• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.49-59
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• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Proceedings of the Korea Association of Information Systems Conference
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• 1998.10a
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• pp.56-63
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• 1998

정보화사회가 도래함에 따라 교육분야에서도 다양한 교수와 학습활동을 실현할 수 있는 방법으로 컴퓨터의 활용이 중요성을 지니게 되었는데 그 중 중요한 방법 중의 하나가 강의실 수업의 연장으로써, 보조학습수단으로써 인터넷 서비스 중 웹(WWW)상의 교사 홈페 이지를 이용한 학습은 전통적 교수-학습 형태에서 볼 수 있었던 폐해를 극복하고 정보화시 대가 요구하는 창조적이고 능동적인 인간성을 길러내는데 일조하게 될 인터넷에 올려진 교 사 홈페이지를 이용한 교수-학습시스템인 것이다. 본 연구의 목적은 현재 몇몇 학교에서 실 시하고 있는 인터넷을 통한 교사 홈페이지를 이용한 교수-학습시스템의 구체적인 성과를 알아보고, 이에 영향을 미치는 요인들과의 관계를 밝혀 교사 홈페이지를 이용한 교수-학습 시스템의 좀 더 적극적으로 활용되었으면 하는 것이다. 시스템활용의 편이성과 시스템의 활 용도 그리고 학생의 학습 태도 등을 성과변수로 설정하고 학생의 시스템 활용능력과 교사의 홈페이지 구성내용 그리고 학교측의 지원 등을 주요 요인으로 설정하여 설문조사를 통하여 분석한 결과, 설정된 성과인 시스템활용의 편이성과 시스템의 활용도 그리고 학생의 학습 태도에는 긍정적인 측면을 나타냈고 이들에 영향을 미치는 요인들로는 공히 학생의 시스템 활용능력과 학교측의 지원으로 나타난 바, 이러한 시스템의 도입은 상당히 긍정적이며 앞으 로도 다각적인 연구의 필요가 충분히 있다.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.361-371
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• 2021

Communication education research has focused on the effects of instructor characteristics on learning. It is necessary to consider student characteristics as well to develop an effective teaching strategy. The current study tries to classify students into multiple distinct groups depending on their personality traits and communication characteristics and investigates differences in effects of teacher characteristics between those groups. A survey on unversity students was conducted to collect data. A cluster analysis was carried out to identify distint sub-groups of respondents by their personality traits and communication characteristics. The analysis yielded two distinct groups. The two groups were named stable-reticent group', and 'neurotic-talkative group' respectivley. Series of multiple regression were carried out in order to investigate differences in the effects of instructor characteristics. The analyses found different patterns of effects between the two sub-groups. The findings suggest that it is necessary to adopt different communication styles and teaching strategies depending on student types.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.1-19
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• 2015

The study explored teacher's perception towards collective teacher efficacy and barriers in the integrative education by teaching levels and gifted education experiences. A total of 241 teachers answered the collective teacher efficacy scale and survey of teachers' perceptions towards barriers in the integrative education, which responses were analyzed by teaching levels (elementary/secondary level) and gifted education experiences (yes/no) in using the ANOVAs and Pearson correlation. Results indicated that there was no differences in collective teaching efficacy by teachers levels and gifted education experiences. On the other hands, there were significant differences in teacher's perceptions towards barriers in the integrative education by teaching levels and gifted education experiences. For these results, this study analyzed the possibile reasons, which based on the specific characteristics of educational fields and suggested the supportive ways in promoting for the successful application and settlement of the integrative education.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.267-276
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• 2004

The purpose of this study was to explore factors influencing kindergarten teachers' science anxiety. The subjects were 182 kindergarten teachers. The career, educational background, scientific literacy, science-related experience, type of kindergarten, age of classroom students, science supporting environment of kindergarten, and students' interest in science were examined as possible factors affecting teachers' science anxiety. The results showed that the science-related experience, science supporting environment of kindergarten, and students' interest in science were related to the teachers' science anxiety. However, the most important factor influencing kindergarten teachers' science anxiety was science-related experience. These results can be interpreted that positive science experiences affect decreasing teachers' science anxiety

• Journal of Service Research and Studies
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• v.9 no.3
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• pp.73-86
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• 2019

The authors of this study conducted research on universities located in China, and the primary purpose of the study was to test whether the quality factors of university education service have a positive (+) effect on student satisfaction. The secondary purpose of the study was to identify and analyze whether university instruction and curriculum variables had a positive regulatory effect on the relationship between quality factors and student satisfaction. First, Research Hypothesis 1, which suggested that university education service quality factors would have a positive effect on student satisfaction, was adopted. As the second analytical process of the study, controlled regression analysis was used to verify whether instruction and the curriculum had a regulatory effect on the relationship between the university education service quality factors and student satisfaction. When the two variables were analyzed as control variables, the results showed that curriculum had a significant positive regulatory effect, and instruction was shown to not be suitable for generating win-win cooperation or synergistic effects. The contributions of the theoretical perspective of this study were the analysis of the relationship between university education service quality factors in Chinese universities and student satisfaction, and systematically linking instructions and the curriculum and analyzing the impact on student satisfaction. The study implies that it would be more effective to analyze additional factors in the operation of universities through in-depth analysis on instruction from a practical standpoint.

• Journal of Digital Convergence
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• v.11 no.8
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• pp.341-347
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• 2013

Instructor willingness to accept and literacy is an e-leaning important variable to expect a positive effect of the introduction of e-learning from the perspective of university. The role of faculty is not only instructor but also content experts, curriculum designers, graphics professionals, media director or programmer. This study suggest as the role of instructor as pedagogical, managerial, social and technical aspect for effective learning outcomes.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.3
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• pp.33-43
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• 2023

The paper employs a resource-based approach to analyze the relationship between institutional resources and faculty-led startup formation and performance in South Korean four-year universities from 2017 to 2021. The author proposes nine hypotheses to explain how institutional resources or systems affect the number of faculty startups, their employee numbers and the revenue of faculty-led startups, and compare four different groups of university resources for cross-college variation. The findings suggest that institutional factors impacting faculty-led startup performance differ from those impacting other categories of startups. Universities should provide a more favorable environment, including flexible personnel policies and accompanying startup support infrastructure, to encourage faculty-led startups. In contrast, it is more effective for better performance of faculty startups, in terms of their job creation and revenue, to have more financial resources and good paper publications. The results also suggest that university technology-holding companies are crucial for increasing the number of professor startups and their performance. These findings have implications for both university and government policymakers, who aim to facilitate greater participation of professors in startup formation and commercialization of technology.

• Communications of Mathematical Education
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• v.11
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• pp.85-105
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• 2001

본 연구는 수학 교육에 관심이 많은 초등학교 ‘초보 교사’와 ‘경력이 많은 교사’의 수학에 대한 신념과 신념 형성의 주요 요인을 조사하였다. 그리고 교사의 수학에 대한 신념이 교수 실제에 반영되는 정도가 초보 교사와 경력이 많은 교사간에는 어떻게 차이가 나는지를 알아보았다. 또한 신념이 실제에 반영되지 못하는 주요 요인을 조사함으로써 교수 실제를 변화시킬 수 있는 근거를 마련하고자 하였다. 이러한 목적을 달성하기 위하여 ‘초보 교사’와 ‘경력이 많은 교사’ 각 한 명씩을 선정하여 불변의 비교 분석에 기초한 질적 사례 연구를 실시하였다. 그 결과 ‘초보 교사’와 ‘경력이 많은 교사’ 모두 비슷한 신념을 가지고 있었으나, 그러한 신념이 형성된 주요 요인은 달랐다. 그리고 신념이 교수 실제에 반영된 정도에서도 차이를 보였으나, 반영시키지 못하는 주요 요인은 환경적인 요인보다는 교사 자신의 의지 부족이라는 공통된 의견을 보였다.