• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.39-56
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• 2015

The aim of the study presented in this paper was to explore South Korean elementary teachers' knowledge regarding educational theory in mathematics. An independent t-test and ANOVA are applied to examine elementary teachers' knowledge regarding educational theory in mathematics. Findings of this study suggest that there is a negative correlation between the teachers' knowledge regarding educational theory in mathematics and their teaching experiences as well as the teacher certification level. However, there is a little affect of the teachers' gender and educational backgrounds on the teachers' knowledge regarding educational theory in mathematics. The results of this quantitative study may broaden our understanding of the South Korean elementary teachers' knowledge for teaching mathematics, which have a deep impact on their teaching practice.

• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.35-47
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• 2017

The purpose of this study was to develop and apply the elementary teacher training course for educational programming language based on TPACK in order to make elementary school teachers fully equipped with teaching efficacy for SW education. As a result, the informatics teaching efficacy of the teachers in the experimental group who participated in EPL training course developed based on TPACK was statistically more significant than the teachers in the control group(t=4.13, p<.001). The dependent sample t-test of the experimental group showed a statistically significant increase with t=4.57 (p< .001). It proved that TPACK-based teachers' training course is effective to improve teachers' informatics teaching efficacy. It is suggested that the development of SW education teacher training course should be systematically structured considering TPACK framework.

• 대한공업교육학회지
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• v.34 no.1
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• pp.1-18
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• 2009

This study is aimed at analyzing vocational high school teachers' recognition of school consulting and educational demand for securing professionalism from school consultant training, to offer basic information for training school consultant. The survey was intended for vocational high school teachers who participated in the vocational high school teacher training course. The result of this study is as follows. First, vocational high school teachers have sympathy with the necessity of school consulting for 'change and survival' of vocational high school in the future, and recognize that successful school consulting will be possible when, in the first place, teachers and principal/deputy principal who are able to show leadership change for their recognition. Second, as the result of analyzing educational demand for school consultant training, demand for consulting business and case and experience area, like 'School consulting method and procedure', 'Sympathy creation technique', 'Case of innovation through consulting', was higher than for consulting theory. Third, as the result of surveying difference of importance recognition of school consultant training contents, according to experience of joining school consulting, 'Environmental change and necessity of consulting', 'Consulting status of domestic corporation and vocational high school', 'Consulting method and procedure', 'School status analysis technique' showed significant difference, and teachers who have experience showed higher average of importance than those who don't have experience. In conclusion, rather than consulting theory, education for consulting business and experience area and various cases-centered school consultant training program according to experience of joining school consulting should be developed.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.171-197
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• 2004

1999년 교육개발원에서는 초 ${\cdot}$ 중학교 영재 교육과정 시안 개발을 위한 기초연구와 수학과 영재 교육과정 시안에 관한 보고서를 발간하였는데 이 보고서에 초 ${\cdot}$ 중학교 수학과 영재 교육과정 시안이 제시되어 있다. 이 영재 교육과정 시안으로써 그 내용에 상응하는 수학 교수 ·학습 자료 개발이 절실히 요구되고 있다. 한국교육개발원에서는 영재 교수 ${\cdot}$ 학습 자료개발 및 영재교사 연수가 본격적으로 확대, 추진되고 있는 실정이며 또한 2002년${\sim}$2003년 2년간 한국교육개발원에서는 영재학생을 위한 교수 ${\cdot}$ 학습 자료를 개발하여 왔다. 이런 취지를 바탕으로 지금 우리에게 영재 교육의 시급한 문제는 초 ${\cdot}$ 중등에 필요한 다양한 영재 교육프로그램을 마련하는데 있다. 본 연구에서는 한국교육개발원에서 마련한 교재개발 지침에 따라 2005학년도 교수 학습 자료를 중학교중심으로 영재 교육 프로그램을 구현해 보고자 한다.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.251-258
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• 2019

In order to establish the NIVTPD which is only one qualification training institute for vocational training teachers in Cameroon, the research team taught such as curriculum development methods, course materials development, and lecturing methodology for master teachers of NIVTPD. Also we prepared actual operation of NIVTPD by conducting actual lecture through Pilot training. This paper also includes two different surveys (Base-line and End-line surveys) results and two different tests (pre and post-test) results to assess the impact of training gained in NIVTPD on classroom performance. The results of the survey will be used for the improvement of NIVTPD's educational program through identifying the current state of the vocational training interface and integration, modification and improvement of the curriculum. Examination results can also be used as indicators for vocational training teachers' pedagogical knowledge and for future certification.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.907-925
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• 2011

This study is a report about the two summer camps of 2009 and 2010, which were held by some gifted classes of Liberal Arts areas in Chungnam Province. The students' self- directed methods, making an own project topic and an outline plan for that by students themselves before the camp, raised up the students' satisfaction of the camp effectively. Staying with their peer students and teachers for 3 days gave the gifted students a chance for relationship, self-confidence, and self-sufficiency. These joint summer camps provided the students with cognitive development, motivations and a chance to meet other gifted students. Teachers' preparation for the camp, their concrete feedback to each student's project, and students' time spending on one's own camp project were correlated with the students' satisfaction of the camp program. Experience of teacher training in gifted education made significant differences in understanding gifted students and expectations of students' social and emotional development throughout and after the camp.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.163-176
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• 2020

Promoting job growth and quality has been central to developing countries to reduce poverty for decades. In this regard, Nepal is not unique in its need to develop effective TVET programme as it is considered showing positive association with workforce development and productivity. While the copious academic literature has highlighted upon staff training programme in general education, it encounters lack of adequate attention in the field of TVET education. The purpose of the study is to identity and prioritise the professional development needs for the teachers of TVET sector in Nepal. A sample(N=317) of Nepalese teachers from seven provinces were asked to answer the scale. The Borich needs assessment model was employed to assess the perceived level of importance and present preferred training modules among 29 teaching subjects. Moreover, a quadrant analysis using 2×2 matrix was used as a diagnostic tool to denote overriding training topics. The result shows that following competence skills constructs were perceived to be in high need of enhancement as well as in existence of discrepancies: 'occupational characteristics of TVET trainer', 'training needs analysis and curriculum development', 'curriculum development based on national competence standard(NCS)', and 'Institution management evaluation'.

• Journal of Convergence for Information Technology
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• v.11 no.8
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• pp.109-118
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• 2021

This study is a descriptive research study to understand the relationship between childcare teachers' ego-resilience, optimism, and job stress and the relationship between these variables and to identify factors affecting job stress. The study method was targeted to 191 childcare teachers working in D Metropolitan City from March to April 2021. The self-reliance, optimism, and job stress of childcare teachers were surveyed using a survey instrument. For data analysis, frequency, percentage, reliability analysis, t-test, ANOVA, correlation, and multiple regression were performed using SPSS WIN 20.0 program. As a result of this study, first, ego resilience and optimism showed a positive correlation, ego resilience and job stress had a negative correlation, and optimism and job stress had a negative correlation. Second, as a result of analyzing the factors affecting the job stress of childcare teachers, it was found that ego resilience had an effect. According to these results, in order to lower the job stress of childcare teachers, a program that can improve self-resilience and lower job stress should be developed and provided.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.231-258
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• 2008

The purpose of this study was to analyse the needs and recognitions of education to prevent children sexual abuse and to suggest the basic data for school prevent education program. For this purpose 1210 primary school teachers were suggested in Korea and finally 973 questionnaires were analysed. The results are as follows; First, fur the needs of education contents for children,'the reaction skills to crisis situation of sexual abuse' was most needed, and 'the types and cases of sexual abuse' and 'the legal regulations' were lowest. Second, for the recognitions of education forms for children, teachers thought the proper form that professional instructors outside school related sexual abuse in special education type, $1\sim2$ times per semester, to all years of children and parents. Third, the education contents and forms to prevent sexual abuse to children were significantly different by age, gender, carrier years, area for work, related training experience. Fourth, the retraining program chances for teachers and prevent education program for children using the National Common Basic Curriculum needs to be broad.

• Journal of the Korean Chemical Society
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• v.65 no.2
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• pp.133-144
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• 2021

Science teachers in elementary schools and secondary schools recognize the necessity of character education, feeling difficulties such as evaluation methods, mood of competition, extra work and lack of time according to previous research, which were based on answers from science teachers not experiencing character education. As a rare study of teacher experiencing, previous researches didn't fully address the problems and suggestions about adopting character education in science classrooms. This study is about teacher practice of character education on site with the CoProC (Collaborative Problem-Solving for Character Competence) program in science classes with which other previous studies shed new light. Five teachers, adapting the CoProC program in their science classes, participated in two interviews, sharing their student achievement in character education. Results showed that student achievement was high when their teacher had experienced the training program, development, and classes of CoProC rather than their normal teaching career. Teacher recognition on the aims of CoProC influenced difficulties, evaluation, and feedback.