• Cross-Cultural Studies
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• v.35
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.41-60
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• 2016

The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.583-594
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• 2005

The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.

• International Journal of Advanced Culture Technology
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• v.10 no.3
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• pp.220-225
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• 2022

The purpose of this study is to develop an e-teaching portfolio to perform a teaching portfolio of an instructor on the web. I order to carry out this study, an initial model of the e-teaching portfolio was developed through systematic literature review, and the final e-teaching portfolio was developed by selecting and applying five students, then modifying and supplementing them. The study period was from May 1 to May 20, 2022. As a result of the study, the components of the finally developed e-teaching portfolio are Step 1: Understanding oneself, Step 2: Goal setting, Step 3: Learning strategy, Step 4: Self-check. In conclusion, the program developed through this study is a convenient function that can process everything in one place by connecting the fragmented teaching results, and the developed e-teaching portfolio can promote interaction between individuals by building a community. It has possible characteristics. In order to systematically activate the e-teaching portfolio developed through this study, it is necessary to establish an online management system for systematic operation. Furthermore, an institutional device is needed to guarantee the result of the developed e-teaching portfolio. In order to continuously manage the quality of the teaching portfolio, extrinsic rewards that stimulate the instructor's intrinsic motivation should be provided.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.9
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• pp.217-227
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• 2022

With the aim of examining the effects of implementing international financial reporting standards (IFRS) on teaching accounting and auditing at universities and colleges in Vietnam, a case study was conducted at 30 universities, colleges, and 208 lecturers in Vietnam. Next, the study employed the structural model analysis method by PLS_SEM software to process and analyze the collected data. The research results show that: (1) There are eight factors that affect how IFRS is applied to teaching, including the training program, (ii) teaching staff, (iii) IFRS application regulations, (iv) related party requirements, (v) faculty/school administrators, (vi) teaching aids, (vii) IFRS teaching methods, and (iii) students; (2) there are three factors that affect the quality of teaching staff, including applying IFRS to teaching at the university and colleges, (ii) Regulations on the application of IFRS, (iii) Requirements from related parties. At the same time, the study also shows that, regarding the indirect relationships, applying IFRS to teaching does not play an intermediary role in these relationships. However, at the 10% significance level, it was found that there is an indirect relationship between regulations on the application of IFRS by the Ministry of Finance and the quality of teaching staff through the variable applying IFRS to teaching.

• The Journal of Economics, Marketing and Management
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• v.11 no.4
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• pp.31-39
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• 2023

Purpose: This study attempted to systematize a support system that can enhance teaching core competencies by establishing a scale for diagnosing teaching core competencies at University A. Research design, data and methodology : To this end, the first Delphi was conducted With six experts related to university core competency modeling research by extracting factors and designing structured questionnaires through a literature review process that collects and analyzes prior research related to domestic and foreign university teaching competency. The derived questions were diagnosed on 27 professors, and independent sample t-verification and ANOVA were conducted using SPSS 24.0 for analysis by key teaching competency factors. Result: What is the standard suitability of KMO. It was shown as 929 (KMO standard conformity value is close to 1), and Barlett's sphericity verification showed χ2=5773.295, df=1081, p<.It appeared as 001 and confirmed that it was suitable for conducting factor analysis. Conclusions: The core competencies of A University teachers were set based on the educational goals of A University, such as basic teaching competency, creative teaching competency, practical teaching competency, and communication teaching competency. This means that the concept and factors of the core competency of professors are likely to change, and in the end, continuous efforts to upgrade and apply research on core competency of professors are essential to quickly and organically respond to changes in competency required to increase the competitiveness of universities.

• Journal of the Korean Home Economics Association
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• v.41 no.11
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• pp.135-150
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• 2003

This research was to verity the effects of ICT teaching method in high school home economics. The research questions for this study were as follows: 1. Is the ICT teaching method effective in increasing students' interest in home economics and consciousness on traditional culture in teaming the unit of ‘Korean traditional culture of home life’？ 2. Is the ICT teaching method effective in improving students' achievement test and performance assessment in teaming the unit of ‘Korean traditional culture of home life’？ This study is carried out with following procedure: developing the homepage and lesson plans for ICT teaching, constructing questionnaire, and testing its reliability, pre-testing, treatment for 8 weeks, and post-testing. Two groups were arranged for 8 weeks experiment from May 7,2001 through June 30,2001. Sixteen hours of ICT teaching and 8 hours of traditional lecture for experiment group whereas 8 hours of ICT teaching and 16 hours of traditional lecture for comparison group were input. SAS program was used for statistical analysis, and independent sample t-test and matched pairs t-test were peformed for answering research questions. The results of this study were as following: 1. Sixteen hours of ICT teaching and 8 hours of traditional lecture for experiment group was effective in increasing consciousness on traditional culture and performance assessment. 2. Eight hours of ICT teaching and 16 hours of traditional lecture for comparison group was not effective in learning home economics. This means that at least 2 hours of ICT teaching is demanding for effective learning. This study concluded that ICT teaching will be effectively applied in high school home economic with well developed ICT teaching materials. And home economics educators should continuously put effort in developing curricular, teaching materials, and teaching methods to raise students' interest in home economics.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.145-157
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• 2019

Objective: The purpose of the study was to investigate the effects of early childhood teachers' professionalism in teaching and job satisfaction on their teaching efficacy. The relationship between professionalism in teaching, job satisfaction, and teaching efficacy of early childhood teachers was also investigated. Methods: The subjects of the study were 761 early childhood teachers. The survey included the teaching efficacy measurement, the professionalism measurement, and job satisfaction measurement. The collected data were analysed using descriptive data analyses, Pearson correlation analyses, and multiple regression analyses utilizing SPSS 22.0 program. Results: There were statistically significant positive correlations between early childhood teachers' professionalism in teaching, job satisfaction, and teaching efficacy. In addition, statistically significant effects of early childhood teachers' professionalism in teaching and job satisfaction on their teaching efficacy were found. Conclusion/Implications: The results implicate the importance of supports for early childhood teachers' development in professionalism in teaching and job satisfaction that would enhance their teaching efficacy, resulting in high quality education for young children.

• English Language & Literature Teaching
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• no.3
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• pp.203-229
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• 1997

This paper is to examine a desirable and promising approach to an effective English teaching in elementary schools. Teachers' understanding English curriculum, teaching methodology, language skills-listening and speaking, and their testing of spoken communication is necessary for students' better learning in their English classes. Thus detailed explanations of English curriculum are presented, and background knowledge of major traditional teaching methods as well as recent trends is discussed. Especially, for the purpose of developing students' English communicative proficiency. classroom teaching and testing techniques of listening and speaking are also discussed with examples.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.361-373
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• 2001

This study identified significant variables that influence the science teaching self-efficacy beliefs of Kindergarten teachers. Data was obtained from 317 kindergarten teachers who responded to the questionnaire, the Science Teaching Efficacy Belief Instrument (Riggs & Enochs). Results indicated that science teaching experience, teachers' attitudes about science and teaching science, and children's interest in science influenced science teaching self-efficacy. Science related experiences of childhood and schooling negatively affected science teaching outcome expectancy.