• 대한공업교육학회지
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• v.39 no.2
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• pp.19-36
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• 2014

The purposes of this study are to grasp industry vocational subject student-teachers' instruction area, compare cognitive level of cooperating teacher and student-teachers for the importance of instruction area and secure base data required to develop educational practical area of professional teachers in specialized high school. To achieve this, instruction area of instruction teacher in charge of industry vocational subject pre-teacher education was developed by document consideration and expert verification and differences of importance cognition for the area was compared between educational practice insturction teacher and student-teacher. The results are as the following. First, for the instruction areas that educational practice instruction teachers should teach student-teacher, there are 7 categories, 17 mid-fields and 85 subsections. Especially expert group suggested an opinion that areas of teacher's values and personality formation should be added to pre-teachers. And, they judged that category of school business showed low validity for educational practice instruction teacher's instruction area. Second, educational practice instruction teacher importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. On the other hand, they cognized 'development and management of curriculum', 'support on educational activity', 'industrial-educational cooperation and tie with local community' and 'specialty improvement' less importantly. Student-teachers cognized 'class activity', 'student instruction and class management', 'specialty improvement', 'development of desirable view of education attitude' importantly. They cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' relatively less importantly. Third, both educational practice instruction teachers and student-teachers importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. However, student-teachers importantly cognized, but educational practice instruction teachers didn't importantly cognized 'specialty improvement'. Both two group cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' less importantly.

• Journal of vocational education research
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• v.37 no.6
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• pp.36-60
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• 2018

The purpose of this study is to explore the occupational personality required for high school graduates and to develop a scale to measure them objectively. In order to achieve the purpose of the study, this study constituted the delphi committee composed of the teacher group and the industrial personnel group. Afterwards, Delphi survey was conducted twice, and it was found that 12 jobs such as sincerity and honesty were related to occupational personality. As a result of the development of the scale based on the previous research and the expert group interview, 12 factors and 116 scales were developed for the pre - occupational personality test tool. In order to verify the validity and reliability of the developed preliminary test tool, we conducted a questionnaire survey of 700 students of vocational high school, and 514 questionnaires were used for final analysis. Parallel analysis was performed to determine the number of factors before exploratory factor analysis. As a result, eight factors were found to be appropriate. As a result of exploratory factor analysis using the 'maximum likelihood method' and 'direct oblimin rotation method', 78 items of 8 factors were found appropriate. However, in order to confirm whether the item reflects the contents of the factors, we conducted a content validity test for the expert group. As a result, feedback was obtained that 19 items were irrelevant or inadequate. Therefore, the validity of the existing job personality test tool and the modified job personality test tool were verified through confirmatory factor analysis. As a result, the fitness of the revised test tool was higher and the fitness level was generally good.

• Journal of Nutrition and Health
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• v.57 no.3
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• pp.320-335
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• 2024

Purpose: This study examined the impact of adolescents' dietary behavior on their quality of life using the nutrition quotient for adolescents (NQ-A) for some high school students in Seoul. Methods: The subjects were 176 high school students living in Seoul. The NQ-A was used to assess the dietary quality, and the quality of life was assessed by categorizing it into life satisfaction, environment, health, participation and safety, leisure activities, and emotional factors using survey questions validated through previous studies. Results: The NQ score of the survey subjects was 49.30 points. Based on the NQ scores, 7.4%, 46.6%, and 46.0% of participants were categorized as the 'high', 'medium', and 'low' groups, respectively. The total NQ score and balance, diversity, and practice factor scores were positively correlated with life satisfaction, environment, health, participation and safety, and leisure activities among the quality of life subscales. Regression analysis showed that the total NQ score was positively associated with life satisfaction, health, leisure activities, and emotions; the moderation factor was negatively associated with life satisfaction and health. The balance factor was positively associated with the environmental factor. The practice factor was positively associated with health, leisure activities, and emotions, and the environment factor was negatively associated with emotions. Conclusion: These results show that adolescents' quality of life is closely related to their diet, so it is necessary to maintain a balanced and varied food intake and desirable eating behaviors to improve adolescents' quality of life. Furthermore, adolescents' quality of life is influenced by other factors. Therefore, further research is needed to assess the quality of life, including dietary factors, as well as physical, emotional, psychological, and social development.