• School Mathematics
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• v.9 no.3
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• pp.327-352
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• 2007

The Korea Institute of Curriculum and Evaluation(KICE) has carried out the research on the development of the standards on teaching evaluation between 2004 and 2006, and particularly on the 'mathematics' teaching evaluation in 2006. The purpose of development of mathematics teaching evaluation standards is to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. The standards on mathematics teaching evaluation were developed based on the standards on general (not individual subject) teaching evaluation. They were revised and modified by analyzing the results of the interviews and survey with teachers about the adaptability of the standards in school. The standards were classified into four major areas of knowledge, planning, practice, and professionalism. Each area of these four were categorized into 6 smaller divisions and 36 elements. In addition, it was presented that brief descriptions on each teaching evaluation standards(element), guideline for evaluation methods, evaluator's observation index, and performance level with explanation for the standard achievement in four stages.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

• Journal of Korean Library and Information Science Society
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• v.42 no.1
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• pp.183-203
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• 2011

The purpose of this study is to propose an effective development of teacher librarians' practice teaching and to identify how much teacher librarians' practice teaching affects their expertise in Korea. For this, two research models are constructed. The first model is to analyze the relationship of variables between the effect of practice teaching and the following variables: pretraining, practice program, advisory teacher, training condition and organizational atmosphere. The second model is to analyze how much the practice teaching affects their role perception and expertise compared with training courses and field experiences. The result is as follow: It is the training program that greatly affects teacher librarians' practice teaching among those variables. And the practice teaching has a positive effect on the ability of role performance. According to the above result, the practice teaching is effective in developing teacher librarians' expertise. And more systematic practice teaching program, enough pretraining and the efforts of advisory teacher are necessary to enhance the effect of teacher librarians' practice teaching.

• Journal of Korean language education
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• v.23 no.1
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• pp.283-306
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• 2012

This study dealt with an issue of teaching Korean as a foreign language in North Korea through textbook analysis. The literature in this field has been quite rare compared to that in other fields in Korean language education, which is due to the adverse circumstances under which research into North Korea is currently carried out. The textbooks analyzed were 조선말회화(1) and 조선말회화(3) and the two learners who had studied Korean with these textbooks were interviewed. The main results show that (a) the grammar points in each chapter are unevenly distributed in 조선말회화(1), which makes it not look learner-centered; (b) each chapter in 조선말회화(1) is composed of speech acts, topics and situations, which renders it useful to its learners; (c) 조선말회화(3) emphasizes Korean oral discoursal features as a conversational textbook; and (d) 조선말회화(3) also covers much of reading comprehension-focused contents, which its learners may find burdensome. Foreseeing a possibility of teaching Korean as a foreign language in a reunified Korea makes it critical to carry out research into teaching Korean as a foreign language in North Korea. This calls for future collaborative research into this issue between two Koreas.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• Journal of Korea Multimedia Society
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• v.24 no.1
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• pp.155-165
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• 2021

With the continuous development and progress of science and technology, the field of mixed reality applications has involved scientific research, medicine, entertainment, education, information dissemination, and people's daily lives; This paper will focus on the application of mixed reality in the field of education and teaching, relying on the characteristics of mixed reality technology. This article will use the combination of mixed reality and smart glasses to fully consider the characteristics of photography darkroom teaching, design and produce a mixed reality photography darkroom teaching software, and explore the feasibility of the application of mixed reality in teaching. This paper will use literature research methods, practical research methods, and survey methods as the main methods of research topics to determine the importance, feasibility, and necessity of the relevant theories studied in this paper. The application of mixed reality technology in photography darkroom teaching can not only solve many problems in the existing darkroom teaching methods, but also develop and expand students' Independent learning ability. It is concluded from this that mixed reality teaching software has the feasibility of sustainable development, which brings particular application value to the development and research of other education and art discipline software.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.256-263
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• 2014

This research aims is to confirm the influence of a teacher's teaching style and teaching career on instructional analysis. Through this, the differences in the relevant elements' view points on a class and those in teachers' analysis view points on class criticism and instructional analysis at the education field can be investigated. For this study, the teaching styles of 198 elementary school teachers were categorized, their teaching careers were checked as teaching career and set them as covariate, and the differences in the view points on the analysis of the class climates were verified depending on each teaching style. As the research result, meaningful differences were found in four areas of the elements of class climates analysis, that is, creativity, vitality, precision, and gentleness. In the analysis of the class climates, the teachers with a professional style among the teaching styles gave the highest grades to creativity in the same class, those with a facilitating style to vitality, those with a role model style to precision, and those with a facilitating and role model style to gentleness. On the other hand, those with an authoritative and a delegating style were proved to give the lowest grades in general class climates. It means that teachers with different teaching styles have different viewpoints when analyzing a class, and those with a professional, a role model and a facilitating style have a relatively stronger intention to analyze a class through reflective introspection and permissive recognition.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.67-87
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• 2001

Variable concept plays a crucial role in understanding not only algebra itself but also school mathematics which is algebra-oriented. It solves as an essential means in applying mathematics to the real world because il enables us to describe varying phenomena in the real world. In this study, we examined some matters related to the learning of variable concept in school mathematics. In Particular, we discussed on the teaching of variable concept in the [7-first] stage of the 7th Mathematics Curriculum. We analysed the textbooks in the [7-first] stage and attempted to explain concretely the contents and teaching methods of variable concept which be taught in school mathematics. After reconsidering the practices on variable concept teaching, we pointed out the problems of formalistic teaching method and then proposed the direction in which variable concept teaching should go.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.295-313
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• 2011

The purpose of this study was to analyze the teaching strategies used in the teaching practice of teachers charged with science-gifted middle school students. For this study, 4 teachers belonging to a professional gifted education institute were selected. Data for the study were classroom observations, semi-structured interviews, report of students, and photographs. The data were analyzed through the constant comparison method. As results show, the four teachers used different teaching strategies, and the teaching strategies had a close connection with each other. According to the learning types they chose themselves - acceleration or deepening - they used different teaching strategies. The 4 teachers' teaching practice were clearly different in teaching strategies, classroom atmosphere, interaction style between teacher-student and student-student, and report draw-up style. The teaching strategies identified in this study may be helpful to the teachers short in teaching experience in organizing their lessons and promoting their specialty in teaching for science-gifted students.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.367-373
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• 2014

The purpose of this study was to survey secondary school science teachers' teaching styles and to recognize students' science anxiety about science teachers' different teaching styles. One hundred seventy-four science teachers and 2,122 students participated. The teaching style questionnaire and the science anxiety measurement scale (SAMS) with teaching style were administered to teachers and students, respectively. Teaching styles were analyzed in terms of teacher's individual variables, such as gender and school level. The science anxiety related to each teaching style was analyzed and compared in terms of students' gender and school level. The results were as follows. First, the secondary school science teachers were classified into four types based on their teaching styles: expert, provider, facilitator and enabler. Most teachers fell under the expert style category and the least under enabler style. This indicated that numerous science teachers in secondary school employ a teacher-directed style rather than a student-centered style in class. Second, students felt the highest science anxiety with experts and the lowest science anxiety with enablers. The students' science anxiety showed statistically significant differences with different teaching styles (p<.05). Even though female students felt higher science anxiety than male students towards all four teaching styles, no statistically significant gender differences were found. Middle school students were more influenced by teaching style than high school students. Some suggestions were made for teachers to reduce students' science anxiety in classes based on results.