• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.173-186
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• 2008

This study aimed to examine the operation of the Home Economics education courses in the graduate schools of education, and to find out how graduate students perceive them. Data were collected with the use of handbooks issued by 11 graduate schools of education located in Seoul, and through telephone conversations with the administrative staff. To determine how graduate students majoring in Home Economics perceive their Home Economics courses, a survey was conducted among the graduate students in 10 graduate schools of education, and a total of 131 accomplished questionnaires were used for data analysis. The results of the study are as follows. First, all 11 graduate schools aimed to retrain their teachers, enhance their professionalism, and produce home economics education experts. The Home Economics Education courses come in two strands; a teacher's course and a major course. Most of the schools require a total of 30 credits. All Schools lack professors. Only 3 graduate schools have a home Economics Department in the College of Education. All graduate schools are offering a teacher's course based on a teacher's certification system. In a major course, Home Economics education has the largest number of subjects, with Clothing and Textiles and Food and Nutrition being given greater emphasis, and Consumer Economics, Home Economics Management, Child Care, and Family and Housing Studies being given less emphasis. Second, they mostly regard the graduate school of education as producer of experts, followed by producers of teachers and teacher re-trainers. Those who were majoring in Home Economics Education in college, and the teachers, are more interested in teacher re-training, while the non-teachers and those who were not majoring in Home Economics Education are more interested in producing teachers. They are less satisfied with the operation of the graduate school of education. But they are generally satisfied with the Home Economics Education course. Graduate students registered the lowest satisfaction with a major course, especially experimental subjects. For a teacher's course, the graduate students who are not teachers exhibited higher satisfaction, whereas the teachers showed lower satisfaction. But teachers registered more satisfaction with the practical use of major subjects in the educational field, thinking that their major was a big help in their work at a school. As for what has to be improved with regard to the Home Economics Education course, many cited the necessity of securing a good faculty and expanding the major subjects.

• 대한공업교육학회지
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• v.39 no.1
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• pp.164-188
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• 2014

The purpose of this study is to investigate the perception of undergraduates of the college of education on the importance of certification areas and factors suggested by the certification system at each department level as well as the college as a whole, in order to come up with measures for further improvement. The specific objectives of this study are first, verifying different perception on the importance of certification areas and factor per department, second, verifying different perception on the importance of certification areas and factor per grade. The population of this study is undergraduates of the college of education at A University, and the survey on the different perception on the importance was conducted on 758 students of 10 departments. Total 800 copies of survey were distributed, and 299 copies or 37.3% were retrieved. First, it was found that undergraduates of the college of education at A University highly recognize the necessity of a new system to produce excellent teachers. when it comes to different department, in the area of teaching personalities, there is difference in the importance of teaching aptitude test and completion of social intelligence development program. In the area of teaching expertise, there is different perception in the importance of completion of curriculum education subjects per major, completion of curriculum contents per major, and participation in teaching demonstration contest. In the area of student guidance expertise, there is difference by department in completion of creative character development related education programs and "teaching practice" course. In the area of communication skills in the information society, minimum score requirement for a second foreign language is considered less important than others. Second, as for grade, freshmen highly recognize the importance of validity of teaching training course, integrity of the course, validity of the teaching training course in producing excellent teachers, graduates' job performing ability development as a teacher, appropriacy of curriculum of the college of education in producing excellent teachers, compared to other grades. In particular, seniors consider the necessity of a new system to produce excellent teachers the most.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.302-314
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• 2019

This study is a hermeneutic phenomenological study on the experiences of 10 beginning science teachers who have been building positive or negative identity as teachers for the first 3 months. This study was conducted by four steps of the phenomenological qualitative research process suggested by Yeu (2015) based on the study of hermeneutic phenomenology suggested by van Manen (1990). The main data of this study is the transcription data of the telephone interviews collected in consideration of the working area of the research subjects. The main theme is found by categorizing and conceptualizing the meaning of the phenomenon revealed in the data and the process of confirming the legitimacy of the main theme. The results of this study show that the experiences of beginning science teachers that could affect their positive identity as teachers have common moments when they realize that 'I am a necessary person for someone'. On the other hand, the teachers create negative teacher identity when they doubt their teaching competency, particularly when they are not confident about their attitudes toward students or when they are unable to engage students actively in lessons. The results of this study provide important implications for pre-service science teacher preparation program in Korea.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.527-533
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• 2017

As the clothing industry has advanced, dyeing technologies using various dyes have been developed. In recent years, interest in natural pigments has been increasing because of the negative impact of synthetic pigment on human health; therefore, development and application of microbial pigments is demanded. In this study, the dyeing effects on multifiber fabrics and biological activity were assessed using violet natural pigment from the marine bacterium, Microbulbifer sp. PPB12. The violet pigment produced by cultivation of Microbulbifer sp. PPB12 using Marine broth 2216 for 3 days was extracted using ethanol. Once dissolved in 20% ethanol, the violet pigment could be used to dye bleached cotton, diacetate, and especially polyamide. The optimal temperature, time, pH, and bath ratio under the dyeing conditions were $80^{\circ}C-90^{\circ}C$, more than 1 hour, pH 4-6, and 1:25, respectively. The mordant treatment was more suitable for color expression when $Na_2SO_4$ was used after 10 minutes of dyeing, but no significant difference was observed from untreated samples. The violet pigment also showed antibacterial activity against B. subtilis. The results of the present study indicate that the marine bacterial pigment could be an alternative for textile dyeing as a natural dye with antibacterial activity.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• Journal of Korean society of Dental Hygiene
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• v.12 no.3
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• pp.563-576
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• 2012

목적 : 본 연구는 업무형태에 따른 측두하악장애의 유병률과 업무 시 노출되는 직무스트레스 및 구강 내 악습관이 측두하악장애와 어떠한 연관성이 있는지 알아보아 보건학적 기초자료를 제공하고자 실시되었다. 방법 : 본 연구의 자료 수집을 위하여 서울과 경기 일부지역에 근무하고 있는 일반사무직, 서비스직, 교직원으로부터 편의 추출된 452명을 대상으로 2010년 1월부터 2010년 4월까지 설문조사를 실시하였고, 수거된 353명을 연구대상으로 하였다. 설문지는 측두하악장애의 증상, 하악사용에 관한 구강 내 악습관, 직무스트레스, 인구사회학적 특성으로 구성되었다. 측두하악장애의 증상의 정도를 구분하기 위해 설문지의 양성응답 수의 빈도에 따라 무증상인 1단계에서 양성응답 수가 가장 많은 4단계 까지 총 4그룹으로 나누었다. 측두하악장애의 유병률을 알아보기 위하여 빈도분석을 시행하였고, 측두하악장애의 증상의 정도에 따른 여러 요인들 간의 연관성 및 관련요인을 알아보기 위하여 교차분석 및 경향성 분석과 다항로지스틱회기 분석을 시행하였다. 결과 : 측두하악장애의 유병률은 75.4%였고, 측두하악장애에 대한 주관적 증상으로는 관절잡음이 56.4%로 가장 주된 증상 중 하나였으나 남녀 간의 차이는 통계적으로 유의하지 않았다. 다음으로는 두통이나 목의 통증이 36.5%이었고, 귀, 관자놀이, 볼 주위의 통증이 22.1%로 높았다. 측두하악장애의 주관적인 증상 수에 따른 인구사회학적 특성은 증상이 없는 경우 여성에서 19.1%, 남성에서 36.6%로 여성에서 더 높은 유병률을 보였다. 연령별로는 40세 이상의 그룹보다 20 - 30대그룹에서 측두하악장애 증상수가 높아지는 경향을 보였다. 하악 사용과 관련된 악습관 및 직무스트레스는 측두하악장애 증상수와 유의한 관련성이 있는 것으로 나타났는데, 하악 사용과 관련된 습관의 개수가 많아질수록 측두하악장애의 증상의 개수도 많아졌고, 습관이 한 가지씩 늘어날수록 측두하악장애 증상이 없는 1단계보다 3단계가 될 위험이 1.45배, 4단계가 될 위험이 1.57배 높아졌다. 스트레스 수준도 가장 하위단계에서 한 단계 높아지면 측두하악장애 1단계에서 4단계가 될 위험이 2.49배, 두 단계 높아지면 3.43배 높아졌다. 결론 : 본 연구의 결과 측두하악장애와 업무특성에 따른 연관성은 설명하지 못하였지만, 직무스트레스가 높은 경우 측두하악장애 증상의 개수 또한 높아짐을 확인할 수 있었다. 이는 측두하악장애의 주관적인 증상을 발생시키는데 있어서 업무형태 보다는 심인적인 부분이 더 중요한 인자임을 의미한다. 그러므로 측두하악장애 평가 시 신체적인 문제뿐 아니라 행동적, 심리 사회적 문제로 예측인자를 폭넓게 인식함으로써 다각적인 접근을 하는 것이 필요하며, 측두하악장애 증상이 발생된 경우 임상적 치료뿐 아니라 행동요법 및 심리 치료와 자가 관리 등이 함께 수반되어 기여요인 조절을 조절하는 것이 중요하다 하겠다.

• 대한공업교육학회지
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• v.42 no.1
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• pp.1-29
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• 2017

The purpose of this study was to investigate the vocational identity through the reflection of the major experience as the teacher through the life history of the technical high school. In order to achieve the purpose of this study, two technical high school mechanical and career teachers were selected as research participants and in-depth interviews were conducted with them. The data obtained through the in-depth interviews were analyzed through six steps. Six major experiences of the participants were identified as results of the research: (1) the experience of trying to train the specialist of precision machining in the beginning of teacher's life, (2) experience as a skill competition team teacher, (3) experience of innovating public education by introducing new industry field, (4) experience of constant learning new field and sharing with colleagues, (5) experience in the rapid change of the status of technical high school, (6) experience in the prevention of students' safety accidents and maintenance of the practice field. Through these educational experiences, each research participant was forming one's vocational identity as a mechanical teacher. The vocational identity of the research participants were identified as follows: (1) identity drifting phase, (2) identity stability stage, (3) transition stage of the teacher role, (4) suspended stage to preserve identity, (5) identification sublimation stage, (6) identification of the true meaning of the teacher, and integration of the identity. Through these six steps, their identities were formed, strengthened and changed at each stage.

• Journal of Korean society of Dental Hygiene
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• v.11 no.5
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• pp.659-670
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• 2011

Objectives : The purpose of this study was to examine the state of oral health care among special school personnels in an attempt to provide some information on the improvement of the oral health care of students with disabilities who would be under the first hand influence of school personnels. Methods : The subjects in this study were personnels who were selected by random selection in five different special schools located in the city of Jeonju, North Jeolla Province. A self-administered survey was conducted in person from July 5 to 14 after the purpose of this study was explained. Results : 1. Concerning their general characteristics, the level of oral health knowledge was high in the personnel whose career is 5 years more, and the younger personnels had a better oral health knowledge, and the men were more knowledgeable than the women. 2. As to oral health education experience, the rate of the respondents who ever received oral health education stood at 35.3 percent. In relation to the frequency of oral health education, the biggest group that accounted for 58.2 percent received that education once. As for the route of education, the largest group that represented 52.7 percent received that education at dental hospitals or clinics. In relation to satisfaction with oral health education, the greatest group that accounted for 38.5 percent were dissatisfied with that education. 3. As for an intention of receiving oral health education in the future, the biggest group that accounted for 60.9 percent intended to receive that education if they would have free time, and the largest group that represented 47.7 percent believed that oral health education should be conducted by dental hygienists. 4. Concerning their general characteristics, the level of oral health promotion behavior according to age in both bushing and supplies of oral health care was high in forties-1.89 point and 3.33 point, and that in regular visit to a dental clinic was the highest in twenties for 2.58 point, and that in dietary control was the highest in twenties for 2.59 point. 5. Their oral health knowledge had a significant positive correlation to their toothbrushing, regular dental clinic visit and dietary control that were the subfactors of oral health promotion behavior. 6. As for the impact of oral health promotion behavior on oral health knowledge, toothbrushing exerted the greatest influence on that(${\beta}$=0.306, p<0.001). Conclusions : Appropriate institutional measures should be taken to let dental hygienists who are expert in oral health care provide incremental oral health care for students and adults with disabilities in educational institutions and facilities for the disabled, and the development of oral health education programs is urgently required to offer systematic oral health education for not only students with disabilities but their teachers and guardians.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.57-70
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• 2017

The purpose of this study was to examine the pedagogical content knowledge(PCK) and teaching efficacy levels of prospective Home Economics teachers. Also of interest were the relationship between PCK and teaching efficacy, as well as the personal factors that influence PCK and teaching efficacy. A survey was administered to students majoring in Home Economics in colleges of education or graduate schools of education in South Korea, and a total of 202 complete responses were analyzed. The prospective Home Economics teachers showed moderately low levels of PCK and teaching efficacy. Among the PCK subcategories, the mean score for content knowledge was the highest, those for expression knowledge and environmental situation knowledge were the lowest. Expression knowledge and content knowledge showed significant effects on teaching self-efficacy, and expression knowledge and environmental situation knowledge on teaching result expectation. As for students' personal characteristics, years in college showed significant effect: Sophomores were the highest in PCK and teaching efficacy levels. Also, those who plan to become Home Economics teachers showed significantly lower levels of PCK and teaching efficacy perception than those who do not. Besides, the more basic required courses they took, the lower their perception of PCK or teaching efficacy. This study suggests that teacher education programs should develop a program that can enhance prospective teachers' teaching efficacy by providing advice and assistance to those students who plan to become teachers, and more hands-on opportunities to practice teaching.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.2
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• pp.11-21
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• 2018

This study suggests desirable disaster safety education curriculum through analyzing the operational status of the school disaster safety management training course and demand survey of school staff. First, the problem of the disaster safety training course of the school is not connected with the lack of law and system and the school disaster safety job. Second, improvement of law and system and variety of training should be made to acquire professional knowledge. Third, it is necessary to divide curriculum into the following four categories, according to educational needs of public officials ; Educational administration officers course focused on facility safety, maintenance and disaster countermeasure. Educational officials in technical post course addressing approval and permission of school facility projects, seismic reinforcement of school building, etc. Educational supervisors course covering roles and responsibilities of the school safety supervisors in the event of disaster. Teaching staffs course focused on safety instructions for students. Fourth, it is found that lectures and experiential learning methods are the most desirable methods of teaching and learning, and the major ranks are earthquake disaster, fire, gas, typhoon, school road, and electrical safety.