• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.1-22
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• 2003

The purpose of this study was to general needs and identify the educational needs for teaching competency of home economics teachers. based on their perception on teaching competency revealed in Previous studies. Data were collected from 1,104 schools selected by stratified sampling. based on school district, ranking and size. The 616 items of survey materials were collected from 417 schools and the levels of importance and performance were measured on Likert scale with 7- and 5- points, respectively. The analysis reveled that the educational needs for improving teaching competency were high in the following three areas out of seven areas. 1) interfacing ability with the local community and diverse human resources. 2) ability managing space and materials for learning 3) ability diversifying lesson development and evaluation ability. In addition. diversifying and professionalizing present development program for home economics teachers made higher score than improving education program for home economics teachers. These two needs of teachers showed significant differences according to their educational experiences and foundation types of their schools.

• Journal of Science Education
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• v.37 no.2
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• pp.310-322
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• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.61-75
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• 2015

This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.143-160
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• 2019

This study investigated 15 science teachers' perception and practice on free semester and science assessment. We analyzed frequencies of teacher choice for closed questions and used constant comparative method for teacher description and individual interview. Most teachers determined a low ranking for changes in assessment methods and mentioned a lack of objectivity on free semester assessment, unsystematic free semester assessment, and more importance on student activity and interest in science instruction. Most teachers understood process-based assessment as a direction of free semester assessment and teachers mentioned positive aspects for students or teacher difficulties dependent on their perception on process-based assessment. Half of the teachers failed to implement student self-assessment and student peer-assessment due to subjectivity and complexity. Some teachers did not provide feedbacks to students due to a lack of time and did not use certain assessment methods due to a lack of knowledge of the assessment. Teachers who did not have an experience of discussions in a teacher learning community mentioned reasons regarding a small number of the same grade teachers and inactive attitude of colleagues. Teachers who did not participate in professional development programs mentioned a lack of teacher understanding of free semester, participation of the teacher in charge, and teacher choice of participation as reasons.

• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.1-28
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• 2017

This is a case study on how infants' behaviors change after their child care teachers use Responsive Interactions to them. The participants are five infants and five child care teachers from five employer-supported child care centers run and managed by H foundation. This study analyzes the changes in infants' pivotal developmental behaviors based on interactions between an infant and a child care teacher in video recordings, anecdotal records, Reflective Journal written by the teachers, and data on in-depth interviews with the child care teachers. The results show that Responsive Interactions have brought positive changes to infants' pivotal developmental behaviors(Attention to Activity, Problem Solving Persistence, Involvement, Cooperation, Initiation, Joint Attention and Affect). It suggests that child care teachers who are in charge of taking care of infants should realize and practice the importance of Responsive Interaction Strategy in order to help the infants develop their pivotal behaviors.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.611-625
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• 2009

The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.

• The Bulletin of The Korean Astronomical Society
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• v.40 no.1
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• pp.87.4-88
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• 2015

고등학교 1학년 공통과학(융합과학) 중 천문 분야의 교수 학습 지원을 위한 스마트교육 콘텐츠 자료실을 개발하였다. 공통과학과 관련한 현장 연구의 결과들은 개념 전달의 어려움과 함께 과학적 사고를 위한 탐구활동이 절대적으로 부족함을 제시하고 있다. 이에 교사들이 현장에서 활용할 수 있는 스마트교육 콘텐츠를 정리하고 이를 소개하여 학생들이 과학적인 탐구 활동을 통해 천문학 개념 이해에 도달 할 수 있도록 돕고자 하였다. 자료실 개발을 위해 공통과학 각 단원별 내용요소를 정리하고, 내용요소별로 관련된 스마트교육 콘텐츠를 수집한 후, 가장 적합하고 유용하다고 여겨지는 자료들만을 골라 이미지, 동영상, 시뮬레이터, 활동으로 분류하였다. 수집 및 분류한 스마트교육 콘텐츠들을 효율적이며 지속적으로 제공하기 위해서 온라인 자료실 형태의 사이트(astroedu.knue.ac.kr)로 개발하였다. 의견을 수렴하기 위해 현직 및 예비 교사들로부터 두 번의 공개 시연을 거쳐 수요자 중심으로 보완 작업을 실시하였다. 개발된 사이트는 교사와 학생들에게 필요한 스마트교육 콘텐츠를 찾아 제공하는 중간 공급자가 되어 교수 학습 지원의 역할을 할 수 있을 것으로 기대된다.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.41-50
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• 2005

우리나라에서 컴퓨터 교과는 아직 교육내용 뿐만 아니라 교과로써의 체계마저도 불분명하다. 지금까지 학교 컴퓨터 교육은 정보통신기술교육이라는 이론으로 양적 팽창에만 치중해 왔으며 초등학교에서는 재량 활동으로 컴퓨터 교육을 의무화 하고 있지만 그 학습 내용은 교사의 재량에 의해 편중되는 경향을 보여 국민공동기본교육의 목적에 충분히 부합하지 못한다. 본 연구는 컴퓨터 교육의 효율성을 증대하고자 초등학교에서 컴퓨터를 독립교과로 적용할 것을 제안하기 위한 사전 연구이다. 본 연구에서는 실제 교육현장에서 컴퓨터 교육을 정보통신기술교육의 교육과정, 컴퓨터 재량활동, 실과의 컴퓨터 관련단원으로 분석 대상을 나누어 문제점 알아보고, 교사와 아동을 대상으로 한 실태 조사를 동해 이를 검증하였으며, 외국의 컴퓨터 교육과정의 운영과 비교하고 교사와 아동의 요구에 부합하도록 현실성 있는 개선방안을 제시하였다.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.538-547
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• 2004

학교 업무의 효율화를 위해 조직한 교무분장업무가 담당교사의 전문성 부족과 업무관련 정보의 비체계적인 생산, 활용, 관리로 인해 많은 교사들이 업무처리에 어려움을 느낀다. 그리고 이러한 어려움으로 학습지도와 학급관리에 충분한 시간을 투자하지 못하는 경우도 생긴다. 하지만 지금까지 갖추어진 학교의 정보화 기반을 활용한다면 정보의 생산, 활용, 관리가 효율적으로 이루어질 수 있다. 이에 본 연구에서는 교무분장 부서에서 다루고 있는 업무를 세분화하여 멀티미디어의 어떤 유형이 사용되는지 알아보고, 이를 바탕으로 멀티미디어 데이터 중 이미지, 사운드, 동영상 데이터 제작방법을 제시하여 교사들이 학교업무에서 처리하는 정보들을 멀티미디어 데이터 제작의 기본방법에 맞게 제작하여 학교업무의 효율성을 높이도록 하였다.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.483-490
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• 2014

Smart classrooms have been set up nationwide to utilize smart devices for teaching and learning in the knowledge- based society, As this trend might quickly spread, we have investigated the utilization levels, and issues around the facilities from the experienced teachers. In order to study the impact of easy access to smart devices, the teacher sampling groups were divided into two: one teacher group responsible for smart classrooms and the other group teaching in ordinary classrooms. Survey questions dealt with teacher needs analyses, their expectation of their students' attitude changes, their satisfaction and utilization levels of smart devices currently built in classrooms. The results showed us that teachers have vague expectation about the smart devices and want more highly applicable devices for instruction, improvement of their compatibility with other multimedia devices or applications as well as to improve the resolution of electronic boards. and basic functions of information search and videos that they use everyday.