• 교육공학연구
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• v.33 no.1
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• pp.105-135
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• 2017

The purpose of this study is to clarify conceptually the difference of instructional coaching, instructional supervision, and instructional consulting by analyzing their own characteristics. The practices for instructional improvement are common in that fundamental objectives are improvement of instruction and development of teacher's professionalism in instruction. However, each area changed according to the social flow and the demands of the educational field and created a unique activity system. So, in order to get rid of this mixed use of these terms, it is meaningful to distinguish the concepts, attributes, and areas of each activity. The specific study questions were 1) what is the origin of coaching, supervision, and consulting? 2) how are instructional coaching, instructional supervision, and instructional consulting defined in existing research in korea? 3) how can we conceptually distinguish instructional coaching, instructional supervision, and instructional consulting? Based on reviewing various existing studies, First, this study investigated the conceptual origins and lexicons of coaching, supervision, and consulting, respectively, in addition reviewd the prior studies conducted in Korea with regard to instructional coaching, instructional supervision, and instructional consulting, and summarized how each concept is defined according to the researcher. Second, this study compared each two concept with another one. Finally, the existing definitions of instructional coaching, instructional supervision, and instructional consulting were analyzed to find out the inherent and common attributes of each concept. In conclusion, this study suggest that the concept of instructional consulting needs to be redefined to better reflect the characteristics of activities, and that studies that rethink the relationship between instructional coaching and instructional supervision are needed.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.217-248
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• 2014

The purpose of this study is to construct the school library consulting supervision model and to develop the evaluation indicators of school libraries in Korea. Individual School library should contribute from school educational objectives to national level educational objectives. When school libraries have accountability, consulting supervision and evaluation for the school library education is needed. School library consulting supervision model was developed with seven components. School library evaluation index is proposed with seventy-two indicators in six categories. Results of the evaluation will be able to take advantage consulting supervision.

• The Journal of the Korea Contents Association
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• v.14 no.7
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• pp.18-28
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• 2014

With the reformation of organization and function of local office of education in 2010, consulting-supervision is introduced to schools as a system for education reform to improve the quality of school education. However, a dedicated on-line portal system that can provide integrated management on the functionalities of consulting-supervision has not been implemented yet. To successfully operate consulting-supervision in schools, it is also needed to provide an on-line consultant education system, that can support teachers to train themselves as a supervision-consultant. In this paper, we introduce an on-line consultant training system that provides various learning activity tools for consultant training based on Learning Activity Management System(LAMS) and Action Learning. The system consists of Management stage, Analysis stage, Solution stage, and Action stage for the empowerment of consultants' expertises, and is named as MASA. Brain-writing, SWOT(Strengths, Weaknesses, Opportunities, and Threads) analysis, 5Whys, decision grid, PMI(Plus, Minus, Interesting), and black chart techniques were developed in MASA as learning activity tools for consultant training.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.498-511
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• 2014

This study was designed to investigate the perception of the competencies of using Importance-Performance Analysis (IPA). The subjects of the study were 318 clients and 118 consultants. Descriptive statistics, paired t-tests, and Importance-Performance Analysis (IPA) were conducted based on perception levels of clients and consultants to increase understanding of current situations and trends. Findings are expected to assist in planning. Regarding the perception of clients, Quadrant 2 (Concentrate Here) included consulting supervision expertise and content expertise, and Quadrant 4 (Possible Overkill) included skill expertise. Regarding the perception of consultants, Quadrant 1 (Keep Up the Good Work) included skill expertise; Quadrant 2 (Concentrate Here) included content expertise; and Quadrant 3 (Low Priority) included consulting supervision expertise. Results revealed that clients had no responses for Quadrant 1, but they offered 10 items associated with Quadrant 2, one item for Quadrant 3, and four items for Quadrant 4. Consultants responded with five items for Quadrant 1, three items for Quadrant 2, three items for Quadrant 3, and four items for Quadrant 4.

• 대한공업교육학회지
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• v.33 no.2
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• pp.1-25
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• 2008

In this study, theory of school consulting for founding the development strategy of industrial high school was explored, consulting model and performing technique model was suggested, case of consulting of industrial high school performed by the model and performing technique suggested. Up to now, research field of school consulting was instruction and supervision consulting mostly, there was not much school management consulting. In this paper, a school consulting model for industrial high school was developed, which was five step such as entry, diagnosis, action planning, action, and termination. A case of consulting for C technical high school applied by the consulting model suggested was analyzed, it will be used any other consulting project of industrial high school. According to the 5 step school consulting model, analysis of the present state of C technical high school, survey research, SWOT analysis, Issue Tree, school assesment were performed. In order to set up a development strategy for C technical high school, a table of problem and improvement based on issue tree was made, and then a Pay-Off Matrix was made out. Finally, a development plan of short and mid- and long-term for C technical high school was constructed.

• Journal of Korean Home Economics Education Association
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• v.25 no.3
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• pp.1-18
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• 2013

This study was conducted to investigate the perception of teaching consulting and dietary education of Home Economics teachers. The subjects consisted of 139 Home Economics teachers in Korea. The perceptions of Home Economics teachers on their teaching class were as follows: the teachers who had a lot of psychological burden on their open classes, 62.6%; who were satisfied with their teaching, 29.5%; who had been teaching consulting, 40.3%; consulting is needed in order to improve the quality of instruction, 46.8%; who wanted to receive teaching consulting, 46.1%. who wanted to receive teaching consulting excellent colleagues, 76.3%. The most of the Home Economics teachers had a positive attitude on the teaching consulting. The perceptions of teaching strategies of dietary teaching classes were as follows: using audio-visual materials for students concentrate, 47.5%; observing the students reactions and feedback for individual variation, 73.4%; descriptive class for main teaching method, 58.3%. The difficulties of teaching dietary class were as follows: total mean, 2.60/5.00; considering individual differences, 3.26; involving students in activities, 3.11; selection of teaching media, 2.88; production of media, 2.88; planning teacher and student activities, 2.85. Home Economics teachers have to lead dietary education in society and schools but they feel a lot of psychological burden on opening teaching class. Therefore Home Economics teachers are recommended to devote consistent efforts to strengthen teaching ability through the analysis of teaching ability, teaching reflection, consulting and actual performance of self-supervision.

• The Korean Journal of Franchise Management
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• v.5 no.1
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• pp.65-84
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• 2014

The purpose of this study is to review the theories and cases of performance sharing in the franchise industry to present a method for more effective franchise performance-sharing. To that end, this study reviewed the theory on resource dependence and the theory on inequality to describe the performance-sharing between the franchisor and the franchisee and their relationship. It also looked at the cases of a week-in cooler system at 'Beer Market', the allocation of fees for alcoholic beverage sales to franchisees, the scholarship program of 'Onigiri and Ikyudon' and 'Bonsamo' which is a franchisees' committee for Bonjuk to introduce examples of performance-sharing. Through a theoretical review and case review, this study presents five types of methods for performance-sharing. First, 'the sharing of core competence by the franchise company; second, 'the establishment of a royalty culture'; third, 'scientific analysis of markets and establishment of a revenue forecast system'; fourth, 'reinforced financial support from the franchisor'; and lastly, 'the positive application of franchisees' committees'. Such methods are expected to provide a groundwork for mutual benefit and co-prosperity between franchisor and franchisee.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.253-261
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• 2016

This study discusses the effective management of mixed-ages classes in kindergarten. For the study, 300 kindergarten teachers in charge of mixed classes for regular courses completed a self-reported questionnaire through a web survey. The data were analyzed by chi-square test and presented by frequency and percentage. Mixed-ages classes had relatively fewer children than one-age classes and they were prevalent in public kindergartens and rural areas. The results were as follows. First, mixed-ages classes were induced by the small number of young children. Second, teachers managed their classes with difficulty due to the lack of supporting staff and few chances for additional teaching training. Third, teachers needed supporting human resources for their teaching and administration assistances. About 23.0% of kindergartens received assistance such as additional training, financial assistance, and consulting supervision from related institutions. The study results suggested the challenges in regulations of age ratio in mixed-ages class, additional teaching training for teachers in mixed-ages classes and replacement of mixed-ages class to same age class as the long-term plan.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.203-229
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• 2012

This study tries to provide basic data that can be useful in suggesting the direction of kindergartens attached to elementary schools, by examining the issues in such kindergartens and the ways to develop them for the future. To do this, I surveyed seven participants, who are currently directors in the kindergartens attached to the elementary schools, by in-depth interviewing. As a result, I found the main issue involves the administrators' lack of expertise about the education of preschoolers. Thus, I suggest that there should be more opportunities to retrain the affiliated principals or directors to better understand the education of preschoolers or the related instructors. Second, I concluded that another critical issue involves the poor administrative and financial system in the current kindergartens attached to the elementary schools. To solve this, I suggest that the government and the local education offices should actively support them with a the solid administrative and financial system. Finally, considering the complaints that the current teachers in those kindergartens are being isolated from the greater society, I suggest that there should be specific solutions to construct the cooperative systems related to scholarships and consulting that help the teachers develop their expertise in educating preschoolers.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.519-533
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• 2018

This study aims to classify the types of instructional expertise development activities of teachers who teach subjects related to software education in primary schools. To this end, the study analyzes their participation in expertise development activities over the recent three years, outcomes from these activities, and forms and characteristics of expertise development activities. In the questionnaire survey conducted for this study, 276 primary school teachers participated. According to the survey, the same largest proportion of them participated in collective job training (96%) and distant job training (96%), followed by consulting, instruction supervision, mentoring, and peer observation (82%), lectures, workshops, and seminars held by related government ministries and the provincial and municipal offices of education (69%), and teachers' study communities (66%). Among informal activities, reading accounted for the highest portion of the activities (88%), followed by the use of information on Websites including YouTude and GitHub (80%), and teachers' expertise development networks (76%). The reasons for their participation in the activities were mostly to improve their instructional expertise (80%). Their participation in the activities had an impact on usefulness to enhance instructional expertise, improvement of job competencies, application to current jobs, sense of instructional efficacy, and positive effect. These results of the study are expected to provide a foundation for preparing continued expertise development plans that can promote the educational value of primary school teachers' instructional expertise development activities for teaching subjects related to software education.