• 한국사회복지학
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• 제58권1호
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• pp.5-29
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• 2006

본 연구는 통합교육의 주체인 유아교사의 개인적인 변인들이 통합교육에 대한 교사의 인식과 태도에 미치는 영양을 분석하여 향후 장애유아 통합교육의 성공적이고 올바른 구현을 위한 기본전략 구상의 기초자료를 제공하는데 그 목적이 있다. 이를 위해 어린이집 교사들을 대상으로 설문조사를 실시하여 교사경력, 직급, 학력, 통합교육, 경험, 장애관련 연수의 개인적인 변인들이 통합교육에 대안 교사의 인식과 태도에 미치는 영향력을 분석하였다. 분석결과 교사 개인적인 변인들은 인식과 태도의 각 하위영역별로 각기 다른 차이와 영향강도를 보이고 있으나, 통합교육 경험과 장애관련 연수경험이 주요한 영향을 미치는 것으로 나타났다. 따라서 이러한 결과들을 바탕으로 교사들의 현직교육을 활성화하여 장애관련 연수나 통합교육에 관한 실습 등을 실시하는 방안을 제시하였다.

• 한국환경교육학회지:환경교육
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• 제10권2호
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• pp.157-174
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• 1997

The purpose of this thesis is to study recognition and attitude between teachers and students about school environmental education. The data for this study were collected by administering interviews with seven hundred sixty three teachers and one thousand six hundred fifty six students, and make comparison between these teachers and students recognition and attitude for the environmental education by use of research are as follows. The conclusion of this research are as follows. First, In the study of teachers and students recognition and attitudes about environmental education, though they are interested in it, they lack in knowledge and ability to solve real environmental problems. Also, environmental education tends to be dealt with indifferently and formally because of the burden of entrance examination and lack of material concerned. Second, the recognition and attitude of the teacher-student group about the school environmental education have meaningful difference in each region. The suggestions for the improvement of the environmental education based on these conclusions are as follows. First, the more efficient methods and materials of the school environmental education must be developed in order that students may understand the complex property of the environment and at the same time have the ability to improve the environmental quality. Second, the cooperating system of environmental education including the teacher- student- student's parents' should be established in order to develop the recognition and attitudes for the environment. And also for teachers group to get the more professional leadership about environmental education, government' support is needed.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.458-475
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• 2015

The purpose of this study was to analyze the responses of pre-service elementary teachers to the plant learning using plant-observation activities and observation journal writings. Thirty pre-service teachers participated in this study. Before and after practicing plant observation and observation journal writing for 11 weeks, pre-service teachers' interest to plants, attitude to plant-observation teaching, and plant-observation teaching efficacy were examined using a questionnaire. Also, the observation journals, reflective journal writings, and interviews were analyzed to investigate their qualitative change. In addition, the pre-service teachers were classified by multi-dimensional scaling and cluster analysis with respect to attitude to plant-observation teaching and observation journal writing, and teaching efficacy. While the pre-service teachers showed significant increase of the interest to plants and plant-observation teaching efficacy, and positive change of the attitude to plant-observation teaching, there was a little difference between gender with more positive effects on females. The positive attitude changes of pre-service teachers included positive recognition about plants and the diversity, increased interest and curiosity about plants, careful observation about nearby plants, and independent learning and positive inquiry with plants. In terms of teaching efficacy, they showed positive change such as enjoyment and satisfaction with plant-observation, confidence as elementary teachers in the future, and recognition about the importance of elementary teachers for plant education. However, the changes were different among the groups classified by attitude to plant-observation teaching and observation journal writings, and plant-observation teaching efficacy.

• 교육녹색환경연구
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• 제9권3호
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• pp.20-33
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• 2010

The purpose of this research is to investigate and analyze the recognition of students and teachers towards an influence of a subject classroom system to teacher's learning activities and student's learning attitude. The study was subjected to students and teachers at a school that has innovatively operated subject classroom system from before 2009. The results of the research are as follows. First, the result of investigation shows that the quality of class has been improved. The formats of managing class and class materials have become various. Second, there is an affirmative exchange in student's learning attitude, such as student's active participation, concentration, preparation and interest toward a class. Third, the fifty percent of teachers answered it that a block time system and intensive study system is required to manage an efficient subject classroom system. Lastly, the investigation shows that teachers and students are generally satisfied with running the subject classroom system. However, the satisfaction ratio of students is lower than the one of teachers.

• 정보교육학회논문지
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• 제16권1호
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• pp.1-10
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• 2012

본 연구에서는 S-러닝, 소셜 네트워크 서비스, 웹3.0 등의 최신 정보 기술 기반 교육에 대한 교사의 인식과 태도에 대한 조사를 하고자 한다. 우선 새로운 정보기술의 변화 인식, 최신 정보기술의 교육적 필요성, 정보기술의 교육적 영향에 대해 초등학교 교사를 대상으로 조사하였다. 분석 결과 그러한 최신 기술들에 대한 인식과 이해도는 낮았으나, 최신 기술을 활용한 교육이 중요하고 교육에 미치는 영향이 크다고 생각하였다. 또한 최신 IT의 교육적 활용 의지 및 최신 기술에 대한 연수에 대한 의욕은 높게 나타났다. 반면 관련 업무를 담당하거나 학생들의 교육에 적용하는 것에 대해서는 두려워하고 있음을 알 수 있었다. 이러한 결과들은 세대에 따라 다른 경향을 보였다. 이러한 연구는 향후 21세기 정보교육의 방향을 정하고 정착시키기 위한 중요한 역할을 할 것으로 기대된다.

• 대한지역사회영양학회지
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• 제15권1호
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• pp.137-148
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• 2010

This study was conducted on 175 child-care teachers, who participated in in-service education, to research the methods to improve child-care teacher's nutrition management capability for infants and children. Investigated results of child-care teachers' nutrition knowledge, dietary attitude status, and needs on nutrition education in child-care centers are as follows: The score of child-care teachers' nutrition knowledge was 10.83 points out of 15, which is about 72%. Total score increased as teachers' age but not significantly different from their career duration, since teachers who have a child-care career less than 5 years acquired 10.91 points, which is higher than 10.64 points of teachers having more than 5 years of child-care career. Teachers' average recognition to the nutrition knowledge was 90.6%, increased significantly by the older they are, and decreased according to the accumulation of their career. The average accuracy of the nutrition knowledge was 79.7%, increased in proportion to the teachers' age. The marks of child-care teachers' dietary attitude were 41.3 points (possible score range 5-50) and 83%, older teachers tended to have more desirable dietary attitude. As indicated by the increment of child-care career, the score of emotional attitude tended to be increased but which of cognitive and behavioral attitude showed a declining tendency. Nutrition information which child-care teachers were mainly interested in were correct selection of food (58.1%), obesity and weight management (52.7%), and nutrient content of food (44.9%). Nutrition education contents which child-care teachers needed were 'nutritious food and menu for child' (72.2%), 'health management of child' (69.2%) and meal management of child (40.2%). Nutrition education methods, which child-care teachers considered as of desirable ones, were cooking class of small scale (31.8%), visiting class at child-care center (26.5%). In consequence, the nutrition knowledge and dietary attitude of child-care teachers were not good and showed different issues by age and career duration. Therefore, it is requisite to intensify nutrition management courses in child-care teachers' qualification and in-service education courses which has actual necessity and suitability based on teachers' age, career, and the type of child-care center, and to disseminate these through public health centers and child-care & education information centers to pursue the efficient balance of nutrition education programs.

• 한국식품영양학회지
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• 제23권3호
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• pp.342-351
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• 2010

This study was conducted to investigate the dietary behavior of day-care center teachers and their meal attitudes during meal time in Jeonju area. Self administered questionnaires were collected from 266 day-care center teachers who worked in a national(public) or private day-care center. The Statistical data analysis was conducted using SPSS v. 12.0. All subjects were women, and 64.7% were married(p<0.001), over more than 60% were junior college graduates(p<0.05), and 73.7% had salaries greater than 1,000,000 won(p<0.001). The breakfast skipping ratio of the subjects was very high, and about 66.5% of the respondents had irregular meals. The snack intake ratios of the subjects in private day-care centers were higher than the subjects in national(public) day-care centers(p<0.001). Approximately 56% of the subjects responded that education about eating is very important for providing balanced nutrition to young children. About 84% of subjects had no experience with the continuing-education program for teachers(p<0.01), and they wanted to know more about balanced nutrition. The meal attitude education score during meal time was $4.53{\pm}0.36$. The relationship between meal attitude education and the dietary behavior of day-care teachers was significantly different based on the "frequency of overeating"(p<0.05) and "self-recognition of eating habit"(p<0.05). These findings suggest that a nutrition education program for day-care center teachers should be developed so that they can effectively manage meal attitude education for young children and provide good nutrition for themselves.

• 한국콘텐츠학회논문지
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• 제11권9호
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• pp.536-545
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• 2011

본 연구에서는 테크놀로지 활용 이후 교사들의 교육활동을 어떻게 변화시키고 있는지 알아보고자 하였다. 선행연구를 바탕으로 구성된 설문지를 제작 배부하여 311명의 초중등 현직교사로부터 회수하여 탐색적 요인분석을 통해 5개의 요인을 추출하였다. 또한 이러한 요인들이 교사들의 심리 태도적 배경변인인 테크놀로지에 대한 태도와 테크놀로지 유능감에 따라 다르게 나타나는지에 대해서도 분석하였다. 연구의 결과는 학교현장에서 테크놀로지의 활용으로 인해 교사들의 교육활동에 상당한 변화가 일어나고 있음을 나타내주고 있다. 한편 교사들의 테크놀로지 활용교육의 필요성을 인식하는 테크놀로지에 대한 태도보다는 교사 스스로 테크놀로지를 잘 활용할 수 있다는 테크놀로지 유능감에 따라 교육활동의 변화에 대한 차이가 나타났다.

• 한국생활과학회지
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• 제16권6호
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• pp.1083-1095
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• 2007

This study had been done to investigate that early childhood teacher's recognition and demand on children's language education and 20 early childhood teachers were interviewed individually who work at state-owned/ public-owned/ private-owned kindergardens residing G, I, and K cities in Jeollabuk-do. First, the purpose of language education was recognized on the formations of essence, concept, expertise, technique and attitude toward language. Second, the contents of language education must be selected by children's experience that they encounter in ordinary life based on oral language and written language. Besides, early childhood teachers strongly felt the necessity of new contents of language education, although they thought of insufficiency of their knowledge on the issue. Third, the method of language education was mainly accomplished by teaching material and objects. Besides, they were aware of looking for new organized teaching methods and also concerned of the importances of teacher's attitude and group formation method. Fourth, the evaluation of language education must be acquired by desirable evaluation method that was based on the recognition of children's unrealistic language capabilities, even though they had recognized the difficulty to do because of knowledge insufficiency. They also showed the tendency of negligence on the evaluation of language education. Fifth, the required facts for early childhood teachers on language education were development and supply of teaching materials, demand on teacher's education and appropriate evaluation method, and cognitive changes on language education by public toward the written language.

• 디지털융복합연구
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• 제14권9호
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• pp.53-61
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• 2016

본 연구는 교사의 개인배경과 연수경험이 디지털교과서 활용역량, 이해수준, 효과성 인식 및 태도에 미치는 영향을 분석하기 위해 수행되었다. 이를 위해 경기 및 전남지역 초 중 고등학교 교사 101명의 설문결과를 SPSS 통계 패키지를 활용하여 분석하였다. 연구결과 남교사의 디지털교과서 활용역량이 여교사에 비해 통계적으로 높았고 성별 및 학교급의 차이는 없었다. 또한 디지털교과서 연수경험이 있는 교사들이 그렇지 않은 교사들에 비해 이해수준은 높았으나 활용역량, 효과성 인식, 태도는 차이가 없는 것으로 나타났다. 연구결과, 정보격차가 일부영역을 제외하고 극복되고 있는 점이 특이사항으로 확인되었으며, 향후 디지털교과서의 발전을 위해 학습자 특성을 고려한 연수 프로그램 설계와 실천의 개선이 요구되었다.