• 영어어문교육
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• 제16권4호
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• pp.107-131
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• 2010

The goals of the present study are two-fold: 1) to examine NNS teachers' needs for training period in improving their general communicative competence and classroom communicative competence, and 2) to explore the relationships of teachers' needs for the training period, and their current levels of general/classroom communicative competence and other background variables. Data was collected from seventy primary and secondary school English teachers (N=70) who participated in the six-month intensive teacher training program in South Korea. The teacher trainees responded to four questionnaires of 1) the self-diagnosis of their current levels of four language skills (L/S/R/W) in both general/classroom communicative competence, 2) the training period required to improve their general/classroom communicative competence for teaching both English and other subjects through English, 3) the period of their English teaching, and 4) the proportion of their English use in class. The data analysis has shown that there were the strong relationships between trainee needs for the training period and their teaching period, and the proportion of their English use in class. In terms of trainees' communicative competence, the significant relations of both their general/classroom communicative competence and their needs for the training period were found. Implications of the findings are discussed.

• Educational Technology International
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• 제8권2호
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• pp.73-91
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• 2007

The purpose of this study is to explore tools for systemic and integrated teaching analysis in recognition of problems derived from the existing teaching analysis which have been held fragmentarily and temporarily. In order to do so, a teaching analysis tools is identified by examining the current services of video-taping and analysis, which are the most representative teaching analysis methods among the Centers for Teaching and Learning (CTLs) in Korea, and by redefining teaching analysis through literature review. A teaching analysis is to be done to challenge teachers to change and grow by providing a motive to reflect on the act of teaching and carry out improvements, and it has to be held covering the general act of teaching and examined through diverse methods in systemic and multidimensional perspectives over a full period of teaching. In this study, an act of teaching is examined in four areas: planning, teaching skill, evaluation and reflection, and teaching analysis frameworks according to an act of teaching are suggested by periods of before, during, and after a term. Teaching analysis methods are also suggested by the frameworks.

• 대한간호학회지
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• 제14권2호
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• pp.38-46
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• 1984

The purpose of this study was to test the effect of the structured preoperative teaching on post-operative recovery and to observe the effects of an structured preoperative teaching on the adult surgical patient's ventilatory function ability, the length of hospital stay, the number of analgesics within a 72 hour postoperative period, the length of early ambulation. The research question investigated in this study was: What would be the effects of a structured preoperative teaching upon the adult surgical patients postoperative recovery? This study was based on a sample of 40 patients who were scheduled for abdominal surgery. They were asssigned alternately to experimental and control group. Among 40 subjects, 20 were placed in the experimental group and 20 in the control group. Preoperative ventilation function testing of control and experimental subjects was done the evening before surgery and before the patient received the structured preoperative teaching. A structured preoperative teaching was given to the subjects in the exporimental group only by writer. Postoperative testing was done the 5th postoperative day. The data were collected over a period of two months, from Aug. 8 to Oct. 31, 1983. For the analysis of the data and test for the hypotheses, the t-test with mean difference was used. The results of this study regarding the four-hypotheses were as follows: 1. Experimental group which received structured preoperative eaching will have more increase to-cough and deep breathe as measured byhis forced vital capacity(FVC), forced expiratory volume 1 (FEV1), maximal voluntary volume 15 (MVV 15) than control group without structured preoperative teaching. The ventilation function ability was more increase in experimental group than in control group, the mean difference was statistically significant at 0.01 level. Hypotheses 1 was supported. 2. Experimental group with structured preoperative teaching will have more reduced the length of hospital stay than control group without structured preoperative teaching. The length of hospital stay of the experimental group and control group were 11.90 days and 16.05 days respectively. However, the difference was. not statistically significant at .05 level. Therefore the hypothese 2 was not supported. 3. Experimental group with structured preoperative teaching will have more reduce the number of analgesics within a 72 hour postoperative period than control group. The number of analgesics within a 72 hour' postoperative period of experimental group and control group were 1.65 times and 2.4 times. The difference was not statically significant at .05 level. Therefore, the hypotheses 3 was not supported. 4. Experimental group with structured preoperative. teaching will have more reduce the length of early ambulation than control group without structured preoperative teaching. The length of early ambulation of experimental group and control group were 2.2 days and 3.5 days respectively The difference was statistically signficant at 0.05 level. Thus the hypothess 4 was supported.

• East Asian mathematical journal
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• 제35권4호
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• pp.467-488
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• 2019

The purpose of this study is to analyze multiplication facts(1st and 0th multiplication) in elementary mathematics. In the 2015 revised curriculum, students learn multiplication and multiplication facts in the 2nd grade. Many teachers experience difficulties in organizing the multiplication problem situation in multiplication facts(1st and 0th multiplication). This study aims to consider the causes of these difficulties and devise teaching methods. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2015 revised curriculum) and the six foreign elementary mathematics textbooks(Taiwan, Japan, Finland, Unites States, Hongkong, Singapore). As a result, the multiplication problem situation and the multiplication model assume the same bundle and bundle model. Also, we must consider the teaching timing of multiplication facts(1st and 0th multiplication) and the use of commutative law. In this study, we proposed a multiplication teaching scheme in consideration of the multiplication problem situation and teaching model, teaching period and commutative law etc.. to teach multiplication facts(1st and 0th multiplication) in elementary mathematics.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권1호
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• pp.1-17
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• 2019

This study aims to examine changes in teaching and learning conceptions and sense of efficacy as well as relationships between them. Data were collected from 121 Korean preservice teachers before and after a 4-week teaching practicum. The results indicated that constructivist conceptions of teaching and learning increased over the practicum period and teacher efficacy shifted as well. In addition, correlations among the constructs were strengthened over the practicum period. Interestingly, constructivist conceptions related to differentiated education were not significant, while traditional conceptions related to teacher-guided lessons were significant after the practicum. These results imply that Korean preservice teachers still place value on the traditional perspective, even though constructivism dominates the current educational policies of Korea.

• 수산해양교육연구
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• 제15권2호
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• pp.145-153
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• 2003

The purpose of this study is to help improvements of education and effective management of school organization by grasping interrelationship between middle school teachers' job satisfaction and their teaching profession consciousness based on the different levels of professional socialization. To accomplish the purpose stated above, two questions were selected. First, how different are the middle school teachers' teaching profession consciousness according to the different levels of professional socialization? Second, how different are the middle school teachers' job satisfactions according to the levels of professional socialization. To answer these questions, a theoretical investigation into previous studies was made, and survey method was adopted for the inquiry. 500 questionnaires were given to teachers of 14 middle schools in Busan Metropolitan City, 470 questionnaires were collected. The results of the analysis may be summarized as follows: First, the teaching profession consciousness of middle school teachers show high level. Especially, there are much difference of teaching profession consciousness between the period of adaptation and maturity. Second, job satisfaction of middle school teachers show low level, and the job satisfaction points of compensations, school administrations, changes of educational environments are lower than the points of human relations, extension of profession, stress of duties. Especially, there are much difference between the period of adaptation and growth, adaptation and maturity, growth and maturity, growth and mellowness.

• 한국과학교육학회지
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• 제41권3호
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• pp.251-266
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• 2021

본 연구의 목적은 고경력의 한 초등학교 교사의 생애사를 살펴보고 그의 생애 과정 동안 일어난 과학 수업의 변화 양상을 이해하는 것이었다. 연구 참여자인 박 교사와의 생애사 면담 및 생애사 자료를 바탕으로 생애 이야기를 작성하고, 박 교사의 생애 동안 어떤 외부 요인과 개인 요인의 상호 관계 속에서 과학 수업이 변해 왔는지 그 양상을 시기별로 나누어 분석하였다. 연구의 결과로서 수업 변화기 I에서는 박 교사가 외부 요인의 영향을 적극적으로 수용하여 수업을 변화시킴으로써 학생 중심의 과학 수업에 대한 전문성의 싹을 틔웠음을 알 수 있었다. 반면, 수업 변화기 II에는 박 교사가 외부 요인에 의한 수업 변화 흐름에 비판적으로 대응하면서 자신만의 수업 방식을 다져 나갔다. 마지막으로 수업 변화기 III에서는 박 교사가 자신의 개인 요인에 의해 외부 요인의 영향을 긍정적인 것으로 전환하면서 수업 변화를 이루었다. 이러한 결과를 토대로 수업 변화를 위해서는 교사의 생애 주기와 전문성의 정도를 고려한 정책이 필요하며 교육 변화와 관련된 요인들에 대한 교사들의 성찰과 전환 노력이 있어야 함을 제안하였다.

• 한국콘텐츠학회논문지
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• 제16권1호
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• pp.743-752
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• 2016

본 연구는 EFL 상황인 한국 영어 교실 수업에서의 문법 교육의 효과를 통합적으로 살펴보는 목적을 갖고 있다. 이를 위해 총 30개 논문에 수록된 67개의 개별 연구 결과를 토대로 메타분석을 실시하였고, 이를 통해 평균효과크기를 산출하였다. 또한 조절변인별 문법 교육의 효과를 비교해 보기 위해 각 연구를 연구대상, 처치 기간, 문법 교육의 종류를 기준으로 분류하여 분석하였다. 그 결과 문법 교육 연구 전체의 평균 효과크기는 .907로 매우 높은 효과를 지니고 있는 것으로 나타났다. 또한 연구대상별 비교에서 중학생과 대학생 대상의 문법교육 효과가 초등학생과 고등학생 대상으로 한 경우보다 통계적으로 유의한 수준에서 높은 효과를 지니고 있는 것으로 나타났다 (Q=37.065, df=3, p=.000). 반면 처치기간과 문법 교육의 유형을 기준으로 비교해 봤을 때는 효과의 차이는 나타나지 않았다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.117-134
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• 2000

Kim, Key-Seop(2000). English Restructuring and A Use of Music in Teaching English Pronunciation. JSEP 2000 voU This study has two-fold aims: one is to clarify the restructuring of English in utterance, and the other is to relate it to teaching English pronunciation for listening and speaking with a use of music and song by suggesting a model of 10-15 minute pronunciation class syllabus for every period in class. Generally, English utterances are restructured by stress-timed rhythm, irrespective of syntactic boundaries. So the rhythmic units are arranged in isochronous groups, of which the making is to attach clitic(s) to a host or head often leftwards and sometimes rightwards, which results in linking, contraction, reduction, sound change and rhythm adjustment in utterance, just as in music and song. With English restructuring focused on, a model of English pronunciation class syllabus is proposed to be put forward in class for every period of a lesson or unit. It tries to relate the focused factor(s) in pronunciation to the integrated, with teaching techniques and music made use of.

• 한국수학사학회지
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• 제27권5호
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• pp.365-384
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• 2014

The purpose of this study is to assess the changes that occur to pre-service mathematics teachers by using survey on the self-reflection during their education practices. For four weeks of the education practice period, the changes to pre-service teachers are analyzed from teaching and learning perspectives. The teaching perspective is sub-categorized into lesson contents, teaching methods, and evaluation on teaching, and the learning perspective is sub-categorized into monitoring on learning, support for learning and evaluation on learning. The analysis shows that significant changes occur in teaching contents from the teaching perspective and in all the sub-categories from the learning perspective. Based on the analysis, preservice teachers are suggested to utilize self-reflection programs during their education practices to promote their professionalism in teaching.