• Human Ecology Research
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• 제53권5호
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• pp.557-566
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• 2015

This study investigated the effects of multi-culture acceptability and multi-culture teaching efficacy on young child-teacher relationships. The teachers' attitude towards multi-culture education was included in the analysis as a mediator between multi-culture acceptability and multi-culture teaching efficacy. Participants were 295 teachers and 295 young children between 3 and 5 years in childcare centers located in Seoul, Incheon, Ulsan, Gyeonggi, and North Gyeongsang Province. Teachers completed questionnaires regarding multi-culture acceptability, multi-culture teaching efficacy, and attitude towards multi-culture education. Collected data were analyzed by descriptive statistics, Pearson's correlation, Structural Equation Model, and Sobel test with SPSS ver. 18.0 and AMOS ver. 21.0. The results were as follows. First, the subscale of multi-culture acceptability and multi-culture teaching efficacy generally showed a positive correlation with closeness and conflict in the subscale of young child-teacher relationships. Second, teacher's multi-culture acceptability directly influenced the young child-teacher relationship. In addition, the impact of multi-culture teaching efficacy on young child-teacher relationship was mediated perfectly by the multi-culture education attitude. The results suggest that the multi-culture teaching efficacy promote early childhood multicultural education attitudes and that can be changed to positive teacher relationships.

• 컴퓨터교육학회논문지
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• 제15권1호
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• pp.13-21
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• 2012

이 연구는 학생이 선호하는 학습 전략과 방법이 있다는 학습 양식을 전제로 교사가 수업에 적용할 수 있는 학습 양식에 따른 프로그래밍 교수 전략과 방법을 제안한다. 관련 연구들은 대부분 학습 양식집단이 특정 능력에 차이가 있음을 증명하는 연구들이기 때문에 교사가 수업을 설계하거나 실현할 때, 연구의 결과가 큰 도움을 주지 못한다. 따라서 실제 수업을 설계하고 실현할 때 도움을 주기 위한 교수전략과 방법에 대한 연구가 필요하다. 이에 컴퓨터 교육 전문가들로 구성된 전문가 설문을 통해 연구된 학습 양식에 따른 프로그래밍 교수 전략과 방법을 제안한다. 제안된 교수 전략과 방법의 유용성을 확인하기 위해 실험 집단을 구성하여 실제 프로그래밍 교육을 설계하여 실현하였다. 수업을 마친 후 성취도 평가를 실시하여, 그 결과 차이를 학습 양식 집단별로 검증하였다. 이 연구의 실험자의 수가 적고 적용기간이 짧다는 제한점이 있지만, 앞으로의 학습 양식에 기반한 교수 전략과 방법 연구에 좋은 사례 연구가 될 것이다.

• 한국컴퓨터정보학회논문지
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• 제27권3호
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• pp.217-223
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• 2022

본 논문에서는 초중등 교사를 대상으로 AI융합교육 전공 교과목 중 'AI융합교육방법' 수강자의 요구와 환경을 분석하고 이를 바탕으로 교과목을 개발 및 적용하여 정보교육 교수효능감에 대한 효과성을 검증하였다. 연구를 위해 'AI융합교육방법' 과목을 수강하는 초중등 교사를 연구 대상으로 선정하여 대상의 일반적인 특성과 사전 지식 수준, 교육내용 요구를 조사·분석한 결과를 바탕으로 'AI융합교육방법' 교과목의 영역, 15주의 교수·학습 내용을 개발하였다. 개발된 'AI융합교육방법' 과목을 15주간 대상에게 적용하여 정보교육 교수효능감에 대한 효과성을 검사하고 분석한 결과, 정보교육 교수효능감은 적용 전에 비해 통계적으로 유의미하게 향상된 것으로 나타났다. 정보교육 교수효능감의 하위요소 중 정보 수업 가치관, 정보 교수 전략에서 유의미한 차이가 나타났다. 향후 학교 현장과의 연계, 타 교과와의 융합 등 교사 전문성 확보를 위한 후속 연구 진행이 필요하며, 교수학습 자료, 인공지능 교육용 플랫폼 등 다양한 자료와 교수학습 방법이 체계적으로 마련될 필요가 있다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권1호
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• pp.67-77
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• 2012

This study aimed to explore teachers' perceived beliefs regarding teaching practice in the context of three-year Professional Development Project (ProDev) implementing lesson study incorporating Open Approach. The data were collected through questionnaire distributing to the teachers in three schools. Qualitative data were collected through participatory observation on teaching practice and interviewing members of lesson study team. The findings revealed that teacher's perceived beliefs regarding teaching practice could be categorized into three categories according to 3 phases of lesson study as the followings: 1) Perceived beliefs related to collaboratively designing research lessons 2) Perceived beliefs related to collaboratively observing their friend teaching the research lesson 3) Perceived beliefs related to collaboratively doing post-discussion or reflection on the activities of the two phases.

• International Journal of Computer Science & Network Security
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• 제22권3호
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• pp.101-106
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• 2022

The Saudi Arabian Special Education Regulations define the role and requirements from teaching assistants within the educational process. Although all public special education programs are subject to such regulations, their implementation in practice sometimes appears contradictory. Therefore, special educators frequently encounter a range of problems when they fail to comply with such regulations. This article discusses how teaching assistants influence the teaching practices delivered to students with disabilities in special education settings. A qualitative case study approach was conducted using 22 semi-structured interviews. The results suggest a need to focus on the role of the teaching assistant in special education classes to ensure exposure to effective learning practices for students with disabilities. Based on these findings, a number of important implications for future practice, in terms adopting appropriate provisions are suggested.

• 한국실천공학교육학회논문지
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• 제4권1호
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• pp.51-56
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• 2012

본 논문에서는 대학 강의의 질을 높이기 위해 지금까지 연구된 많은 이론들을 정리하여, 더 나은 강의를 준비하고 실제로 더 높은 수준의 강의를 하는데 도움이 되는 교수방법을 제안한다. 먼저 효율적인 강의설계 부분에 대해 논의하였으며, 실제 강의 부분에서는 교수가 강의실에서 실제로 강의할 때 효과적으로 강의(수업)를 이끌어 갈 수 있는 방법들을 제안하였다. 즉, 수업 분위기, 첫 시간을 잘 활용하기, 즐거운 면담, 강의기술 체크리스트, 질문법, 강의시작에 주의할 사항, 강의 마무리에 주의할 사항, 등에 대해 논의하였다. 또한, 강의 후에 효과적으로 강의를 마무리 하는 방법들에 대해서도 제안하였다. 제안한 방법을 주어진 강의실 환경 그리고 학생들의 수준을 고려하여 적절히 선택적으로 적용한다면 효과적인 교수방법이 될 것으로 사료된다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.95-104
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• 2014

The purpose of this study is to analyze the state of science teaching anxiety of elementary teachers for the scientifically gifted according to their personal variables such as gender, career in education and gifted education, training course for gifted education, participation in meeting related to gifted education. The subjects in this study were 64 elementary school teachers who were in charge of science gifted education. The instrument to assess their science teaching anxiety was Westerback's S-STAI, modified in this study to be suitable for science gifted education. The collected data were analyzed by the statistical package SPSS. The findings of the study were as follows: The teachers for gifted felt more teaching anxiety in gifted classes than in normal classes on the whole. There were statistically significant differences in their personal variables such as gender, career in education experience, experience of taking gifted education training courses, and participation in meeting related to gifted education. Implications related to reduce the gifted education teachers' teaching anxiety were discussed in depth.

• 비교문화연구
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• 제19권
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• pp.339-358
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• 2010

This paper aims to propose teaching plans based on individual learner's experience and from a cross-cultural viewpoint by applying Currere as a method of Korean life-culture education. Current Korean culture education programs are not systematic, and are being executed without differentiation from language education. Thus, this study proposes Korean life-culture teaching plans based on the method of Currere. We suggested Currere teaching-learning stages and strategies for Korean language learners by adapting Pinar's and Jeong Seong-a's method of Currere. The Currere teaching-learning stages consisted of introduction, regression, progression, theme analysis, data analysis, group discussion, and integration. Although the method of Currere is implemented through autobiographic writing, this study added the strategies of 'personal experience telling' and 'schema utilization and background knowledge provision'. In order to enhance the applicability of Currere to Korean life-culture education, we suggested teaching plans for the theme of "How to dispose rubbish" as an example. We suggested detailed teaching plans that teachers can apply in the actual classroom. We expect that these teaching plans may be applied to actual classes so that Korean culture education may not be limited to the acquisition of knowledge, but be linked to their real life.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권1호
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• pp.47-58
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• 2005

Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.160-173
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• 2005

In this study, we had tried to present a plan for improving the actual conditions of practical utilization of teaching material for 6th grade science developed by Ministry of Education & Human Resources Development and distributed to all elementary schools in Korea. Also we presented ways of better utilization of the teaching material after investigating the actual conditions of practical utilization. A survey was made to investigate and collect all data in the major metropolitan cities, the Kangwon, Chungcheong, Honam, and Kyeongsang area, respectively. We surveyed 316 6th grader teachers to investigate the actual conditions of distribution and utilization of teaching material as a general research. In addition, we surveyed 46 teachers to investigate the organization and content of teaching material as a particular research. The results are as follows. First, the teaching material was not approximately transmitted and kept to 6th grader teachers. Second, the utilization guide was not made. Third, it was reported that the thematic divisions of teaching material was a strong point, but the less detailed experiment manual was a weak point. Fourth, the consideration of content difficulties and simplicity was necessary to improve the material. Fifth, additional items should be included in the introductory presentation, convenience of reorganization, activity material causing learning interest, guidance of substitution experiment, and more concrete notice of experiment activity. Finally, there were positive responses of more than 4.0 point of Likert scale (1 to 5 point scale) in detail investigations of thematic items, which could have possibility that the teaching material was helpful to elementary school science field.