• Journal of the Korea Society of Computer and Information
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• v.16 no.10
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• pp.111-120
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• 2011

The purpose of this study is to analyze the results of training programs for strengthening teachers' ICT competency and to suggest the ways to improve the existing ones. To do this, we conducted literature review, web survey with teachers, and in-depth interview with training program operators. The results of the online survey indicated that generally speaking, the programs had been operated desirably, although three programs(Thinking with Technology Course, Essential Course, e-PBL Instructional Design Course) needed to take additional efforts for their effectiveness and efficiency. According to the results of in-depth interview with training operators, they demanded re-training for lecturers, self career development, quality control of regional delivery training, expansion of training periods, and post-supports after training etc.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.243-269
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• 2014

The purpose of this study was to offer suggestions for students, teachers, and parents, respectively, to develop effective gifted education programs in Korea by examining the programs from Vanderbilt Programs for Talented Youth (PTY) at Tennessee in the USA. The method is based on the analyses of PTY web pages, recent materials on programs from PTY, interviews with the executive director of PTY, participation in the endorsement program, and observation in SAVY(Saturday Academy at Vanderbilt for the Young) program. In order to improve gifted education programs in Korea, the results indicate as follows: in respect to students, early identification and education, interdisciplinary humanities curriculums, integrated curriculum models, and information of individual learning plans are essential; in regards to teachers, tailored gifted teacher programs and gifted endorsement programs are necessary; in consideration of parents, programs for supporting parents' groups with professional gifted educators are indispensible.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.17-26
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• 2024

The purpose of this study is to explore the direction of the role of lifelong vocational education as a field of lifelong education based on the content analysis of the innovation plan for lifelong vocational education and training in 2018. The conclusion is as follows. First, in terms of policy orientation, the direction of lifelong vocational education is possible to carry out life-integrated lifelong vocational education in terms of lifelong education. Second, in the education and training process, lifelong education can be carried out in specific practical competency areas in terms of lifelong vocational education. Third, in the case of the education and training system, in terms of lifelong vocational education, the philosophy of lifelong education is to establish an education system that spans the entire life. Fourth, in the case of education and training programs, various programs can be operated by type of lifelong education institution in terms of lifelong vocational education. Fifth, in the case of education and training, lifelong education can be distributed evenly across life stages from the perspective of lifelong vocational education. Sixth, in terms of the relationship with the industrial sector, lifelong education can strengthen the connection with industrial demand in terms of lifelong vocational education, and it can also strengthen the connection with government agencies. Seventh, in the case of support for the underprivileged, lifelong education is viewed from the perspective of lifelong vocational education. Free education and customized support for the underprivileged are possible at provincial and provincial lifelong education institutions and city, county, and district lifelong learning centers.

• Journal of Digital Convergence
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• v.12 no.9
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• pp.313-323
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• 2014

Recently, there has been an effort to convert standardized educational system to customized one considering students' individual differences and aptitude. Flipped learning has been regarded as a teaching method fitting to this movement and has gained much interest by educators. Despite its increasing interest, its studies fall short in the quantity above all. This study investigated the concept of flipped learning and explored its educational value in terms of student' and teacher' perspectives. The study also examined the requirements to apply flipped learning to its practice. Flipped learning was found to accomplish mastery learning and to promote interaction between teacher and students and also peer-to-peer interaction. It was expected to reduce the burden of teacher's duties and secure his or her interest in students and the tutorial time for individual students. Essential elements in its application in practice included students' voluntary participation, the consent of their parents and support from their school and government. In addition, teachers' professional development was found to be important to improve their understanding and application of flipped learning in practice.

• Journal of Radiation Protection and Research
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• v.38 no.1
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• pp.1-9
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• 2013

Education and training is an important means of promoting safety culture and enhancing the level of competence of radiation worker in radiation protection. The existing international nuclear education and training of short duration has been carried out on the high-level officials and focussed on the classroom based training. The developing countries has been asking for support to cultivate their own technical experts to Korea which is a donor country exporting nuclear power plants. This paper summarizes the results of developing and operating the international education and training course to froster technical experts in radiation protection that emphasized practical training sessions and technical visits using the excellent domestic radiation facilities and infrastructure of education and training. It mentions the procedures of assessment and feedback as well. In an effort to maximize teaching-learning effects and to maintain consistency of the learning objectives, methods and assessment, SAT methodology has been applied on the processes of developing and operating the course. In the comparative and final assessment which were conducted at the beginning or at the end of training course, participants' average score increased around 2 points. The questionnaire of participants showed a high level of satisfaction of 4.0 points or above for the most of the questions. These imply teaching-learning methods applied to it might be effective. The teaching-learning methodologies may provide the opportunity to develop the customized training course for bringing up international technical experts and to shift educational paradigm from theory-oriented to on-site practice-based education.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.199-226
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• 2024

In response to the era of transformation necessitating the introduction of Artificial Intelligence (AI) and digital technologies, educational innovation is undertaken with the implementation of AI digital textbooks in Mathematics, English, and Information subjects by 2025 in Korea. Within this context, this study analyzed the perceptions and needs of elementary school teachers regarding mathematics AI digital textbook. Based on a survey conducted in November 2023, involving 132 elementary school teachers across the country, the analysis revealed that the majority of elementary school teachers had a low perception of the introduction and need for mathematics AI digital textbooks. However, some recognized the potential for personalized learning and effective teaching support. Furthermore, among the core technologies of the AI digital textbook, teachers highly valued the necessity of learning diagnostics and teacher reconfiguration functions and had the most positive perception of their usefulness in math lessons, while their perception of interactivity was relatively low. These findings suggest the need for changing teachers' perceptions through professional development and information provision to ensure the successful adoption and use of mathematics AI digital textbooks. Specifically, providing concrete and practical ways to use the AI digital textbook, exploring alternatives to digital overload, and continuing development and research on core technologies.

• Journal of the Economic Geographical Society of Korea
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• v.14 no.2
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• pp.211-224
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• 2011

The purpose of this study is to investigate exchange between companies and rural communities in 1 company - 1 village campaign and assess functions of NACF(National Agricultural Cooperative Federation)'s 'I Farm Love' as intermediary organization. The result shows that Korea companies participated in 1 company - 1 village campaign to understand rural area and revitalize economic condition in rural community. Most of exchange programs are volunteer works and direct dealing of farm products. The functions of NACF was highly assessed as an informant and intermediary. However establishing networks or promoting exchanges between corporation and rural village were low assessed. It is necessary of NACF to make up for advanced mediation and intermediary between rural villages and companies so that 1 company - 1 village campaign become corporate community investment. Moreover functions to develop programs suited characteristic of companies and set up networks of multi-stakeholders are needed.

• School Mathematics
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• v.15 no.1
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• pp.179-199
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• 2013

In this study we grasp what contents in the mathematics curriculum the students of multicultural and North Korean migrant families are vulnerable to and we would like to provide the bases to devise the appropriate teaching and learning methods for them. In order to this work we used the results of 2011 National Assessment Educational Achievement. We categorized students from multicultural and North Korean migrant families into children from international marriage family (born in country or immigrated), foreign family, and North Korean migrant family and compared each category with the whole students. First, for each school class we analyzed characteristics of academic achievement by ratio of achievement level, means of calibrated score, and percentages of correct answers in NAEA, mean percentages of correct answers by content domains, and percentages of correct answers by items. In addition to these we analysed items qualitatively and investigated study conditions in which the students of multicultural and North Korean migrant families have difficult times. In every subgroup the more ratio of advanced level decreases and ratio of below basic level increases the more school classes go up. Also these phenomena appear differently by each group and by content domain. For this reason by group, the supporting on learning will be needed.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.99-110
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• 2023

In this study, in order to strengthen the AI utilization competency of pre-service secondary science teachers, a project activity in which pre-service teachers directly create an 'AI-based molecular structure customized learning support tool' by using Google's teachable machine was developed and applied. To this end, the program developed for 26 third-grade pre-service teachers enrolled in the Department of Chemistry Education at H University in Chungcheongbuk-do was applied for 14 sessions during extracurricular activities. Then, the perceptions of 'understanding how AI works', 'efficacy of using AI in science classes', and 'plans to utilize AI in science classes' were investigated. As a result of the study, it was found that the program developed in this study was effective in helping pre-service teachers understand the operating principle of AI technology for machine learning at a basic level and learning how to use it. In addition, the program developed in this study was found to be effective in increasing the efficacy of pre-service teachers for the use of AI in science classes. And it was also found that pre-service teachers recognized the aspect of using AI technology as a new teaching·learning strategy and tool that can help students understand science concepts. Accordingly, it was found that the program developed in this study had a positive impact on pre-service teachers' AI utilization competency reinforcement and perception improvement at the basic level. Implications of this were discussed.