• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.279-289
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• 2020

The purpose of this study is to apply the training program for teachers to strengthen the competence of artificial intelligence education in primary and secondary school teachers and to analyze its effectiveness and analyze teachers' demands for artificial intelligence education to provide basic research data. The referenced training program was designed based on the ADDIE model by selecting the educational contents based on the five core elements of AI, and teachers from the G Metropolitan Office of Education and the AI Education Research Association collaborated to develop the program. The effectiveness of the developed program and questionnaire of teacher needs analysis for AI teaching were examined for content validity. As a result of the training conducted by applying the developed program, satisfaction with each curriculum of the training and the possibility of application to the field were highly evaluated. It was found that teachers consider the need of teaching unplugged activities for AI education and basic AI experiences in elementary school level, and AI education contents including block programming languages and physical computing activities are needed to teach in middle school level.

• Journal of Science Education
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• v.34 no.2
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• pp.211-224
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• 2010

This research explored the direction of professional development programs for science high school science teachers through partnership with scientists. Eighteen science teachers and twenty three experts attended as partners during two weeks program. To find any finding and implication, survey and interview were conducted with participant, and participant observation was conducted to understand interaction between them. It was found that the professional development program through partnership with scientists would contribute to increasing expertise of science high school teachers. From findings, it was suggested to use professional development program where scientists participate for the professional development of science high school teachers.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.37-56
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• 2007

The purpose of this study is to provide basic resources to the first-grade Home Economics Regular Teacher Qualification Program (FGHERTQP) in order to improve its operation plans. For the study, the three methods were carried out: an analysis on the curricula of FGHERTQP over six years since 2000, a questionnaire asking their satisfaction degrees and needs on the programs which was answered by the home economics teachers who were the participants of FGHERTQP, and several statistical analyses such as a descriptive-test, a $X^2$-test, a t-test, and one way ANOVA by using SPSS Win ver 10.0. The results of the study were as follows; Firstly, FGHERTQP has been operated ten times by five training centers during resent six years. Subject matters ($1{\sim}7$), whole numbers of lectures ($11{\sim}29$), and their allotted working hours ($111{\sim}136$) vary with individual training centers and operation years. Secondly, when using 5 point likert scales, Contents and Methods of evaluation marked 3.08 which were the lowest scores, and Qualification Training in General marked 3.72 which was the highest score among five fields of Qualification Training in General, Contents, Organizations, Methods and Evaluation. The overall scores were low. Thirdly, in needs analysis on offering subject matters, the participants wanted to study the field of home economics education more than that of subject contents. Looking about the highest needs classified by domains, Food Principles & Meal Management showed the highest in Foods. And Consumer Issues in Clothing & Textiles in Textiles, Upcoming Housing Cultures in Housing, Family Relationship in Child Development & Family Relationship, Juveniles and their daily life as a consumer in Family & Consumer Resources Management. Fourthly, training centers' lectures available had a significant influence on the satisfaction degrees according to general characteristic variations of the participants. That is, as a training center offers more lectures in the field of subject education than those of subject contents, the participants showed higher satisfaction degrees (p<.05).

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.429-438
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• 2022

In this study, we propose a way to improve science teacher expertise through infographics creation teacher training program by analyzing the infographics types focusing on the Earth Science subject of the 2015 revised curriculum, and inspecting the teachers' utilization of graphic tools. The data visualization characteristics of Earth Science textbooks were analyzed, the execution results of the infographics creation teacher training program were presented, and a survey on science teachers' change in perception and competency of infographics. As a result of the Earth Science textbook analysis, diagram-type, map-type, and comparative analysis-type infographics were frequently used, and were mainly presented as text-assisted-type infographics. The infographics creation teacher training program was conducted five times for 112 science teachers to create the complete, text-assisted, incomplete, and gradient-type infographics. Incomplete infographics for development of evaluation questions were most needed. Although many science teachers recognize the importance of infographics, they lacked the competency to create high-quality infographics because there were no training opportunities for infographics creation. After completing the training, 74.1% of teachers felt that the quality of developments of supplementary textbooks and evaluation questions had improved, and answered that it was helpful in re-educating knowledge and improving teaching-learning methods. Based on the research results, ways to improve science teacher expertise through infographics creation teacher training program were suggested.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.145-155
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• 2021

In this study, a SW interactive education training program for elementary school teachers was developed in order to cultivate the SW competency of teachers who apply SW education to schools, and the effect was analyzed by applying it to the school training site. For the development of the training program, the training development direction was set based on the current SW teacher training program, and an interactive training program was opened so that training could be conducted in a non-face-to-face situation in the COVID-19 situation. The developed training program was applied to 104 elementary school teachers in Gyeonggi-do. In order to analyze the effectiveness of the interactive training program, a survey on professor efficacy and satisfaction was conducted, and positive results were confirmed in terms of professor efficacy and program satisfaction. As it is expected that various SW/AI education training for teachers will be conducted as interactive training in the future, it is judged that it is necessary to conduct an analysis study on the effect of SW/AI training training.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1017-1030
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• 2010

In this study, an enriched in-service program for teaching scientific creativity was developed and implemented using the scientific creativity activities developed by Park, Park, & Lee (2008). In this program, science teachers performed scientific creativity activities by themselves and practiced the development of actual teaching materials. As a result, science teachers mentioned that they could achieve their goals by learning about various actual teaching materials and teaching strategies for gifted education. They also mentioned that the in-service program was interesting, had appropriate levels of learning difficulty, and that they would apply the teaching programs and teaching strategies to actual gifted education. Observing teachers' actual learning processes during the in-service training course, it was found that they actually participated in the in-service program for a long time intensively and could improve conceptual understanding in depth, but it was necessary to long-term creative thinking practice for being beyond the level of students' creative activities. Finally, from the analysis of teaching materials developed by teachers at the final step of the in-service program, it was found which aspects were developed well or were unsatisfactory, therefore, these findings could be applied for more improved in-service programs.

• 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.

• Proceedings of the Korean Society of Community Living Science Conference
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• 2009.09a
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• pp.97-97
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• 2009

본 연구에서는 초 중등 교원들의 농업 농촌에 대한 가치 인식 및 학교 현장에서의 학생 지도력을 높이기 위해 교원들에게 농촌어메니티에 대한 이론과 체험 학습을 제공하는 '농촌어메니티 체험 연수 프로그램'의 개발 적용하고, 프로그램의 효과를 분석하였다. '농촌어메니티 개념 및 정책 이해', '농촌어메니티 현장 이해 및 체험', '농촌어메니티 수업 적용'의 3개 영역으로 구성된 총 20시간의 교원연수 프로그램을 개발하였으며, '09. 7. 23. ~ 8. 13.까지 2박 3일씩 5차에 걸쳐 200명의 교사를 대상으로 연수 프로그램을 운영하고, 연수 전후 설문조사를 실시하여 그 결과를 분석하였다. 연수에 참여한 교원들의 인구통계학적 특성을 분석한 결과, 여성의 비율이 56.9%로 남성(43.1%)에 비해 높았으며, 일반교사의 비율(53.3%)이 부장교사(26.9%)나 교장 교감 (19.8%)의 비율에 비해 높았다. 연령 분포에서는 50대가 35.2%로 가장 많고, 40대가 32.7%를 차지하고 있었으며, 경력이 20년 이상인 교원들이 67.2%인 것으로 나타났다. 근무기관 분포에서는 초등학교 교원들이 54.8%로 가장 많았으며, 중학교, 고등학교 교원이 각각 20.3%, 18.8%인 것으로 나타났다. 근무지역 분포에서는 중소도시에서 근무하는 교원들이 70.6%로 대다수를 차지하고 있었으며, 농촌거주 경험이 있는 교원들이 64.8%인 것으로 분석되었다. 연수 참여 사전-사후 설문조사를 통한 인식 변화를 분석(Paired samples t-test)한 결과 참여 이후 '농업 농촌에 대한 관심 정도', '농업의 중요도에 대한 인식', '농촌의 생활 정주, 관광 휴양 여건에 대한 인식', '농촌어메니티에 대한 이해도'가 모두 개선된 것으로 나타났다. '농촌어메니티에 대한 중요도 인식'(5점 척도)에서는 환경자원, 자연자원, 역사자원, 경관자원, 시설자원, 경제활동자원, 공동체활동자원으로 분류된 37개의 세부자원들에 대한 중요도 인식이 연수 참여 이후 높아진 것으로 나타났다. 단, 환경자원 가운데 '수질'의 평균 점수는 사전 4.8671, 사후 4.8960로 유의미한 차이가 발견되지 않았다. 연수 전반에 대해 만족하는 교원의 비율이 98.5%로 나타났으며, 연수 이후 농업 농촌에 대한 이해도가 증가했다는 응답이 98.0%, 학생 지도력이 증가했다는 응답이 95.0%, 연수에서 학습한 내용을 학생지도시 활용하겠다는 응답이 97.5%로 집계되어, 개발된 연수 프로그램이 설계시 수립한 목적 달성에 기여하고 있는 것으로 분석되었다.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.256-256
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• 1997

1. 초등학교 영어지도교사 연수프로그램 현황 1) 교육과정 2) 교육방법 3) 교사들의 인지도 및 배경지식 수준 4 4) 교사들의 요구 2.초등학교 영어교사의 역할 1) 한국인 영어교사의 역활 2) 영어원어민 교사의 역할 3. 영어지도교사 교육에 포함되어야 할 내용 1) 영어교육의 목표 2) 발음지도상 주요내용 3) 발음지도법 4) 교사자신의 발음교정 및 향상을 위한 내용 4.제안 및 결론 1) 한국인 아동특유의 영어발음상 문제점을 제대로 파악할 것. 2) 과적인 발음교수법 개발 3) 적절한 교재 및 교수자료 개발 4) 실용적인 교사교육을 통한 우수 교사 양성