• 한국과학교육학회지
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• 제29권5호
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• pp.580-591
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• 2009

본 연구의 목적은 예비 과학교사들이 교육실습 중 겪는 어려움에 대해 분석하고 이를 통해 사범대학 교육과정에 대한 시사점을 얻기 위한 것이다. 56명의 중등 예비 과학 교사들은 교육실습 동안의 일화에 대해 기록하도록 요구받았다. 중등 예비 과학교사들은 수업지도와 관련해 가장 많은 어려움을 겪은 것으로 나타났다. 학습자 흥미 유발과 주의 집중, 적절한 발문 구성, 학습자의 수준을 파악하는 것 등이 특히 어려웠던 것으로 응답했다. 실험 지도와 관련해 예비 과학교사들은 실험 수업 중 학생들을 어떻게 통제할 것인가에 대해 노력을 많이 한 것으로 나타났다. 예비 과학교사들은 생활지도와 관련해 상담 시간이 부족했고 상담 내용이나 수준이 불만족스러웠던 것으로 나타났다. 따라서 사범대학 교육과정을 더욱 내실있게 운영하기 위해서는 교육실습의 이행 뿐만 아니라 피드백을 통해 꾸준히 개선시켜나가야 할 필요가 있다. 특히 교사 전문성 계발 기준에 기초해 사범대학 교육과정을 보다 체계화할 필요성이 있다.

• 한국보육지원학회지
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• 제14권6호
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• pp.171-185
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• 2018

Objective: This study aimed to investigate the influence of child care center managers' coaching leadership on teachers' motivational self-concepts via middle managers' coaching leadership. Teachers' motivational self-concepts consisted of personal self-concept and social self-concept. Methods: A questionnaire survey was conducted on 475 child care center teachers regarding teachers' recognition of the coaching leadership of managers and middle managers and motivational self-concepts of teachers. To analyze the collected data, the path was examined through descriptive statistics, correlation analysis, structural analysis using Amos, and the mediating effect was confirmed by conducting the Sobel Test. Results: The middle manager's coaching leadership was found to mediate the pathways from the manager's coaching leadership to the teacher's social self-concept, but did not mediate the personal self-concept of teachers. Conclusion/Implications: This study showed that the manager's coaching leadership was mediated by the middle manager's coaching leadership and that the manager's coaching leadership had an influence on the social self-concept of teachers. These results imply that both managers and middle managers need to develop coaching leadership skills in order to improve the motivational self-concept of teachers, which is important for work efficiency at child care centers.

• International Journal of Computer Science & Network Security
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• 제22권3호
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• pp.129-134
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• 2022

The primary goal of any classroom is effective teaching and student learning, with an emphasis on changing negative students' behaviors into positive ones. This change can occur when students' behavior is always at the forefront of teachers' educational goals. The current study aimed to reveal the experiences of special education teachers in dealing with the behavioral problems that students with disabilities show by identifying behavioral problems among students with disabilities and investigating the efficacy of the application of behavior modification plans and strategies designed to address the behavioral problems presented by students with disabilities. The researcher used a qualitative phenomenological approach, and the study tool consisted of semi-structured interviews that consisted of (13) questions directed to (10) special education male and female teachers who work in special education centres and institutes. The data were analyzed using the thematic analysis method. The findings of the study showed that the most undesirable behaviors prevalent among students with disabilities in the classroom were aggression, bullying and ADHD. The actions taken by teachers in confronting these behaviors were not systematic and were carried out randomly, as no behavior modification plans were applied. The most important strategies used by teachers in facing behavioral problems were applied behavioral analysis (ABA) strategies such as reinforcement, punishment and ignoring. The results have many important implications for future practice, including the need to conduct practical training courses for special education teachers to implement behavior modification plans and develop methods of measuring inappropriate behavior.

• 대한지역사회영양학회지
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• 제21권2호
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• pp.152-164
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• 2016

Objectives: This study was conducted to investigate the status and need for nutrition and dietary life education among nutrition teachers at schools. These characteristics were analyzed if they were different between elementary schools and middle-high schools. Methods: Subjects were 151 nutrition teachers from 70 elementary schools, 41 middle schools and 40 high schools in 17 cities nationwide selected by two-stage stratified cluster sampling process. Survey questionnaires included the items on general characteristics, status and need assessment for nutrition and dietary life education. Chi-square test or t-test was used for data analysis by school groups. Results: Nutrition education was implemented at 65.7% of elementary schools and 51.9% of middle-high schools. Nutrition education was mainly performed in 'discretionary activities extracurricular activities' at elementary school and through 'newsletters, school homepage, foodservice bulletin board' at middle-high school (p<0.001). The most needed topic for nutrition education in nutrition teachers was 'healthy dietary habits and table manners' and this was not significantly different by school groups. Responses on adequate frequency (p<0.01), methods used for nutrition education (p<001), materials for nutrition education (p<0.001), information sources for nutrition education (p<0.001) were significantly different by school groups. Major tasks for activating nutrition education included 'securing the time for implementing nutrition education by reducing work loads' and 'developing standardized nutrition education materials' in schools. Conclusions: Nutrition education at schools might be activated by improving working conditions of nutrition teachers and developing the practical programs that reflect the needs of nutrition teachers.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제20권1호
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• pp.101-115
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• 2017

본 연구의 목적은 초등 예비교사들의 관점에서 수학 수업을 관찰하면서 동기 유발의 측면을 중심으로 동기 유발의 내용 및 방법, 그리고 예비교사들의 동기 유발에 대하여 분석하는 것이다. 연구 참여자들은 서울 지역의 2학년 또는 3학년에 재학 중인 예비교사 62명이었다. 이 예비교사들이 1주 또는 2주간의 교육실습 중 수학수업의 동기 유발 부분을 집중적으로 관찰한 후, 자신들의 관점에서 수학 수업에서의 동기 유발에 대한 분석한 결과와 의견을 제시하도록 하였다. 연구 결과, 예비교사들은 동기 유발을 주로 학생들의 흥미를 진작하기 위한 것과 주위집중을 위한 것으로 생각하였다. 동기 유발의 시간은 평균 5분 50초이고, 제한된 자료만을 사용하여 동기를 유발하였다. 연구자는 동기 유발 내용 및 방법이 차시의 목표와 세밀하게 연계할 수 있는 방안에 대한 후속 연구를 제언하였다.

• 컴퓨터교육학회논문지
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• 제16권1호
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• pp.97-110
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• 2013

본 연구는 교육정보공유체제의 이용 활성화를 위한 방안을 제안하고자 주 사용자인 교사들의 요구사항을 분석하였다. 교사들이 생각하는 현행 시스템의 문제점과 개선점 및 희망 컨텐츠가 무엇인지에 대한 세 가지 연구과제를 설정하고, 구체적인 의견 수렴을 위해 개방형 설문을 실시하였으며 NVivo 10 프로그램으로 분석하였다. 현 시스템은 기능적 문제, 자료의 신뢰성 부족 문제, 공유 및 활용을 위한 체제 문제를 갖고 있으며, 교사들은 개인의 상황에 맞는 매우 다양한 자료들을 요구하였다. 이에 본 연구에서는 맞춤형 검색이 가능한 새로운 검색엔진 도입, 컨텐츠 저작 도구 탑재 등의 웹사이트 기능 개선을 제안하였다. 또한 다양한 교사의 요구를 만족하기 위하여 교사가 주도적으로 컨텐츠를 생산 공유 유통할 수 있는 오픈마켓 서비스 체제를 제안하였고, 교사들의 교육정보공유체제 이용을 활성화하기 위해 저작권의 문제가 선결되어야 함을 강조하였다.

• Child Health Nursing Research
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• 제17권1호
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• pp.10-21
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• 2011

Purpose: The purpose of this study was to investigate issues and needs related to child health management as recognized by teachers in day care centers. Methods: Data were collected from 130 teachers from 20 day care centers. Each teacher was interviewed in depth and the data were examined through content analysis. Results: For issues on child health management, the analysis scheme consisted of 10 categories and 36 subcategories. For needs on child health management, the analysis scheme consisted of 10 categories and 37 subcategories. Teachers indicated that tools for physical examination and playgrounds were insufficient and they had difficulty in controlling attendance of infectious children. They also indicated the lack of a linkage between day care centers and hospitals, lack of knowledge of health management, high teacher versus child ratio, and lack of help and budget needed for health care. Conclusion: The results of this study suggest the need to develop a linkage between day care centers and medical institutions. Also there is a need to provide support from health care personnel, health education for teacher, health management manuals for teachers, and financial aid to satisfy the needs for health management in day care center for children.

• 한국초등과학교육학회지:초등과학교육
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• 제30권3호
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• pp.296-304
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• 2011

In this study, elementary school teachers' needs for the teachers' manual for science instruction were investigated. The participants were 143 elementary school teachers. The test for needs analysis consisted of thirty-seven 5-point Likert-scaled items: Seven items for the professional knowledge category, fourteen items for the laboratory category, ten items for the instruction category, and six items for the design category, respectively. Teachers' background variables such as sex, age, teaching career, major, and the frequency of using teachers' manuals for science instruction except for the teachers' manuals for science textbooks were also examined. The results indicated that elementary school teachers' needs were generally found to be high, which means they are not satisfied with the current teachers' manuals for science textbooks and/or other teachers' manuals for science instructions. In addition, teachers' needs for the laboratory category tended to be higher than those for the other categories. In several items, elementary school teachers' needs were also found to be different in terms of their characteristics.

• 정보교육학회논문지
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• 제26권5호
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• pp.427-437
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• 2022

이 연구는 디지털 교과서 개발에의 시사점을 도출하기 위해 초등 교사의 디지털 교과서에 대한 인식을 살펴보는 데 목적이 있다. 이를 위해 먼저, 디지털 교과서의 기능을 8가지로 설정하고 각 기능마다 2개~6개의 세부기능을 설정하였다. 이후 이 기능을 기준으로 전국의 초등 교사 372명에게 디지털 역량에 대한 인식, 코로나19 이후 디지털 교과서 활용 경험, 디지털 교과서에 대한 인식을 묻는 설문을 실시하였다. 디지털 역량 인식에 따른디지털 교과서에 대한 인식을 살펴보기 위해 단순회귀분석을, 디지털 교과서 활용 경험에 따른 디지털 교과서에대한 인식을 분석하기 위해 일원배치 분산분석의 방법을 활용하였다. 분석 결과, 초등 교사의 디지털 역량에대한 인식은 디지털 교과서의 모든 기능에 대한 필요성을 인식하는 데 정적인 영향을 미치는 것으로 나타났으며, 특히 디지털 역량이 필요하고 중요하다고 인식할수록 디지털 교과서의 '운영 및 관리 기능'에 대한 필요성을 높게 인식하는 것으로 나타났다. 또한, 디지털 교과서를 자주 사용하는 교사들이 그렇지 않은 교사보다 '검색'과 '저작 도구 제공' 기능을 제외한 디지털 교과서의 기능에 대한 필요성을 높게 인식하는 것으로 나타났다. 이러한 결과는 현장 친화적인 디지털 교과서를 성공적으로 개발하기 위해 초등 교사의 디지털 역량에 대한 긍정적인 인식 제고와 디지털 교과서 사용 경험의 확대를 지원할 필요가 있음을 시사한다.

• 대한지역사회영양학회지
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• 제21권1호
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• pp.12-24
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• 2016

Objectives: The objectives of the study were to investigate the school nutrition teachers' perception on their job and to find out recommendations needed for its improvement in order to provide a quality foodservice and nutrition education at schools. Methods: A total of 219 school nutrition teachers in Seoul were surveyed using selfadministered questionnaires. Results: The perceived importance of the 16 job duties was rated 3.8 based on a 5-point scale (1: very unimportant - 5: very important). The importance of six duties including nutrition management, production management, nutrition education, and food safety management were rated over 4 point but that of record-keeping for documents, official reporting, and service management was rated the lowest. Importance-Performance Analysis showed that nutrition management, receiving/storage management, production management, menu management, food safety management, and equipment/facilities management should be emphasized to maintain the current performance of duties. The performance of the nutrition education and counseling needed to be improved since the importance scores were greater than average but the performance scores were lower than the average. Official reporting and miscellaneous jobs were rated the highest for simplification need. More than half of the respondents agreed that equipment/facilities management, miscellaneous jobs, service staff supervision, and service line supervision could be allocated to other school departments. Conclusions: School nutrition teachers should invest more time and resources on their core job duties such as nutrition management, production management, food safety management, and nutrition education for providing quality foodservice and nutrition education. To reflect the environmental changes of school foodservice, a reasonable staffing index of school nutrition teachers needs to be developed. In addition, hiring an assistant or implementing school nutrition teacher internship programs can be useful to reduce workloads of the nutrition teachers.