• Journal of Science Education
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• v.38 no.1
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• pp.182-195
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• 2014

Ray drawing in geometrical optics is an effective method for visible imagery of light. In this study, we developed peer instruction materials for in-service teachers' training concepts on the refraction of light including drawing rays. And then we applied these programs to 29 pre-service teachers and 21 in-service primary teachers and evaluated the degree of conceptual change in correct points from the pretest and the post one. As a result of pretesting, in spite of experiences for learning this topic in elementary and secondary education courses, most participants in the study did not well understand the path of refracted light before instructions. However, the result of post testing after the application of peer instruction materials shows that they have practiced ray drawing, which is helping visible imagery. Accordingly, in learning geometrical optics, we suggest that peer instruction with ray drawing activity for teachers' training program would be effective. We also suggest that similar approaches would be applied to other context.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.293-304
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• 1999

A Calculator-Based Laboratory (CBL) system was introduced to science teachers and their perceptions to its classroom application was assessed. A CBL survey instrument was responded by 54 middle and high school science teachers who undertook a three-hour workshop of science experiments with CBL system. There were significant differences in teachers perceptions to CBL system among gender, school level, school location, teacher's degree, and years of teaching in terms of learning CBL system, applicability of CBL system for science classrooms, and effects on science achievement. Male teachers showed significantly (p<.05) higher agreement to learning of CBL system and applicability for science classrooms than female teachers. Compared to middle school teachers, high school teachers showed significantly (p<.05) high interests in CBL applicability for science classrooms and perceptions that there will be an increase of science achievement. Teachers with 4-8 years of teaching experience also showed significantly (p<.05) higher interest toward learning CBL system and its applicability. It was concluded that science teachers perceived CBL system as a promising science teaching method in Korean middle and high schools. However, a science teacher inservice training program for CBL system should be developed in consideration of gender, school level, school location, and years of teaching.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.389-390
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• 2022

4차 산업혁명이 도래하여 사회 전반에서 혁신적인 변화가 일어났다. 이에 따라 2022 개정 교육과정에서는 미래 사회가 요구하는 소양 및 역량 강화를 위하여 인공지능(Artificial Intelligence, AI)·소프트웨어(Software, SW)교육을 비롯한 디지털 기초 소양을 강화하는 것을 개정의 중점으로 설정하였다. 이처럼 SW교육은 정보 관련 교과를 비롯한 타 교과에서도 중요하며 따라서 비 정보과 교사도 SW관련 교육 내용을 이해해야 할 필요가 있다. 본 연구에서는 비 정보과 교사에게 SW연수를 실시하였고, SW교육 수업 전문성의 변화를 살펴보았다. 그 결과 사전 검사에 비해 사후 검사 결과에서 통계적으로 유의한 상승을 확인하였다. 이는 SW연수가 비 정보과 교사의 SW교육 수업 전문성 함양에 긍정적인 영향을 준다는 것을 의미한다. 그러나 본 연구는 단일집단으로 이루어진 실험을 설계하여 실시하였으므로, 이러한 변화가 처치로 인한 것인지 확인할 수 없다는 한계점이 있다. 그러므로 통제 집단 및 실험 집단 선별 과정을 거친 후속 연구 설계가 요구된다.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.189-209
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• 2011

The purpose of this study is to offer a basic material for developing a supervision program of a child-care center and to improve quality in the field of the child-care center by researching child-care teachers' perception & real condition and problems on the development and its improvement, necessity, demand about the scholarship program. An object of this study was randomly selected 230 staffs working for the child-care center located in Busan metropolitan and Kyoungnam province. A methodology of this study is using a questionnaire made by writer with referring to the preliminary study which is associated with a supervision program of child-care center in order to research child-care teachers' perception and demands on the development of a supervision program. The collected material was analyzed by a PASW 18.0 statistics program. The result of this study is that firstly, a perception of the supervision program was shown "know somewhat" the highest and as a result of researching the real condition of training and follow-up course for child-care teachers, "never educated" was the highest. Secondly, as a result of researching a perception of the problem on the development of supervision program, "unreflected-in-sound" was the highest. Thirdly, as a result of researching the differences of necessity on the development of a scholarship program for a child-care center according to some factors, there existed meaningful differences statistically in terms of the class size, but there existed no difference in terms of the type of organization, institution type, academic background.

• Journal of Korean language education
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• v.28 no.2
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• pp.61-88
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• 2017

This paper seeks to use case studies of training programs for teachers at US K-12 schools to provide a model for developing training programs in South Korea for Korean language teachers overseas, and to consider directions for the future. Toward the end, we review examples of professional development programs for Korean language instructors at US K-12 schools that we have developed and conducted between 2011 and 2016. By comparing these programs with the results of post-program assessments, we explore ways of improving those programs. To respect teachers' wishes, these training programs have attempted to strike a balance between cultural and linguistic education while focusing more on workshops, debates, and field trips than on theoretical lectures. The difficulty of operating such programs is the difference in the teachers' individual circumstances and educational context, which necessitates giving teachers an opportunity to discuss the content of the program and find ways to apply it to their own circumstances. To resolve such difficulties, the training programs that we develop should avoid predetermined curriculums and should not be focused on simple drills or the trainer. Instead, these programs should take the approach of proactively incorporating contents desired by the participating teachers by starting with the situations, needs, and tasks of each of those teachers.

• Journal of the Korean Society of Food Science and Nutrition
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• v.38 no.5
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• pp.626-635
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• 2009

The purposes of the study were to identify a comprehensive competency list related to the jobs of nutrition teachers and to compare the competency needs for nutrition teachers and dieticians' competency levels. Job functional areas and a competency list for nutrition teachers were developed based on a review of literature and revised through expert panel reviews. A total of 53 competency statements associated with 11 job functional areas were specified. Questionnaires were distributed to 457 dieticians engaged in school food service and 148 responses were returned (response rate: 32.4%). Excluding incomplete responses, 142 questionnaires were used for data analysis. Approximately half of the respondents were enrolled in an 1-year nutrition teacher certificate program, 25% in a graduate school of nutrition education, and 19% had completed an 1-year nutrition teacher certificate program. The dieticians highly rated requirements of the competencies related to sanitation and employee safety, nutrition counseling, nutrition education, and teaching practices; in contrary, their competency levels for nutrition education, nutrition counseling, and teaching practices were low. Respondents' competency levels were significantly lower than the required competency levels of effective nutrition teachers in all functional areas. A quadratic analysis based on the requirement and self-evaluation of the competencies revealed that priorities of education programs targeting school nutrition teachers or students preparing to be nutrition teachers should be placed on improving competencies related to nutrition education, nutrition counseling, teaching practices, sanitation and employee safety, menu management, and human resource management. These results can be used to develop curriculum materials for basic and continuing professional education for nutrition teachers. It is necessary to review and update competencies regularly to reflect environmental changes in school food service programs.

• The Mathematical Education
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• v.53 no.2
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• pp.201-217
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• 2014

This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.113-121
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• 2019

The purpose of this study is to develop TPACK-P teachers' training program based on backward design included understanding of backward design principles in order to enhance teachers' professionalism of software education and informatics education. This teachers' training program was conducted for non-informatics teachers in 32 hours. As a results, teachers showed that post-test result of SE-TEBI was higher than pre-test and the t-test results showed that the total value of SE-TE was t=-3.541(p< .01), subscale PSETE was t=-3.559( p< .01) and SEOE was t=-2.258(p< .05). Therefore, we demonstrate that it helps improve the teaching professionalism of teachers. However, as a result of the test, teachers' PSETE tend to be lower in SEOE, which is interpreted as a lack of confidence in the lessons. Therefore, in further study, it is necessary to develop a teacher education program that can promote the confidence of teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1613-1626
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• 2012

The purpose of this study was to develop an effective mentoring program model. In order to develop an effective mentoring program, we identified four elements of mentoring program based on the analysis of secondary science teachers perceptions of in-service science teacher training program and mentoring. For the study, a questionnaire was developed by the authors and it was administrated to 114 secondary science teachers participated in science teacher training program. The interviews were conducted with 14 secondary science teachers. The results of this study are as follows: Most of the secondary science teachers recognized that in-service science teacher training program, which they had taken, positively affected their teaching. However, there are some aspects needed for improvements in the current teacher training program. They wanted to take the opportunities to interact with their colleagues and researchers, sharing their experiences on teaching within the teachers' community, and reflecting on their own teaching. Based on these analysis we suggest four elements for effective mentoring program. These are 'Communication,' 'Reflection for Mentor,' 'Reflection for Mentee,' and 'Evaluation.' In addition, the mentoring program is proposed to consist of four activities such as 'Feedback on teaching', 'Seminar and Workshop', 'Conference', and 'Self-evaluation'.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.5
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• pp.165-173
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• 2017

In this research, based on the CBAM model, there is a research purpose to measure the degree of interest of the physical education teacher ahead of execution of the revised educational curriculum 2015 and to analyze the difference in degree of interest by teacher's background variation. For this reason, we conducted an an- nental survey of 200 physical education teachers in K-area middle school, high schools and analyzed the results. The conclusion of this research is as follows. Firstly, as a whole, the attention to the revised education curriculum has been very high in view, as a result, the physical education teacher at the middle / high school, 2015 about the influence and the result that the revised curriculum gives to the student in the physical education class Although the interest is very high, a systematic approach will be necessary for training and utilization schemes so that 2015 the revised educational curriculum can be executed appropriately. Secondly, since the interest in the revised educational curriculum by the whole number of classes 2015 is different, we need to develop and give a training program for revised curriculum 2015 customization by class number 2015. Training that departs from the one-way set form of transmission training and distribution method of materials depending on the class number may be different. Thirdly, in order to stabilize the revised educational curriculum 2015, it is necessary to develop a course example program corresponding to the level of interest of the physical education teacher.