• 정보교육학회논문지
• /
• 제7권2호
• /
• pp.153-161
• /
• 2003

교육정보화로 각급 학교에 정보화 기기가 많이 보급되었으나 이를 적극 활용하지 못하고 있는 실정이다. 본 연구의 목적은 초등학교 교사들의 교육정보화에 관한 인식을 조사.분석하여 보급된 정보통신기기를 교육활동에 효과적으로 활용할 수 있는 방안 및 교육정보화 추진 성과를 모색하는 기회를 제공하고자 다음과 같은 연구문제를 설정하여 추진하였다. 첫째, 교육정보화 정책에 대한 인식은 어떠한가? 둘째, 교사 정보화 촉진을 위한 활성화 방안에 대한 인식은 어떠한가? 셋째, 정보화 윤리에 대한 인식은 어떠한가?

• 한국지구과학회지
• /
• 제36권5호
• /
• pp.484-499
• /
• 2015

This study explores the impact of a STEM integration teacher professional development program focusing on teachers' perception of engineering and their attitudes toward integrating engineering into teaching. A total of sixty-eight teachers from ten schools participated in the program for five days. Data are collected from three main sources including (1) pre and post concept maps probing teachers' perceptions about the engineering discipline, (2) a pre and post survey measuring teachers' self-efficacy of teaching science/mathematics within the engineering context, and (3) engineering integrated science and (or) mathematics lesson plans and teaching reflections. This study utilizes both qualitative and quantitative research methods depending on the data we have collected. The results show that both science and math teachers thought that integrating engineering into teaching provided valuable outcomes, i.e., promoting students' learning about engineering and improving their interest in science or math through real-world problem solving exercises. Participants also felt more comfortable about integrating engineering in their teaching after the program. The results also imply that the teachers' understandings of engineering become more concrete after the program. This study also provides an overview of the challenges and advantages of teaching engineering in K-12 science and mathematics classrooms.

• 한국초등과학교육학회지:초등과학교육
• /
• 제25권2호
• /
• pp.191-205
• /
• 2006

The purpose of this study was to explore strategies used by pre-service elementary science teachers in planning a science lesson. The participants were six senior students from a national university of education located in the midwestern area of Korea. Data regarding their planning strategies were gathered through both thinking-aloud and observation. Research findings suggest that: three of the teachers had little understanding of the necessity of reviewing unit contents or prior learning for planning a science lesson; five student teachers relied heavily on learning objectives presented in teachers' guidebooks without considering their appropriateness; all teachers exhibited an intention of composing different activities or teaching approaches from teachers' guidebooks; only two teachers thought about learners' prior knowledge or understanding levels; five and three teachers had poor understanding of discovery learning models and importance of teacher's questioning, respectively; and five teachers paid little attention to assessment.

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

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제30권1호
• /
• pp.101-120
• /
• 2016

본 연구에서는 내용 지식 교육의 측면에서 예비수학교사 교육의 방향을 탐색하고자 예비수학교사들의 MKT에 대한 인식 조사와 더불어 실제 과제 수행 과정에서 드러나는 MKT에 대한 분석을 실시하였다. 26명의 예비수학교사가 MKT에 대한 인식 설문 조사와 중학교 수준의 기하 영역에 해당되는 2개의 MKT 과제의 수행에 참여하였다. 본 연구에 참여한 예비교사들은 KCT-2 범주를 제외한 MKT 하위 범주 각각에 대한 지식이 충분하다고 인식하는 것으로 나타났고, 예비교사교육에서 MKT의 각각의 하위 범주에 대한 교육은 중요하게 생각하고 있었다. 그러나 MKT 과제 수행 분석으로부터 본 연구에 참여한 예비수학교사들은 SCK, KCS, KCT를 요구하는 문항에 어려움을 겪고 있는 것을 알 수 있었고, 특히, SCK와 KCT를 요구하는 문항에 적절한 응답을 준 예비교사의 비율이 50% 이하로 나타나 MKT에 대한 예비교사들의 일반적인 인식과 실제적인 지식 발현 과정 사이에는 불일치되는 부분이 있음을 확인할 수 있었다.

• East Asian mathematical journal
• /
• 제39권2호
• /
• pp.199-227
• /
• 2023

The Korean government initiated an educational policy regulating academic acceleration in schools (e.g., regulating teaching or assessing above-grade-level content) in order to normalize public education and prevent the growth of private tutoring. To analyze whether the policy is achieving its intended goals, this study examined how high school mathematics teachers responded to the policy. The findings indicate four distinct teacher responses: the teachers would teach above-grade-level lessons in classes, but not assess them on a test; the teachers sought academic acceleration to prevent excessive private tutoring, although the policymakers thought that teachers' academic acceleration results in an excessive demand for private tutoring; the teachers were willing to teach above-grade-level content for students, but they were reluctant to teach below-grade-level content due to the time constraints; and the teachers recognized that the policy limited their curricular autonomy, even though it was intended to ensure their autonomy. Implications for mathematics teacher educators and policymakers are discussed.

• 조형예술학연구
• /
• 제8권
• /
• pp.5-43
• /
• 2005

This study aimed to suggest a resolution through a research on actual condition of appreciation class among art classes in elementary school. For this object, this study is about the need and problem of appreciation through concert of art appreciation and educational meaning. And this study is research, based on 200 current teachers to teach the art education of appreciation in Seoul. In the case of student research, this study show the current appreciation education focusing on 200 students in Seoul. The teachers has been seeing the importance of the appreciation education, but that education has been performing in the poor environment without aids and appreciation materials. And they thought that the most effective way to teach the appreciation of art is the on-site education such as the invitation of art-gallery or museum. The Change of realization about art, together with improvement of realistic situation, is important. But more important problem is the role and the realization of teacher who teach art directly. If the teacher's viewpoint to teach directly education of appreciation is examined, there are following problems First, it lacks realization about the importance of appreciation education. Teachers who teach a student have been taken functional art education mainly and this trend has been spread in the whole of society, therefore, the importance about the teaching of appreciation is negligent and is handled indifferently. Also, Teachers do not offer opportunity to obtain professional information of art appreciation map to overemphasize the study of practical teaching research. Second, elementary schools teacher is, for the most part, occasion that homeroom teacher teaches all object classes, and complete charge teacher is selected only some. Therefore, teacher in charge who play most a lot of subjects is difficult to recognize the importance of art teaching appreciation subject or class. There must have been a research about the educational preventive measures as suitable support, reorganization of at time and experts in superior office educational institution. Trough this study, I could know that front-line teacher should be specialized and more complete charge teacher should be needed urgently. Finally, the teachers must break the custom of the art appreciation and develop various art appreciation method. And the teachers have to lead the students to be interested art appreciation. That's what cultivate the students' aesthetic feeling and genius.

• 한국수학사학회지
• /
• 제14권2호
• /
• pp.125-148
• /
• 2001

For this purpose, most of all, we thought over the theoretical background for the application of Web-resources to the teaching and learning program at the school mathematics. Second, we looked into the applied class and the class pattern with the internet. And then, we arranged the cases using the internet web materials. The last, we mentioned what the matters of learning based on the web are and what the teacher's roles are.

• 한국초등수학교육학회지
• /
• 제19권1호
• /
• pp.1-16
• /
• 2015

본 연구는 영재학급에서 수업 중 교사가 강조하는 지도 목표와 학생들이 인식하는 학습 목표 도달 정도의 차이를 분석해 봄으로써 영재학급에서의 학습 목표 제시 방식을 개선하는 데 목적이 있다. 이를 위해 초등학교 6학년 2개 학급(각 20명씩 총 40명) 학생들의 활동지를 양적으로 분석하였으며, 각 학급 내 성취 수준이 상, 중, 하위권에서 각 1명씩을 대상으로 수업 중 연구자 참여 관찰과 수업 후 개별 면담을 통해 그들의 학습 목표 인식 사례를 질적으로 분석하였다. 학습 목표는 내용면, 과정면, 태도면에서 각각의 하위 요소별로 교사가 사전에 기술해 놓은 것에 대해 교사 자신이 강조한 정도와 학생이 인식한 정도의 간극을 항목별로 차이를 수치화하여 비교하였다. 연구 결과 영재학급 학생들은 내용면보다는 상대적으로 과정면에서 학습 목표에 대한 인식이 낮음을 알 수 있었는데, 전반적으로 연역적 사고, 유추적 사고, 발전적 사고에 있어서 교사의 강조 정도와 인식 정도의 차이를 보였고 특히 유추적 사고에서 학습 목표에 대한 그 인식 정도가 가장 큰 차이를 보였다. 이를 통해 얻게 된 몇 가지 교육적 시사점을 제시하였다.

• International Journal of Computer Science & Network Security
• /
• 제24권7호
• /
• pp.73-78
• /
• 2024

The present world is full of challenges and opportunities for the women at work. Every woman works hard for academic growth and professional development. For the same reason they also face challenges every day such as stresses, tensions, problems and competitions. When these factors exceed above the strengths, the capabilities of a woman start drowning under stress. Stress is generally thought negative characteristic, but stress or tension maintained up to some level is necessary and effective towards work done at job. This paper covers the study relationship between job stressor and female teacher's performance. The study was carried out in Government Colleges of District Hyderabad, Pakistan. The teacher student relationship was selected as a stressor for female teachers. The study is descriptive in nature followed by method of correlation. A five point "Likert Scale" was developed to collect the data from the sample size of 158 college teachers drawn randomly and the collected data was assessed quantitatively. The relationship between the "teacher student" (as an indicator of job stress) and "female teachers' performance" was calculated by Pearson Correlation formula. The findings of the study show the significant correlations between the teacher student relationship and job stress in female teachers' performance where it is found that the stressor caused the poor Physical and Mental health of female teachers working in colleges.