• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.206-215
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• 2020

This study analyzes the relationship between K-CESA of undergraduate students, and their coaching skill and creativity confluence competences. Totally, 344 students attending private colleges in G province were evaluated for their competence. The data collected were analyzed by descriptive statistics, Pearson's correlation analysis, multiple regression analysis and Sobel test, using the SPSS/PC 22.0 computer program. Our results indicate that K-CESA, coaching skill, and creative convergence fulfill the assumption of normality. Moreover, significant positive relationships were determined between K-CESA and creativity confluence, as well as between coaching skill and creativity confluence. Furthermore, K-CESA was an important factor that predicts the creativity confluence competency, and coaching skill had mediating effects on the relationship between K-CESA and creativity confluence competency. In conclusion, our results indicate that K-CESA and coaching skills are important factors that will help strengthen creativity confluence competences.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.507-515
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• 2022

In this paper, a novel-engineering-based artificial intelligence liberal arts course is proposed and its effectiveness is evaluated with an emphasis on creativity confluence competency for elementary and middle school pre-service teachers in various majors. Constructing directions such as "considering the characteristics of non-major learners" and "drawing convergence with majors" were derived by analyzing related prior research, and its relationship with Novel Engineering was presented as an appropriate educational method. As a result of 45 hours of artificial intelligence education convergence liberal arts course, a statistically significant improvement in creativity confluence competency and high satisfaction were established. This study is significant because it supported the idea that novel engineering might be used as a pre-service teacher education strategy for artificial intelligence convergence education.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.377-394
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• 2019

The purpose of this study is to scrutinize the characteristics of a teacher's discursive competence on the basis of mathematical competencies. For this purpose, we observed all semester-long classes of a middle school teacher, who changed her own teaching methods for the last 20 years, collected video clips on them, and analyzed classroom discourse. Data analysis shows that in problem solving competency, she helped students focus on mathematically important components for problem understanding, and in reasoning competency, there was a discursive competence which articulated thinking processes for understanding the needs of mathematical justification. And in creativity and confluence competency, there was a discursive competence which developed class discussions by sharing peers' problem solving methods and encouraging students to apply alternative problem solving methods, whereas in communication competency, there was a discursive competency which explored mathematical relationships through the need for multiple mathematical representations and discussions about their differences. These results can provide concrete directions to developing curricula for future teacher education by suggesting ideas about how to combine practices with PCK needed for mathematics teaching.