• Journal of the Korean Society for Library and Information Science
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• v.56 no.3
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• pp.119-152
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• 2022

This study examined the activities of Community of Practice (CoP) of research data curators, including their community building and maintenance activities, by using activity theory as its main theoretical framework. The study used an embedded multiple-case study design for exploring the activities of three CoP of research data curators. The case study design used document analysis and semi-structured interviews to collect data. Besides the community building and maintenance activities, other activities were performed in the CoP of research data curators, which could be largely divided into curation activities, education activities, and communication activities. Membership was largely divided into institutional membership and individual membership, and the motives for members to join and contribute to the CoP vary from extrinsic to intrinsic motivations. Finally, we identified and categorized challenges and success indicators for CoP of research data curators as perceived by participants. In particular, we identified three types of challenges or contradictions the communities faced and 14 perceived indicators of success. This study informs the practice of research data curation by providing a knowledge base for building and maintaining a CoP of research data curators.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.565-582
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• 2020

The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.

• 한국사회정책
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• v.25 no.3
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• pp.247-278
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• 2018

Anti-oppressive practice (AOP) is a form of social work practice that has developed in the UK. In South Korea, Anti-oppressive social work has not been widely studied / explored unlike in other countries in the world. Its main principles, social justice and human rights, have become commonplace. AOP includes transformational practice because its orientation emphasizes social change through celebrating diverse identities and rejecting hierarchies of oppression and prestige. Recently, a growing body of literature on social work with foreign workers has resulted in an increased understanding of its population and its needs. It needs a theoretical and practical framework for foreign workers necessary to inform effective models of service delivery, reflecting cultural competence, and changing oppressive social structure. In this paper, we will introduce the main principles of AOP, analyse written texts reflected by foreign workers and social work practitioners' opinion, and suggest the implications on possibilities and constraints of applicability to foreign workers in South Korea.

• Korean Journal of Social Welfare Studies
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• v.40 no.2
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• pp.337-362
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• 2009

This study investigated the relation between social worker's reflective thinking levels and the usage of social work practice skills. Dewey definded reflective thinking as active, persistent and careful consideration of any belief. And social work practice skills refer to those purposeful intervention activities, that are intended to alleviate client's distress, enhancing a client's coping abilities. Reflctive thinking levels consists of intensive reflection, reflection, understanding and habit action. The key of social work practice skills can be categorized into three major categories: supportive skills, therapeutic coping skills and case management skills. These categories were designed to apply to a diverse range of client populations. This paper proves that social work's reflective thinking ability and interactions with other workers have an effect on the intervention activities. In conclusion, this research indicates that if social works have a higher reflective thinking levels, they will creat practice siklls and social work practice knowledge.

• Journal of the Korean Society of Child Welfare
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• no.40
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• pp.285-322
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• 2012

This study was conducted to explore the effect of family centered practice on children's self-efficacy and to verify the mediating effect of family strengths. Multiple regression analysis and Sobel test were conducted using data provided by children who participated in Children's Hope Network and their primary caretakers. The study results are as follows: First, families rated highly on their level of experience regarding family-centered practice, which show that social workers were faithful in performing family-centered practice. Second, the levels of both children's self-efficacy and family strengths increased significantly after project participation when compared to the levels measured before participation. Third, family-centered practice affected children's self-efficacy only indirectly through family strengths indicating that the level of family strengths had a complete mediating effect. Implications of these results were explored in relation to the importance of family-centered practice and measures to improve social work practice.

• Korean Journal of Social Welfare
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• v.56 no.4
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• pp.195-214
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• 2004

As one of the essential elements of social work practice, knowledge articulates what the social work profession is doing and ought to do. With an emphasis on building a body of knowledge for the profession, this study analyses the nature of social work knowledge. First, the study examines concepts of social work theories and models, which are built around separate clusters of concepts from a broad base of theoretical orientation. The study reviews epistemological and ideological debates over how to perceive and approach social issues and the role of the social work profession. In organizing a clear conceptual framework for social work practice, different frames of reference and selective and fragmentary knowledge from other disciplines are considered barriers. For the development of a clear identity as a unified profession and the prospects of a value-based profession, more attention needs to be given to specify practical knowledge that is contextual and appropriate to practice settings and more sensitive to social issues.

• Korean Journal of Social Welfare
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• v.67 no.4
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• pp.153-180
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• 2015

The purpose of this study is to analyze the research articles on social work practice and discuss tasks of social work practice research in broadening and deepening social welfare knowledge body in Korea. First, this paper arranges critical discussion and results on social work practice research since the dawn of history in Korean social welfare research. Second, this paper examines 874 research articles published in Korean Journal of Social Welfare from the volume one in 1998 to the volume 66(4) in 2014. The appearance rate of social work practice research was 16.6%(145 articles), and empirical research in relation to social work practice was 40.5%(363 articles). Among 145 articles, 8.6% were practitioners, and the rest of them were in the position of professors. In addition, 26.2% were researches on program effectiveness, and 29.0% were researches on social worker. Third, this paper was interviewed 8 professors who majored social work practice. They evaluate the present states of social work practice research as positioning to boundary, crisis and confusion. Finally, this paper discusses the tasks of Korean social work practice research in order to more solidly develop the knowledge body of social work practice in Korea.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.107-119
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• 2017

This article explores early childhood teachers' practices from bottom-up perspectives on the relationship between theory and practice. Results of the review of literature are as follows: 1) From top-down perspectives early childhood teachers' practices and their classroom behaviors have been traditionally defined within the framework of theories of child development, the notion of developmentally appropriate practice, and designed program models; 2) From bottom-up perspectives researchers have a focus on how teachers' practices lead theories and how they construct the act of teaching through reflective thinking; 3) empirical research on preservice and inservice teachers demonstrates that preservice teachers develop their own theories of teaching from their previously held assumptions, gained knowledge from preparation programs, and their individual experiences. It also shows that inservice teachers construct teaching through their implicit knowledge and the use of strategies to negotiate problems. Implications for future studies on teachers's practices are discussed.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.467-488
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• 2016

The main purpose of this study was to introduce a self-study as one way to enhance instructional expertise in mathematics. This paper summarized the concept, characteristics, and methods of self-study in order to inform teachers of the usefulness of a self-study for their professional development. This paper then presented a self-study practice manuals for teachers to follow the self-study step by step. It described a case in which an elementary school teacher applied the self-study practice manuals to her mathematics teaching. This paper closes with implications for teachers to employ a self-study.

• Korean Journal of Social Welfare
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• v.57 no.1
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• pp.61-91
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• 2005

This study aimed to explore empirically social work practice skills that are being used most frequently in a variety of social work settings in Korea. Out of 669 questionnaire sent, 361 were returned. Exploratory factor analysis revealed 7 underlying axes from 132 most frequently used practice skills. They were named as: casework skills, group work skills, family work skills, community work skills, volunteer managing skills, program development and evaluation skills, and agency managing skills. Second factor analysis explored underlying sub-factors from each of the seven axes. Researcher identified 42 principal skills that can represent the underlying sub-factors explored in the previous stage. Finally, research checked if the different work settings use different practice skill axes. Study results can be used to connect social work education settings and practice fields in Korea. There has been an argument that Korean social work education has been teaching improper practice skills to the to-be-social workers.