-service teachers' reflective skills were worked out: components (reflection of personal conformity, reflection of the psychological and pedagogical barriers, reflection of professional growth); criteria (criterion of consistency, criterion of difficulty, criterion of potential); indicators (cognitive-evaluative, value-motivational, activity-creative). The levels of formation of pre-service teachers' reflective skills (insufficient level, acceptable level, and optimum level) were determined. The analysis of students' surveys showed the effectiveness and expediency of using the technology of formation of pre-service teachers' reflective skills in the process of professional training.

• Korean Journal of Childcare and Education
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• v.6 no.2
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• pp.83-115
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• 2010

The purpose of this study is to reveal the insights that teachers has learned through developing preschooler's classroom into field-trip-oriented ones with role play areas. The data of this study was collected from participatory observation and in-depth interviews, which included videos, photos, teachers' journal, descriptive questionnaire, and interview records. The whole process of organizing role-play oriented class was composed of four steps: activities before the trip, activities on-the-spot, activities after the trip, and its evaluation. Firstly, activities before the trip were making the lists of questions, deciding children who ask the questions, making rules on the trip, understanding the purpose of the trip. Secondly, on-the-spot activities included having a tour of the place and asking the questions. Thirdly, activities after the trip was constructing the classroom into small real world with various sections. This required the teachers to reflect the field trips, make plans how to construct, prepare for the data, and furnish the classroom with role-play areas. In the process of furnishing the classroom with small real world, the field trips played a big role as the learning opportunities for language development, and keeping public rules.

• The Journal of the Korea Contents Association
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• v.9 no.8
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• pp.423-432
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• 2009

This paper focuses on gender studies with respect to language education for KFL(Korean as a foreign language) students. It also attempts to view the role of gender as exerting influence on language learning and teaching, and surveys KFL teachers' awareness of the role of gender in Korean language education. It is conceivable that teachers who are aware of differences between female and male will be able to take these into account in their teaching; in doing so they will be more effective in their teaching than if they were to teach in ignorance of these differences. The survey for the teachers' awareness of gender difference was conducted through teachers' discussion as the follow-up measure of the questionnaire. A few teachers do not have a clear idea about the importance of gender differences in language teaching, but the majority have cognizance of the matter. For this research, a questionnaire was administered to 71 subjects, consisting 37 intermediate KFL students and 34 advanced KFL students. The result of the questionnaire reveals that 50.4% subjects use their words and intonation without recognizing the gender difference, on the other hand, 49.6% subjects recognize the gender differences in Korean language use. The result should be adopted as a sociolinguistic factor for the contents of second language education.

• The Korean Journal of Community Living Science
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• v.19 no.4
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• pp.597-609
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• 2008

The purpose of this study was to examine the effects of stress on child care teachers' with relation to job turnover, occupational turnover and the moderating role of personal accomplishment. The subjects were 153 child care teachers in Gyeonggi-Do. Data was analyzed through Pearson's correlation, multiple regressions using the SPSS12.0. This study showed that work overload and administrative problems in child care centers were significant predictors of a teachers' intention to change their job. Also, the stresses of human relations such as with children or co-workers were significant predictors of a child care teachers' intention to change occupation. Personal accomplishment was suggested to reduce the negative results of work overload and stress.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.67-82
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• 2003

This paper is aimed at the investigation of the teacher's perspectives on students' language anxiety. The teachers who participated in this study include six Asian ESL teachers from four different countries: Korea, Japan, Taiwan, and China. The methodology employed by this case study, helped to determine teachers' perspectives on students' language anxiety. This study, which was conducted by means of in-depth interviews with six experienced language teachers, offered some alternative insights on language anxiety from a different perspective. The findings indicate that the participants' views on language anxiety management seem to be fairly consistent with their own beliefs about teaching and their own assumptions about the role of the teacher.

• Publications of The Korean Astronomical Society
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• v.30 no.2
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• pp.725-727
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• 2015

The Malaysian Space Agency (ANGKASA), with cooperation of the Ministry of Education of Malaysia, has organized the Astronomy Workshop for Primary and Secondary School Teachers since 2008 at the National Planetarium. The workshop was organized to provide science teachers with basic knowledge of astronomy in accordance with the school syllabus, with the hope that they can acquire sufficient knowledge in the field of astronomy to enhance their teaching activities in school. In this workshop, teachers will be introduced to night sky simulations in our space theater, a planetarium show, daytime and night time observation activities, hands on activities, and visits to the planetarium's observatory and exhibition gallery. Besides this, in the workshop they will share teaching experience with planetarium staff. Educational materials are also distributed to all the teachers as reference for their teaching. In this paper presentation, we would like to show how the National Planetarium plays an important role to help teachers in teaching astronomy in schools.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.253-268
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• 2008

This paper has two major purposes. One is to introduce the essentialist methodology as a way to articulate subjective aspects of human beings (e.g. teachers' personal values and concerns, philosophies, subjective experiences, etc.) at a deeper level. And the other is to present two portraits, as examples, of science teachers who actively address socioscientiifc issues (SSI) out of their own motivations. The primary data source was consecutive in-depth interviews with two science teachers, Jenna and Thomas, and the interviews were conducted on the basis of the principle of the "participant as ally" (Witz, 2006). The articulation based on the essentialist methodology shows that teachers' deep-rooted values and convictions often play a significant role as a personal social capital enough to expand their teaching practice (i.e. teaching SSI). Namely, this study confirms that teachers who are motivated out of their own convictions are likely to actively develop their own personal practical knowledge, and to implement particular topics or teaching strategies.

• Journal of Korea Society of Digital Industry and Information Management
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• v.14 no.2
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• pp.69-78
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• 2018

When it comes to the value of modern education, teachers are required to perform the role of a helper to promote interaction between learners, the role of a manager to facilitate smooth learning, and the role of a guide who has expert knowledge in the learning contents. Therefore, this study investigated what kind of learner-centered teaching methods there are, which require teachers to perform the roles of helper, manager, and guide, and conducted a pedagogical research on coding education to explore class models for self-directed learning. Subsequently, a class model was proposed by applying the flipped learning and havruta learning to a coding class. In this study, the learner-centered education methods of flipped learning and havruta method were applied to constructing a coding class as a university general education course. The feature of this class is that it enables dynamic interaction between teachers and learners as well as active interaction between leaners in a classroom instruction. After applying the proposed method to the actual class and analyzing it, the students taught using suggested method were more positively assessed in learning interest than those taught using a traditional method. And that in academic achievement as well, suggested method was more effective.

• Human Ecology Research
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• v.51 no.5
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• pp.527-535
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• 2013

The objective of this study was to investigate whether childcare teachers' job satisfaction plays a mediating role between their intention to change jobs and directors' emotional leadership. The participants of this study were 282 childcare teachers in Seoul. The instruments for this study were Director's Emotional Leadership Scale (2 factors with 18 items), Childcare Teacher's Job Satisfaction Scale (K-CTJSS, 6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). These instruments were verified by Cronbach's ${\alpha}$ as a reliability and factor analysis as a validity. The data were analysed by Pearson's productive correlation, stepwise multiple regression and path analysis by the SPSS ver. 20.0 and AMOS ver. 20.0. The results were as follows: First, there were significant negative correlations between directors' emotional leadership and childcare teachers' intention to change jobs, and between childcare teachers' job satisfaction and their intention to change jobs, whereas there were significant positive correlations between directors' emotional leadership and childcare teachers' job satisfaction. Second, the directors' emotional leadership was explained by 22% and the childcare teachers' job satisfaction was explained by 9% of their intention to change jobs. Last, the childcare teachers' job satisfaction mediated between the directors' emotional leadership and childcare teachers' intention to change jobs.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.87-103
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• 2020

Objective: This study controlled the SES(Socio Economic Status) in order to compare the influence of infants' nonverbal communication ability and teachers' sensitivity on the infants' adjustment to child care centers. Methods: For this study, data was collected 115 mothers with one-year-olds'(58 boys, 57 girls) and from 115 teachers from fourty-eight child care centers located in Seoul and Gyeonggi Provincet data. The collected data were analyzed by correlation analysis, hierarchical multiple regression analysis using the SPSS 23.0 program. The results of this study are as follows. Results: First, infants' adjustment to child care centers showed a statistically significant relationship with infants' nonverbal communication ability and teachers' sensitivity. Second, among the variables explaining infants' adjustment to child care centers, the effect of teachers' sensitivity was higher than the effect of infants' nonverbal communication ability. Conclusion/Implications: This study confirmed that teachers' sensitivity is a strong factor explaining infants' adjustment to child care centers. We also emphasized the importance of the role of teachers, providing basic data on the development of education for child care teachers and education for improving sensitivity.