• Title/Summary/Keyword: 교사연수

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Development of teacher training program for smart education (스마트교육 교사연수 프로그램개발)

  • Jeon, Me-Ae;Maeng, Joon-Hee;Chun, Se-Yeoung
    • 대한공업교육학회지
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    • v.39 no.1
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    • pp.102-127
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    • 2014
  • The purpose of this study is to develop a training program on smart education for teachers, which will contribute to establishing and promoting smart education in schools. To achieve the purpose, researchers set up a process composed of five phases: analysis, design, development,s implementation and assessment. For details of the training program, analysis was conducted on areas such as environment, learners and assignments, and the results were used to design the five subjects - theory and practice of smart education; use of smart education platform; solutions for smart teaching and learning; case studies of smart education; and smart education practice and addiction to smart devices - and 12 learning assignments. Training materials for teachers taking the program and teaching materials that can be used by teachers in schools were developed based on the results of requirement analysis and program design. For the assessment, 72 teachers from elementary and middle schools in D city participated in the training program of through the smart education research centers designated as an in-service training center for teachers. The program was finally completed by incorporating assessments of the participants and consultations with experts. The discussions made in the process of the program development will provide suggestions for future development of training programs on smart education for teachers.

Effective of Collaborative Reflection based on SNS in Teacher Training (교사연수에서 SNS를 이용한 협력성찰활동의 효과)

  • Kim, Sanghong;Han, Seonkwan
    • Journal of The Korean Association of Information Education
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    • v.19 no.3
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    • pp.261-270
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    • 2015
  • In this paper, a strategy of cooperation activities was conducted to analyze on the impact of what effect appears in teacher training. We classified with satisfaction, effectiveness and academic achievement as effects of teacher training. We were divided into three groups that are cooperative-reflection activity group using the SNS, self-reflection activity group and general training group. Depending on the type of reflection activity, we have one-way ANOVA analysis for the effectiveness of teacher training. By the results of the analysis, we found to have a positive impact that cooperative reflection activity group were more an academic achievement, satisfaction and effectiveness of training. Accordingly, we have found the SNS-based collaborative reflection activity is very effective in teacher training.

Development and Management of the Advanced STEAM Teacher Training Program (STEAM 심화과정 교사연수 프로그램 개발 및 운영)

  • Hahn, Insik;Hwang, Shinyoung;Yoo, Jungsook
    • Journal of The Korean Association For Science Education
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    • v.36 no.3
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    • pp.399-411
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    • 2016
  • The purpose of this study is to investigate implications for future STEAM education by analyzing the surveys by the in-service teachers who participated in the Advanced STEAM Teacher Training Program(ASTTP) for raising interests and understanding of science and technology and nurturing STEAM literacy and problem-solving ability of students. ASTTP was developed for promoting 'teacher competence for STEAM.' ASTTP is a 60-hour program(4 credits), which includes offline intensive course of 38 hours, online training course of 12 hours, a course of implementation at schools for 5 hours, and a workshop for 5 hours (based on the 2014 program). For the offline intensive course, teachers take various professional development classes and activities, such as open-laboratory tours, advanced experiments, mentoring programs, and team projects as well as lectures on diverse disciplines. For the online course, teachers take online classes freely while they are encouraged to work with other teachers in groups. After taking both online and offline courses, the teachers are required to implement their STEAM lesson plans in their classrooms. Finally at the workshop, some selected teachers share how successfully they have implemented STEAM education. About 700 teachers have successfully taken the program from 2012 to 2014. Based on the surveys by the teachers, the program has been modified and improved. Our analysis shows increased professional development in STEAM education for the participating teachers. This study can provide some implication and helpful insights for people who need to develop and manage teacher training programs for STEAM education and other education programs in general.

Research on the changes of the belief of science teachers after dispatch training -focusing on the science gifted education- (파견 연수를 통한 과학교사들의 영재교육에 대한 신념 변화 조사)

  • Kim, Gyeong-Hwa;Choe, Seung-Eon
    • 한국지구과학회:학술대회논문집
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    • pp.331-338
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    • 2005
  • 본 연구는 과학영재교육의 질적 수준을 제고하는 데 핵심이 되는 영재교육 담당교사를 위한 연수의 효율성을 높이기 위하여 새로운 형태의 교사의 인식수준 파악과과 신념 변화 과정을 조사하고바람직한 교사연수 모형을 개발하는 기초 자료를 수집하는데 그 목적이 있다. 따라서 서울시교육청에서 처음 시도하는 교사연수 형태인 [파견연수] 전후에 있어서 과학교사들의 신념변화 과정을 설문지와 관찰, 인터뷰를 통하여 확인하고 논의점을 찾고자 하였다. 따라서 본 연구 결과가 우리나라 과학영재교육의 질적 수준을 향상시키고 영재교육 담당교사의 전문성을 효율적으로 신장시키는 연수 프로그램의 기본 틀로 활용될 것을 기대한다. 후속 연구로는 영재교육 담당교사의 전문성을 측정하는 도구 개발과 전문성 실태 분석 및 연구 결과를 토대로 한 연수 프로그램 효과 분석 및 효율적인 과학영재교육분야의 교사연수 모형개발이 필요할 것으로 생각된다.

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Exploration of factors for Development of Distance Teacher Training Model (원격교사연수 모형개발 요소탐색)

  • 한병래;구정모
    • Journal of the Korea Computer Industry Society
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    • v.5 no.4
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    • pp.517-530
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    • 2004
  • Nowadays, there is need to teachers' in service education, beacuse of growing knowledge and information that teachers should know. So, Distance Teacher Training was widely spread. Nevertheless, inspite of strong point of Distance Teacher Training, there are some ploblems(interaction, evaluation, lecuterer, teaching material, etc). In order to solve this ploblems, we, in this article, explor some Distance Teacher Training Model and we show 8 factors that should considered when we develop Distance Teacher Training Model in the future. This factors should be a good guidance to develop distance teacher training model

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Mathematics Teacher Education for the Teaching of Content Area Reading in School Mathematics (수학 교과 독서 지도를 위한 교사 교육 실행 - 예비 교사 교육 사례를 연계한 현직 교사 연수 -)

  • Kim, NamHee
    • School Mathematics
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    • v.16 no.3
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    • pp.471-489
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    • 2014
  • In this study, we carried out mathematics teacher-training course. The topic of this training course is the understanding of content area reading in school mathematics. The teacher-training course is planned to guide mathematics teachers can perform effectively the teaching of content area reading. In particular, we illustrated the pre-service mathematics teacher education practice. Mathematics teachers investigated various teaching strategies that can lead their students read reading materials related to mathematics effectively. In this training courses, teachers reflects on their own experience and they have an opportunity to learn the new strategies that improve their teaching methods. Teacher educator and in-service teachers share and discuss their practices, they have a meaningful learning experiences. In this study, we presented the processes of the teacher-training course and the results of practice. Furthermore, on the basis of the limitations of this study, we suggested recommendations for the future teacher training program.

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On the Analysis and Policy Alternatives of an In-Service Teacher Training on Mathematics Education (수학교육 관련 교사 연수 현황 분석을 통한 정책 방안 모색)

  • Lee, Hwan-Chul;Jang, Mi-Sook
    • Journal of the Korean School Mathematics Society
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    • v.15 no.1
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    • pp.171-182
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    • 2012
  • This study examines current In-service Teacher Training Programs in Mathematics Education in order to explore policy alternatives. The data analyzed from the training programs was provided by 16 local education offices in Korea. The following amendments are suggested: First, a conference between the 16 offices should be initiated to discuss improving the quality of the programs. Second, the training programs should be customized according to the needs of the teacher trainees. Third, a support policy provided by the government, such as implementing compulsory teacher training programs, should be, in some cases, mandated.

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Development of SW Teachers' Training Course using Robot for Non-informatics teachers (비 정보과 교사를 위한 로봇활용 SW 교사 연수 프로그램 개발)

  • Yi, Soyul;Lee, Youngjun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.271-272
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    • 2018
  • 제4차 산업혁명시대에서 강조하는 SW교육은 컴퓨팅 관련 교과 뿐만 아니라 타 교과에서도 그 중요성이 대두되고 있으며, 따라서 정보과 교사가 아닌 비 정보과 교사들에게도 SW 교사 연수의 필요성이 높아지고 있다. 따라서 본 연구에서는 선행 연구들의 고찰을 통하여 비 정보과 교사를 위한 햄스터로봇을 활용한 SW 교사 연수 프로그램을 개발하였다.

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