• 산업융합연구
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• 제10권1호
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• pp.13-26
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• 2012

The Purpose of this study was to review the theoretical background of burnout in child care teachers organization. Personal factors, Organizational factors, social factors and the factors affecting burnout I examined. The results of this study were as follows. First, Child care teachers need to be burnout to participate in Prevention programs. Second, child care teacher is required to ensure proper staffing, improved working environment through compliance with statutory working hours. Third, Various institutional arrangements required to control the variables affecting child care teachers. Fourth, Child care teacher's role to prevent excessive strategy is needed.

• 한국지구과학회지
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• 제24권2호
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• pp.82-92
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• 2003

This qualitative research describes unique features of seven exemplary science teachers' professional development activities. Description of excellence in effective teachers' professional development efforts will provide some insights into required inservice initiatives and support systems for teachers' professional learning. Exemplary science teachers' professional development activities can be classified into four types: (1) practicing classroom supervision, (2) participating in voluntary communities of teachers, (3) playing instructional leader roles in teacher training programs, and (4) continuing one's studies at a graduate school. One of the common features of these exemplary teachers was that they can both articulate what makes teachers professionals and practice in accordance with their perspectives. These exemplary teachers not only improved their own classroom practices, but also participated actively in various professional communities to share their practical knowledge with their colleagues. The teachers have formed special-interest groups to investigate better ways of science teaching. They also took an active role in teachers' in-service education. Teachers' quality practices lie at the heart of classroom change. However, it's important to remember that there must be a support system that sustains and encourages teachers' initiatives. The implications for the support system to encourage teachers' professional development efforts are discussed.

• 정보관리학회지
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• 제35권3호
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• pp.245-270
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• 2018

학교도서관이 학교에서 핵심적인 교육요소로서 제 역할을 다하기 위해서는 교사의 학교도서관의 역할에 대한 적절한 인식이 필요하다. 그러나 지금까지 학교도서관에서 교사인식은 외부 환경 요인으로 간주되어 왔다. 이에 본 연구는 교사의 학교도서관 인식이 학교도서관 요인에 의해 형성되었음을 전제로 하고, 그 요소들을 파악하는 데 목적이 있다. 이를 위해 초등학교 교사를 대상으로 조사한 설문 데이터를 통계적으로 분석하여 학교도서관과 교사인식 간의 관계를 검증하였다. 그 결과, 교사의 학교도서관에 대한 일반적인 인식은 비교과교육적이고, 이는 학교도서관의 활동에 영향을 받는 것으로 나타났으며, 따라서 학교도서관이 통제 가능한 요소로 판단되었다. 본 연구는 학교 교사의 학교도서관에 대한 인식을 도서관의 관점에서 적극적으로 해석하여 그 인식에 영향을 미치는 학교도서관 요인을 파악함으로써 교사인식의 개선방안을 학교도서관 활동에서 모색하였다는 점에서 그 의의가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.51-58
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• 2006

The language and the gestures of a teacher, generally, have a great influence on the effect of a lesson. This is because subject content is transferred to students by teachers' language and gestures. In the science lessons which focus on experiments, the language and gestures of both students and teachers will help the learning of scientific content. However, the role of gestures, despite its importance, has rarely been investigated in science education research. The role of gestures of students and teachers is a much needed area of study. This study investigated the gestures observed in the experimental process performed by students who participated in a science exploration activity. Students' gestures play an essential role in the successful performance of the experiment. and they could function as a process of solving the contradictory situation. In addition, the demonstration and the communication of gestures should be performed very cautiously. There were a number of implications for the long-standing problem of the relation between the understanding of science concepts and the performance of experiments.

• Educational Technology International
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• 제22권1호
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• pp.23-55
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• 2021

Under the context of the recent curriculum reform in Mongolia emphasizing technology integration in schools, the main purpose of this study was to examine external and internal factors that influence teachers' use of technology. This study aimed to investigate structural relationships between school support, technology use, and TPACK (Technological Pedagogical and Content Knowledge) among Mongolian secondary school teachers. This study was conducted with 208 secondary school teachers in Ulaanbaatar, Mongolia. Data were collected through an instrument that measures three factors: teachers' use of technology, TPACK, and school support. The results indicate that TPACK has a partial mediation effect on the relationship between school support and the use of technology. The contribution of this study lies that it examines the complex relationships between internal and external factors affecting teachers' technology integration, especially among Mongolian teachers who are less researched in the existing literature.

• 한국생활과학회지
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• 제15권6호
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• pp.905-917
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• 2006

The purpose of this study was to examine what parents really want to daycare center and how much they are satisfied with the daycare service they use. This study also explored how exactly daycare teachers recognize the parental needs and satisfaction on daycare service. One hundred and seventy one parents who send their child to a daycare center in Seoul, and one hundred and thirty five teachers from the same daycare centers participated in this study. Parents were asked about their needs and expectation on daycare service and the degree of satisfaction on the daycare center (including educational facilities, teacher's role, specific programs, etc.). Teachers provided answers about their understanding on what the parents want and how much parents are satisfied with their daycare center. Results revealed that parents are generally satisfied with the daycare service such as educational programs and educational facilities and teachers' role conducting. However, some parent-teacher differences were found in their perception on the levels and domains of parental expectation and satisfaction with daycare service. The parent-teacher differences would give very practical tips for teachers, who plan and conduct everyday daycare programs and actually interact with children in the setting for better daycare service.

• 이베로아메리카
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• 제23권2호
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• pp.135-178
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• 2021

A teacher's talk does not make a simple delivery of information. It reflects the role of the teacher, since the language used by a teacher intervenes in a crucial way in the complex mechanisms that underlie teaching and learning of foreign languages. In this sense, the ways in which teachers give feedback have an impact on the process, not only of learning, but also of teaching. The important role of emotional factors in learning has resonated strongly in the intuition of many second and foreign language teachers. As a result, over the past three decades, research on foreign language acquisition has confirmed the hypothesis that language learning is enhanced by rapport between teacher and student. This study analyses the positive feedback given by native Spanish teachers in the context of university classes in Korea. The positive words from a language teacher are related to forming emotional factors such as motivation, attitude, interest, self-confidence, self-esteem, anxiety, and empathy, which directly influence in the acquisition of Spanish. 35 hours of oral practical classes taught by three native teachers of Colombian, Spanish and Mexican nationality were examined. According to the result, almost all the correct answers from students were corresponded with some type of positive feedback. The most frequent strategies are making a compliment, an approval, a repetition, and laughter or non-verbal cues. It is interesting to observe that teachers don't use only a single strategy to provide positive feedback, but instead combine multiple ways to enrich the positiveness of the feedback.

• 한국치위생학회지
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• 제14권5호
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• pp.731-738
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• 2014

Objectives : The purpose of this study is to investigate the knowledge, practice, and awareness toward oral health in the special school teachers. Methods : A self-reported questionnaire was filled out by 133 teachers in special education schools in Seoul, Gyeonggi-do, Chungbuk, and Jeonbuk. Data were analyzed using the statistical package SPSS WIN 12.0 for frequency, t-test, one-way ANOVA, Scheffe test(post hoc test), and Pearson's correlation coefficient. Results : In oral health knowledge, the average score of female teachers was 8.31 in comparison to 7.75 in male teachers(p<.05). In oral health practice, the average score of female teachers was 3.71 and that of male teachers was 3.69. In oral health awareness, the average score of female teachers was 4.12 and male teachers had 3.93. The teachers in special schools had a close positive correlation between oral health awareness and practice(r=.448, p<.05). Conclusions : The teachers tended to have better knowledge of oral health but they did not practice the oral health behavior. The teachers have the important role in oral health management for the disabled children by providing the right toothbrushing method.

• 한국환경과학회지
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• 제26권5호
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• pp.661-674
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• 2017

This study used questionnaires to investigate how pre-service elementary teachers understand ocean acidification. As a result of gender, female teachers were more aware of ocean acidification than male teachers, but male teachers had a higher average rate of correct answers, with a lower standard deviation. Teachers from the natural sciences knew more about ocean acidification than did teachers the liberal arts. Teachers ranked environmental crisis in order of most dangerous to least dangerous as follow: global warming and the greenhouse effect, ozone depletion, ocean acidification, and acid rain. About 46.7% of teachers learn about ocean acidification through education, followed by broadcasts, school lectures and the internet. The educational materials most desired for teachers were videos related to ocean acidification. Pre-service elementary teachers have two broad perspectives on ocean acidification. Firstly, they refer to economic loss and food shortages, and secondly, they note that there is a need for improved awareness and publicity about ocean acidification. The role of elementary school teachers is important because their awareness of environmental issues has a considerable effect on teachers perception of the environment. Revitalizing education on ocean acidification and government support are necessary to effectively communicate the seriousness of ocean acidification. Lastly, we need to study ocean acidification in detail so as to be able to persevere toward protecting our ocean ecosystem.

• 한국보육지원학회지
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• 제11권1호
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• pp.101-128
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• 2015

본 연구는 자유선택활동의 의미와 자유선택활동 시간의 교사 역할에 대한 예비유아교사의 인식을 살펴보는데 목적을 두었다. 이를 위해 현재 유아교육과 3학년에 재학 중이며 보육실습에 참여한 학생 69명이 실습 중에 작성한 반성적 저널 및 은유하기와 이미지 그림, 면담 기록을 분석하였다. 연구 결과, 예비유아교사들이 인식한 자유선택활동의 의미는 '가슴 설레는 축제', '울타리 있는 놀이터', '배움을 찾아가는 여행'으로 요약될 수 있으며, 자유선택활동 시간 교사의 역할에 대한 인식은 '함께 하는 교사', '끌어주는 교사', '바로잡아주는 교사', '북돋아주는 교사'로 정리될 수 있다. 이러한 결과를 통해 예비유아교사들이 자유선택활동의 의미와 교사의 역할 수행에 대한 균형 잡힌 시각과 인식을 형성할 수 있도록 돕는 교육이 직전교육과정을 통해 체계적으로 이루어져야 할 필요가 있음을 알 수 있다.