• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.1-17
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• 1989

From the investigation perfomed by this writer in 1986, it was recognized that many science teachers are in difficulty in teaching the intergrated science in secondary schools and then the present teacher preparation programs need improvement to advance the quality of science teachers. To set up the improvement model, the preservice programs in the departments of science education in Korea were intensively analyzed and compared with that in the department of science education in Hiroshima university. The results of analysises on the programs showed the needs for improvement. A improvement model of the program for secondary science teacher preparation was set up as follows; 1. The improvement program is set up to emphasize the basic science course such as, general physics, chemistry, etc. 2. More emphasis is put upon the intergrated science course. 3. The improvement program is a practical one which is suitable to apply directly as a program in the department of science education.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.105-121
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• 2018

Objective: The objective of this study was to explore the perceptions of pre-service teachers regarding their self-image as early childhood teachers, according to their grade. The subject of this study were 167 university students in early childhood department in Jeonnam province. Methods: In order to examine self-image as early childhood teachers, semantic differential meaning scale that was consist of 40 bipolar adjective items was administrated. Data were analysed by Multivariate Analysis of Variance (MANOVA). Results: First, pre-service teachers had positive self image as early childhood teacher. Second, according to grades the appreciation self image as early childhood teacher showed significant difference. To be more specific and are revealed significantly distinctness. But, score was not distinct by grade, and mean score of was lower than mean score of other area scores. Third, self image as early childhood teacher displayed the positively developing, that is to say, the image of early childhood teachers definitely changed by grade in teacher training course. Conclusion/Implications: The effect brought about this study indicate that the need of support socio-political concern for early childhood teachers and try to form positive teachers' image through organized in-service education.

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.504-520
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• 2014

Globalization brings changes to universities in particular facilitating internationalizing students exchange and curriculum diversification. Such efforts are relatively weak in education college even though the demands are high in students' global learning expectations internally and educational development cooperation from developing countries. The demands of global education arise from the increase of multi-cultural family, the compelling foreign language proficiency and others. The demands of development cooperation arise from the contribution of education to the rapid economic development. However, Korean participation focuses on vocational training which is far from the international norm of basic education provision and carried out without enough educational specialists. Global education and teaching practices in developing countries would substantiate the internationalization of education college while the effectiveness of educational development cooperation would be enhanced after learning the international norms and local knowledge which are learnt from the global education including foreign school practices.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.307-315
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• 2022

The purpose of this study was to design a training program for pre-service elementary teachers, incorporating the concepts of extended reality technologies. This program contained the basic skills necessary for them to utilize in their future classrooms. To accomplish this, 12 undergraduate students of various majors enrolled in one of Korea's national universities of education were selected as research subjects. For a total of 6 times over 6 weeks, they participated in a training program learning the basic concepts of virtual, augmented, and mixed reality, as well as creating their own education software to use in simulated classes. To improve the quality of future research efforts, this study found it would be beneficial to: 1) expand the relevant support equipment, 2) provide students with preliminary, background knowledge of text-based programming, 3) introduce short-term, more intensive training, and 4) improve the survey methods for this research.

• Journal of the International Relations & Interdisciplinary Education
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• v.3 no.1
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• pp.29-50
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• 2023

This study selected college students in Anhui Province as the research subjects and used a questionnaire survey method to understand the current implementation status of the integration of innovation and entrepreneurship education and professional education. The survey results indicate that college students have insufficient awareness of innovation and entrepreneurship; Poor integration of curriculum construction. This study analyzes the reasons for the problems from four aspects: the government, enterprises, and universities, as well as the subjective will of students. Based on qualitative and quantitative research, the following countermeasures and suggestions are proposed: firstly, strengthen top-level design; Secondly, promote the integration of curriculum construction; Thirdly, expand the teaching staff; Fourthly, a practical platform for school enterprise co creation; Fifth, cultivate students' innovative awareness and guide innovative practice.

• Journal of the Korean earth science society
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• v.28 no.1
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• pp.14-23
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• 2007

The purpose of this study was to investigate beginning earth science teachers' perceptions about Learning in Geologic Field Trip. The hundred and sixteen high school earth science teachers who were in the training for their promotion answered the questionnaire of Learning in Geologic Field Trip. It was divided into five parts: needs and educational values, teachers' experiences and their difficulties, and desirable teaching methods of Learning in Geologic Field Trip. Results indicated that the participants perceived Learning in Geologic Field Trip important in earth science education and responded positively to the educational values of Learning in Geologic Field Trip. Most of the beginning teachers had experience of geologic field trip, but did not learn how to teach it to their students during the geologic field trip in the pre-service training program. It was shown that only a few teachers had experience of geologic field trip and of teaching students in the outdoor of geologic fields after they became a classroom teacher. Most of the participants perceived that teaching students about the geologic field trip is difficult because of lack of their experience. In order to overcome the difficulty, teachers suggested that they need to learn how to teach the geologic field trip to students through their in-service training. leachers suggested that a desirable teaching method of the geologic field trip is to provide teachers with a teacher's manual including geological explanation and information about field trip sites before their visit so that they can scaffold it and facilitate the students' cooperative group activity during the field trip. As a follow up activity, the participants agreed that the presentation and discussion about the results should concur.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.625-634
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• 2014

This study has investigated the factors that make a science teacher effective by analyzing students' perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Factor Analysis (EFA). Based on the findings of the EFA, the questionnaire has been further analyzed using Confirmatory Factor Analysis (CFA) by means of Structural Equation Modeling (SEM). In addition, the differences in students' perception on the identified factors of effectiveness have also been analyzed in terms of gender and achievement level. The findings of the EFA showed that five factors of science teacher effectiveness were identified; namely, substantive knowledge, syntactic knowledge, knowledge of students' understandings, knowledge of instructional strategies, and knowledge of assessment. These five components have been divided into two categories of teacher knowledge, SMK and PCK. What we found from the CFA was the respective high correlation between substantive and syntactic knowledge, knowledge of students' understanding and instructional strategies and the low correlation between substantive knowledge and knowledge of instructional strategies. Students perceived substantive knowledge as the most effective factor, knowledge of assessment as the least effective factor. Also, there have been considerable differences in students' perception by gender and achievement level. We proposed, based on the findings, that SMK and PCK need to be integrated into a coherent manner for the effective science teaching practice. This study provides some implications for science teacher professional development and the improvement of science teacher preparation program.

• 대한공업교육학회지
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• v.44 no.1
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• pp.52-71
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• 2019

The quality of school education is a key element for national education development. An important factor that determines the quality of school education is qualities of teachers who are in responsible for school education in the field. Therefore, it is necessary to hire competent teachers in the teacher appointment exam for the secondary school. This necessity is evident especially for vocational high schools and Meister high schools with the introduction of 2015-revised curriculum based on NCS that separates each three subjects, "Electrical, Electronics Communication" resulting in the change of question mechanism, which requires new designing of assessment and content area. So, this study analyzes curriculum in college of education for "Electrical", "Electronics", "Communication", 2015-revised curriculum based on NCS and the development of standards for teacher qualifications and assessment area and evaluation of teaching ability in the subjects of the teacher appointment exam, "Electrical, Electronics Communication" Engineering" in 2009. The assessment area and content elements of "Electrical", "Electronics", "Communication are extracted from the analyzed results and they are verified by experts' consultation and presented as follows; First, the assessment area and content elements of the "Electrical" subject were designed to evaluate the NCS - based 2015 revised curriculum by presenting the NCS learning module to the evaluation area and content element in the basic subject "Electrical and Electronics Practice". Second, the section of "Electronics" presented the assessment area and content elements applying the Electronic Circuit, basic subject of the NCS and it also added "Electromagnetics", which is the basic part of Electronics in the Application of Electromagnetic waves that could be applied to the assessment. Third, the assessment area and content elements of "Communication" consist of the communication-related practice that is based on "Electrical" and "Electronic", considering the characteristics of "Communication Engineering". In particular, "Electrical and Electronics practice" which adds network construction practice and communication-related practice makes it to be able to evaluate the communication-related practical education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.7
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• pp.4139-4147
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• 2014

The aim of this study was to review the characteristics of teacher education curriculum and reform tendency between China and Korea. This study used literature analysis of various studies, catalogs, documents of education universities in China and Korea. The results were as follows. Some common features in the teacher education curriculum were observed, such as the purposes of education, constituent area of the curriculum, and subjects, such as pedagogy and practice teaching. Other differences included that China requires more credits for graduation than Korea, but the elective subjects are assigned fewer credits. In both countries, it is necessary to increase the relevant subjects (pedagogy, practice teaching) for the specialty of a preliminary teacher and establish a permanent system for the curriculum needs of students. In terms of reform tendency, both countries should change the training concept and teacher education philosophy, mainly on enhancing quality-oriented education, emphasizing the students' sustainable self development ability, as well as attaching importance to concept of lifelong education. These results are expected to be helpful in improving the teacher education curriculum in China and Korea.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.95-104
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• 2021

Software education is drawing attention as an education for fostering future talents who will lead the 4th industrial revolution. The purpose of software education for everyone from kinder to adults is not simply to develop programming skills, but to develop "Computational Thinking," a problem-solving ability that effectively solves real-world problems based on computing. Therefore, how to cultivate and evaluate computational thinking is a very important issue. This paper proposed a method of applying a process-based performance evaluation method to evaluate computational thinking ability in the process of solving learners' problems. The developed contents were revised and supplemented through two Delphi surveys by a group of experts consisting of five university professors and five incumbent information teachers majoring in computer science and computer education to verify the effectiveness of the final model. I hope This paper can contribute to the study of evaluating computer thinking ability from the perspective of problem solving.