• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.880-889
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• 2008

Research-based professional development is essential for in-service and pre-service science teachers across the nation. The purpose of this study was to examine in-service science teachers' and pre-service teachers' perception of the training program for professional development using advanced science laboratory equipment and experiments. Science teachers (N= 43) in science high schools and pre-service science teachers (N=189) were selected as research subjects. As a result of this study, in-service teachers and pre-service teachers recognized that they lacked understanding and experience in advanced science laboratory equipment, although they perceived the importance of its use. They wanted to attend training programs during vacation if they would have the opportunity. Both groups felt that they needed to improve their ability to operate the advanced science lab equipment, preferring to practice these instruments in the training programs. In-service teachers preferred the development of teaching and learning programs for use of the advanced science laboratory equipment. However, pre-service teachers preferred using the advanced science laboratory equipment. The study gives implications for teachers' professional development.

• Proceedings of The KACE
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• 2018.08a
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• pp.19-21
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• 2018

테크놀로지가 교육에 활발하게 도입됨에 따라 수업에 교사가 테크놀로지를 활용할 수 있는 역량을 향상시키기 위하여 Technological Pedagogical Content Knowledge(TPACK)이 등장하였다. 테크놀로지의 발달에 따라 TPACK 연구가 활발하게 진행되었다. 이러한 흐름에 발맞추어 김성원과 이영준(2017)은 예비 교사의 수업 전문성 향상을 위한 프로그래밍 기반 TPACK 교육 프로그램을 개발하였다. 또한, 김성원과 이영준(2018)의 연구를 통하여 프로그래밍 기반 TPACK 교육 프로그램을 개선하였다. 본 연구에서는 프로그래밍 기반 TPACK 교육 프로그램의 개선이 예비 교사의 자아 효능감에 미치는 효과를 살펴보았다. 연구를 위하여 대조군에게는 기존의 프로그래밍 기반 TPACK 교육 프로그램을 적용하였다. 실험군에게는 개선된 프로그래밍 기반 TPACK 교육 프로그램을 적용하였다. 그 결과, 사전 검사에서는 두 집단 간의 자아 효능감은 같았다. 사후 검사에서는 실험군이 대조군보다 자신감과 과제 난이도 선호에서 유의미한 차이가 나타났다. 이를 통하여 프로그래밍 기반 TPACK 교육 프로그램의 개선이 예비 교사의 자아 효능감의 세부 영역에 효과적인 것으로 나타났다. 본 연구에서는 자아 효능감의 모든 영역에서 향상이 나타나지 않았다. 향후 연구에서는 자기 조절 효능감까지 향상될 수 있도록 교육 프로그램의 개선이 이루어져야 한다.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.440-449
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• 2009

The purpose of this study is to make a preference and result analysis on the free inquiry method of pre-service elementary school teachers. Also, this study investigates how free inquiry activities effect the science-related attitudes and the self-directed learning characteristics of pre-service elementary school teachers. For this study 76, second year, science education pre-service elementary school teachers from Busan National University of education were selected. The inquiry examined the effectiveness of each of the following teaching methods: the IIM method, the PBL method, the PROJECT method, and the small group inquiry method. The students were divided into groups in which they incorporated the respective methods into their practice. In conclusion, the IIM free inquiry activities proved to be much more effective than the PBL method, the PROJECT method, and the small group inquire method in terms of developing self-directed learning characteristics and science related attitudes at the significant difference of p=0.05.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.67-77
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• 2012

The purpose of this study was to investigate the mediating and moderating effects of teacher-child relationships on children's social behavior and peer preference. The participants were 508 children and 28 head teachers of their classes. Teachers measured the children's social behavior and the teacher-child relationships. Peer preference was measured by peer nomination. The association between prosocial behavior and peer preference was partially mediated by teacher-child conflict. The association between withdrawal, aggression and peer preference was fully mediated by teacher-child conflict. The moderating effects of teacher-child conflict were found between prosocial behavior and peer preference. In addition, teacher-child conflict moderated the association between physical aggression and peer preference.

• Journal of the Korean Institute of Educational Facilities
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• v.9 no.2
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• pp.15-24
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• 2002

This study is performed to understand a trend of preference about classroom for special purposes related with elementary school relocation. It is anayzed based on the questionnaire of teachers at work in the two schools having similar educational environment. The results showed that it is desirable to locate rooms for science or practice in low story and music room in the lowermost or uppermost story. Rooms for art, linguistic education and computer had not limited any place. It is shown that the scale of each preparation room is significantly different with each grade and more large scale is needed in higher grade. These results reflect that the present arrangement of classrooms for special purposes is not adequate and require more reasonable arrangement with the grade in the architectural plans for relocation-needed elementary schools.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.4
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• pp.647-654
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• 2018

This study examines the literature regarding teacher-child interaction in the classroom, aiming to find ways to support child-care teachers in improving the quality of teacher-child interaction. The study selected studies exploring teacher-education programs that aim to support child-care teachers in interacting with their children in the classroom in a quality manner. The selected studies were analyzed, by focusing on how the study proposes ways to support child-care teachers in interacting with their children in a quality manner. The results of previous studies are as follows: 1) the literature tends to focus on teachers' language interaction with their children in the classroom; 2) the literature tends to apply a variety of observation tools (or coding schemes) to measure teacher-child interaction in child-care settings; 3) the literature prefers individualized approaches such as mentoring or consulting as ways of supporting child-care teachers in interacting with their children in a quality manner; and 4) the literature aims in general to improve teachers' self-reflection skills.

• Archives of design research
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• v.20 no.3 s.71
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• pp.107-118
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• 2007

The aim of this paper is to suggest a design guideline for a teaching assistant robot by finding out images that satisfy the role of the teaching assistant robot, and to search for a body features that show such images. Role images of teaching assistant robots were established from literature review and factor analysis. And eight elements of body features were extracted from human's elements of body feature. Robot external form samples varied according to the body feature was modeled three-dimensionally. Children, who are the main users of teaching assistant robots, valuated the 3D robot samples projected onto wall in real size. The valuation basis was role images of teaching assistant robots, adjectives about age and gender, preference, and appropriateness as teaching assistant robots. The result of valuation was analyzed by analysis of variance, and analysis of correlation. The result revealed the fact that four elements of body feature (the ratio of head length, height, the ratio of breast girth, and waist girth) were related to role images. Among these elements, height and waist girth was more important than the rest, particularly, waist girth had strong relation with all the role images. Also, in order to reveal tender and kind image, the ratio of head length was proved to have to be adjusted according to waist girth. On the basis of these result, a design guideline for a teaching assistant robot was suggested.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.125-141
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• 2011

The purpose of this study is to investigate Home Economics(HE) teachers' perception of Home Economics curriculum perspective and their instructional culture, and to find out correlations between them. 210 questionnaires were used for analysis. The results are as follows. First, our research showed that the preferences of HE teachers with respect to curriculum perspectives were in the order of the interpretive, emancipatory, and technical perspectives. However, there was no consistency among findings in the preferences for the sub-elements of a curriculum. Second, our results indicated that HE teachers performed their role affirmatively in terms of instructional culture such as the 'cooperation between teachers', the 'class focused on student', and the 'learning materials preparation'. Third, there was a statistically significant difference in five elements such as the 'cooperation among teachers' between the HE teachers' curriculum perspectives and their instructional culture. Fourth, there was a statistically significant difference in the 4 factors of 'instructional culture' between the teacher group whose curriculum preference was clear and those group whose curriculum preferences was vague.

• Proceedings of the Korea Contents Association Conference
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• 2017.05a
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• pp.81-82
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• 2017

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.181-203
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• 2011

The purposes of this study were to examine the perception of directors and child care providers regarding the Seoul-type Child Care Accreditation and its operating system. The objects were 309 directors and child care providers at accredited Seoul-type child care centers. The collected data was analyzed using frequency, percentiles, and ${\chi}^2$. The results are as follows: First, the majority of directors and child care providers perceived 'the preparation for effective quality control of child-care service' as the primary purpose of the Seoul-type Child Care Accreditation. Many of them responded that the child care centers meeting the purpose of accreditation would be 'private' and 'home-based' ones. Seoul-type Child Care Accreditation was easier to pass compared to National Child Care Accreditation. The directors and child care providers perceived that the accreditation will narrow the gap between public and private child care centers. Second, in operating customized child-care service, most directors preferred 'submits only the same plan as that of a designated one', but most child care providers preferred 'assessment after providing customized child-care'. For the reliable child-care service and accounting management system, both subject groups showed general satisfaction with 'current system'. Third, both subject groups responded that 'overtime pay for child care providers' and 'government's consistent child-care policy' were what they desire most to improve Seoul-type Child Care Accreditation.