• Korean Journal of Family Social Work
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• no.62
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• pp.103-139
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• 2018

The purpose of this study was to explore the social workers' reflections developed during the participatory action research seeking practice methods in the community welfare center single parent self-help groups. Nine social workers and researchers sharing difficulties in the community welfare center single parent self-help group practice were involved in the participatory action research. We performed a circulatory research repeating 'plan-action-reflection-replan' cycles through ten sessions of research meetings including peer supervision in parallel with 4 self-help group practices. Multiple practice methods were derived as the result among which change in the social workers' perception was the key. We focused on the result that the social workers' perception was changed by reflections from participatory action research and the contents of the reflections were qualitatively analyzed using materials acquired during the study. As a result the following 5 themes were derived; 'recognition and worry on the lack of appropriate practice for the self-help group', 'specification of the social workers' role based on the changed perspective on the member-social worker relation', 'confirmation of the possibility of the concerned person initiated practice', 'detailed understanding of the single parent self-help group in the community welfare center', and 'renewed recognition of the development of the single parent self-help group in the community welfare center'. Based on these results, empowerment and reflection/reflective practice for single parent self-help group in the community welfare center were discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.371-387
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• 2016

Learning at the elbow of scientist is a well-known educational approach to improve students' understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students' scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students' participation and major shifts in their scientific practices and perceptions. Students' development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn't know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists'. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students' development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2008.10b
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• pp.149-162
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• 2008

오늘날의 경영환경에서 많은 조직들은 조직구성원들 간의 공적 또는 사적인 정보, 의견, 지식등에 대한 공유 능력을 조직 경쟁력의 원천으로 인식하고 있으며, 이러한 능력을 강화하기 위한 방안으로 실행공동체(CoP)를 주목하고 있으며, 많은 투자와 노력을 기울이고 있다. 따라서 본 연구에서는 CoP의 활성화를 위해 조직지원, 신뢰, 정보시스템이 주요한 영향요인이 될 수 있는지와 조직의 CoP와 조직의 지식교환 및 지식창출 간의 관계를 실증적으로 규명하였다. 본 연구는 웹서베이를 통한 166개의 기업데이터를 바탕으로, PLS 통계 프로그램을 이용하여 수행되었다. 분석 결과, 조직지원, 신뢰, 정보시스템 모두는 실행공동체 참여에 유의적인 영향을 미치는 것으로 나타났으며, 실행공동체의 참여 정도가 지식교환에 영향을 미치는 것으로 나타났다. 또한, 실행공동체의 참여와 지식교환 정도가 새로운 지식창출에 영향을 미친다는 점도 알 수 있었다. 이러한 결과들은 조직이 실행공동체를 활성화시키고 지식창출 성과를 향상시키기 위한 전략 수립에 도움이 될 수 있을 것으로 기대된다.

• Korean Journal of Social Welfare
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• v.61 no.3
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• pp.179-204
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• 2009

This paper attempts to explain the effect and application of action research in Korean social welfare research and discusses utilities of action research in the broadening and deepening social welfare body of knowledge within Korea. First, this paper examines the concepts, characteristics, and relevant literatures of action research. Second, this paper attempts to explain the effect, meanings, and application of action research in Korean social welfare research with examples from study on development of user involvement manuals for the disabled residential facilities for the first time in Korea. Third, this paper discusses utilities of action research in broadening and deepening social welfare knowledge body in Korea. In discussing the utilities, this paper maintains that action research can be more properly utilized for research methods to decrease the gab of research and social work practice. Finally, this paper highlights that 'many ways of knowing' exist in social science and it should be considered more sincerely in the arena of Korean social welfare research in order to more solidly develop the knowledge body of social welfare and practice in Korea.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.629-644
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• 2017

Purpose: This research aims at exploring what early childhood teachers experienced in the teachers' community for the national-level curriculum implementation while participating in group consulting. Method: The participants were 10 teachers working at the day care centers located in the capital area. They had joined this study for 9 months, sharing and practicing various strategies related to curriculum implementation through community-based group consulting. Result: First, the teachers came to understand the frame of curriculum from a different point of view. Second, the teachers focused not only on the contents of education but on the methods of education, and shared the forest of feasibility crossing educational plans and the reality. Third, they found various methods to solve the problems and learned transformation ways in the context of curriculum implementation. Fourth, it was verified that nevertheless, there was still complicated and situational dilemma in curriculum implementation. Conclusion: The community-based group consulting was meaningful for the early childhood teachers because it enables them to enhance their professional techniques for the curriculum implementation.

• Korean Journal of Social Welfare Studies
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• v.41 no.1
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• pp.5-37
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• 2010

The purpose of this study is to see the motive, processes and strategies of change in poor single mother self-help group and analyze meaning in the self help group, agencies and themselves by change. As to this discussion, We seek to grope practical ways for self-help group. By using Participatory Action Research, We intended to an alternative plan in collaborating between practitioners and all concerned. Following four-step-process in this methodology, we explored processes of changing and considered social work practical meaning. On results, first, The motive have come from critical minds that motivate them to choose their way subjectively. We concluded that they have a necessity of change as a groping activity within their capability. Second, On process trying to be changed, They have made initiative decisions about how extensive and deep their changes should be, by discussion being themselves. So they have agreed to aim at purposeful activities beyond just emotional support. Third, they suggested and planned meaningful action as a specific strategy for changing and all these were done by local community volunteering and lecturing for supporting single mother. In conclusion, The 'Change' single mother group activity aim at is, based on subjective decision, to change a practice of a social worker into a practice of participant, and to develop social empowerment more improved to control social condition, which is forming their life, by their own choice. Furthermore, It needs to be considered approach to Community for overcome limits of self help group activities. Based on these consequences, We presented social work practical meaning.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.193-202
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• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.423-438
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Environmental Impact Assessment
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• v.21 no.3
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• pp.503-508
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• 2012

베트남은 1991년 이래로 지속가능한 개발을 국가계획에 반영하여 온 최초의 몇 안 되는 실행국가이다. 2004년 4월에는 베트남의 수상이 베트남 아젠다 21의 지속가능성과 연계한 전략적 접근에 대한 결정을 문서화하고 있다. 아젠다 21의 제28장에서 언급된 바와 같이 지역 자치단체장은 지역 아젠다 21을 실행하기 위한 과정에 참여하고 있으며 이는 지역사회, 지역의 정책 및 프로그램이 국가계획과 연계되어야 하며 지역의 단체들은 이 부분에 준비 및 참여를 수행하였다. 본 논문은 이러한 국가 계획하에 아젠다 21을 수행한 2개의 지방자치단체에 대한 참여프로그램 분석을 수행한 연구이다. 랑손시의 대중위생관리 및 미칸마을의 녹색성장에 대한 참여프로그램을 분석하였다.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.793-811
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• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."