• Journal of Korean Library and Information Science Society
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• v.51 no.4
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• pp.1-24
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• 2020

The purpose of this study is to explore the process of forming practical knowledge about library-based instruction of low-experienced teacher librarians. The study conducted interviews with six teacher librarians with less than three years of teaching experience. The analysis of the data collected focused on the teachers' self-knowledge and instructional knowledge, which are in the areas of practical knowledge. The results of the analysis of the study are as follows. First, the self-knowledge of teacher librarians was a teacher with leadership, who led students and teachers to reading education and information literacy instruction. Second, the self-knowledge of teacher librarians was most concretely formed in the process of pre-service teacher training, and the reflection on the teacher's image was taking place in the school field. Third, the knowledge of the instructional knowledge for library-based instruction was focused on library collaborative instruction, and various teaching methods were being learned and applied in school field. Fourth, there was a difference in the instructional knowledge of library-based instruction among teacher librarians. Through this study, it is suggested that the teacher training course and educational practicum activities should be changed by reflecting the contents of the actual school field, and the analysis of library-based instruction should be continued.

• New Physics: Sae Mulli
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• v.68 no.11
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• pp.1240-1248
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• 2018

This study examined teachers' perceptions about the components of the teacher's capacity according to the 4th industrial revolution. This study involved 100 elementary school teachers: 26 with less than 5 years of educational experience, 24 with more than 5 but less than 10 years, 25 with more than 10 but less than 20 years, and 25 with more than 20 years. From the results of recognition analyses of six competence components, 'Knowledge and application ability of knowledge information', 'ability to appropriately study content', 'collaboration ability among school members', 'ability to maintain relationship', 'value and attitude required for community', 'ability to communicate with others' were found to be important for teachers. The result of analyzing the importance and the retention of each competency element showed that the recognition difference according to the education career and the degree of retention was insufficient compared to most important competence component. Thus, in-service education and training programs must reflect the competencies required by actual teachers in education and education-teacher training institutions.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.213-214
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• 2019

본 논문에서는 초등 현직 교사 146명을 대상으로 실시한 소프트웨어 교육 교수효능감 검사지(Software Education Teaching Efficacy Belief Instrument, SE-TEBI) 조사 결과에 따라 교사의 성별, 지역, 경력, 연수 경험 및 시간, SW 교육에 대한 태도와의 상관을 알아보기 위하여 이변량 상관관계 분석을 실시하였다. 그 결과, 소프트웨어 교육 교수효능감(Software Education Teaching Efficacy, SE-TE)에 가장 높은 관련성을 보이는 것은 SW 교육에 대한 태도였으며, 그 다음의 관련성을 보이는 것은 연수 경험 및 시간이었다. 성별은 부적 상관을 보였으며, 지역과 경력은 통계적으로 유의한 상관을 보이지 않았다. 이러한 분석결과는 초등 교사의 SE-TE를 증진시키기 위해서는 SW교육에 대한 긍정적인 태도를 함양할 수 있도록 지속적인 연수 경험을 제공하여야 함을 시사한다.

• Journal of vocational education research
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• v.37 no.1
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• pp.1-29
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• 2018

The purpose of this study is to examine how the nursing teacher in vocational high school operates the class and examine various perceptions about the operation education. Moreover, This is to comparing the difference between nursing experience and education major about the operation the class. Based on the above findings, First, the nursing teacher should be recognized as a professional subject teacher and should have a qualification system that is appropriate as a professional subject teacher. Second, a formal education program should be established so that those who worked in the nursing field can become teachers of nursing education. It is recommended that nursing education within the graduate school of education be newly established and operated only for nursing graduates who are majored in the same country as developed countries. Third, if the establishment of qualifications and qualifications system can not be realized in a short time, it is necessary to systematically prepare the training for specialization nursing teachers only.

• Korean Security Journal
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• no.14
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• pp.535-548
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• 2007

Followed by government authorized data that Ministry of Education submitted, safety accident at school has been increased year by year. Safety accident occurred 33,834 in 2005, 29,955 in 2004, and 22,722 in 2003. It shows that it has been increased about 12.9% from 2004 and 48.9% in 2003. Level of student's development, students are at the point of not having enough judgement and ability to adapt at emergency situation. They are learned about safety by education and management by teachers but teachers will get heavy burden and anxiety if government doesn't provide more improved support and restraint. On this situation, educational authority can be attacked and it legally charged by nation, owned property can be loss or prosecution can be occurred. Also school safety accident which occurs in these days is working as an negative insecurity element that teachers cannot concentrate on the education.

• Journal of Korean language education
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• v.29 no.1
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• pp.109-137
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• 2018

The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for 'peer coaching', 'peer observation', and 'teaching portfolios' among reflective teacher education programs. Lastly, many respondents selected 'development and utilization of teaching materials', 'encouraging learner's utterances', and 'leading learner's interest and motivation' as sub-elements of teaching professionalism that they wish to improve through teacher re-education.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.466-476
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• 2014

The purpose of this study was to examine the relation of day-care teachers' communicative competence and family-teacher communication. One hundred and fifty five teachers in day-care centers in Gyeonggi-do Suwon-si participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, the communicative competence of day-care teachers differed according to their age, education and career level and their type of institute. Second, the family-teacher communication level of day-care teachers differed according to their education level and their type of institute. Thirds, the communicative competence of day-care teachers had a statistically significant positive correlation to family-teacher communication.

• Korean Journal of Childcare and Education
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• v.2 no.2
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• pp.111-128
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• 2006

The goal of this study was to examine the relationship between teachers' efficacy belief and interactions between teachers and children of childcare teachers, and utilize the results as the basic data to educate of teachers. The subjects were 205 teachers at 48 childcare centers located in the Jeonlabukdo area. The results of this study are as follows: First, personal teaching efficacy and factors of interactions between teachers and children were significantly different by the types of childcare institution. Second, personal teaching efficacy was correlated positively with teachers' experiences. General teaching efficacy, personal teaching efficacy and factors of interactions between teachers and children were correlated positively with teachers' age. Third, factors of interactions between teachers and children were correlated positively with personal teaching efficacy. Lastly, personal teaching efficacy was the most powerful variable influencing interactions between teachers and children.

• The Mathematical Education
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• v.61 no.1
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• pp.179-198
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• 2022

Teaching is delicate, complicated, and demanding work, and especially beginning teachers set forth their difficulties in preparing and implementing mathematics instruction. It is important to ensure the quality of beginning mathematics teachers' instruction above a consistent level because such affirmation justifies the national policy on teacher education as well as the individual efforts of preservice teachers in South Korea. The current study collected mathematics lessons of the two beginning teachers who graduated from the same teacher training institute and worked at the same high school. The findings reported what features their lessons have with regard to the learning environment, engaging students in learning, deepening student learning, and using representations of the edTPA in order to identify what can or cannot be expected in their mathematics instruction. The instruction of the one teacher was assessed middle or more than middle scores throughout the rubrics, but the other one had lower scores. Based on these findings, this study suggested the implications for teacher education in ways of improving the quality of instruction of beginning mathematics teachers.

• Journal of Educational Research in Mathematics
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• v.18 no.4
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• pp.435-453
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• 2008

This study was on autobiographical traditions, in particular, autobiographies of teachers. First, autobiographical method was suggested as a kind of qualitative inquiry on the teaching mathematics. Second, as a case of autobiographical method, autobiographies of an elementary school teacher were presented. In the case, the author of autobiographies was also a researcher. It showed the struggles of elementary school teacher to know and to practice her teaching mathematical patterns. Autobiographies of teachers can be used as good sources for reflection of teachers, and also as a method for teachers education. And then, for communicating with teaching strategies among teachers in communities, they can be used. One the other hand, autobiographies of teachers can be powerful materials for researches on teaching.