• 한국콘텐츠학회논문지
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• 제13권7호
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• pp.452-462
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• 2013

이 연구는 학교문화, 구체적으로는 교사의 협력문화, 학교장의 지도성, 학생의 교우관계가 학생, 학부모, 교사, 학교장 등 학교구성원의 학교만족도에 미치는 영향을 탐색적으로 살펴보았다. 이를 위하여 2011년에 조사된 서울교육종단연구의 설문자료를 활용하여 기술통계 분석, 상관관계 분석, 다중회귀분석 등을 실시하였다. 연구 결과, 학생과 학부모의 학교만족도에는 학생의 교우관계와 교사의 협력문화가, 교사의 학교만족도에는 학교장의 지도성과 교사의 협력문화가 통계적으로 유의한 영향을 미치는 것으로 나타났다. 이 연구는 학교 단위에서 교사의 협력문화가 학생, 학부모, 교사의 학교만족도에 공통적으로 영향을 미치는 요인임이 밝혀졌고, 각각 연구되는 경향이 강했던 학생과 학부모, 교사와 학교장의 학교만족도와 학교문화를 제한적으로나마 동시에 살펴보았다는 점에서 의의가 있다.

• Educational Technology International
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• 제8권1호
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• pp.91-100
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• 2007

This paper describes the experiences of three middle school teachers during the year following a two-week summer workshop in which they were introduced to a technology-enhanced problem-based learning (PBL) pedagogy. Based on their collaborative experiences during the school year, developing and implementing a PBL unit, the three teachers increased their confidence in using technology and indicated shifts in their pedagogical beliefs regarding classroom instruction. Results suggest that administrative support, collaboration with other teachers, and the development of a school culture that valued the sharing of teachers' experiences were keys to teachers' successful implementation.

• Educational Technology International
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• 제20권1호
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• pp.109-135
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• 2019

Rapid development of educational technology requires fundamental changes not only in the form of instruction and role of teachers in school education but also in the competency development of students. Specifically, the emergence of new technologies such as makerspace, virtual reality (VR), and robotics has made it more challenging for teachers and students in the 21st century. However, even with the argument for the changes, less has been discussed about how much in-service teachers are aware of and how they are preparing for such changes. Therefore, this study intends to explore what would be required to students and teachers, and for instructional changes with more technologies available through the lens of elementary school teachers. The study results suggest, similar to previous studies, in-service elementary teachers recognize that student competencies such as creativity, collaboration, communication, and problem-solving skills are important. They also perceived that teacher change in role and attitude, and for instructional method and classroom culture are crucial as catalysts of change. Unique and interesting finding from this study is about the importance of nurturing digital citizenship in technology-infused learning environment. The digital citizenship has been less highlighted in the past, but this study revealed it should be treated as a priority.

• 문화기술의 융합
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• 제9권1호
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• pp.471-478
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• 2023

4차 산업혁명 시대가 도래함으로써, 교육환경이 변화되고 있으며, 이를 대비하기 위한 교수 학습 연구는 필수적이다. 예비 교원의 창의적 교육 역량을 강화하기 위해 교원양성대학의 교육과정과 교수 학습 모델의 개선은 매우 중요하다. 미래의 교육은 의사소통과 협업을 기반으로 발현되는 창의적 사고 함양을 위한 교육이 되어야 한다[1]. 본 연구에서는 미래형 교수 학습 모델을 개선하여 실제 수업에 적용하였다. 또한 우리는 미래 창의교원 역량에 대한 사전 및 사후 설문조사를 실시하여 효과성을 검증하였다. 설문조사는 공통 만족도 문항과 미래 창의교원 역량에 대한 질문으로 구성되며, 분석결과 사전 평가에 비해 사후 평가에서 미래 창의교원 역량이 증가했음을 확인할 수 있었다.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권2호
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• pp.201-217
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• 2014

This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.

• 복식문화연구
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• 제29권1호
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• pp.134-151
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• 2021

The aim of this research is to develop a clothing and textiles studio course for preservice home economics teachers applying principles of Project-Based Learning (PBL) and maker education to equip future teachers with the ability to nurture creativity among adolescents. The studio course was developed in the following stages: analysis, design, development, implementation, and evaluation. We concluded that the resulting course met the following objectives extracted from the 2015 revised curriculum of home economics subjects: to promote creative and environmentally-friendly fashion design and styling abilities, gain the ability to use makerspace tools, understand flat pattern making and sewing processes, and develop creative thinking, aesthetic sense, and communication skills. Furthermore, the educational effects of PBL and maker education were confirmed through student comments on the course. Students mentioned the practicality of the material in their actual lives along with their enhanced integration of the subject material, self-directedness, aesthetic sense, ability to learn through trial and error, collaboration and communication, and sharing. Based on results from the implementation and evaluation stages, a clothing and textiles studio course should include the following modules: introduction of terms and tools, submission and sharing of clothing reformation and upcycling techniques, introduction to hand sewing, pouch making, heat-transfer printing, 3D printing, mask making, hat making, vest making, and the final team project on fashion styling. It is important for instructors to provide detailed guidelines on selecting personas for styling, looking for available materials, and selecting materials online.

• 문화기술의 융합
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• 제10권4호
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• pp.259-270
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• 2024

본 논문은 교육실습 이론에 대한 고찰을 바탕으로 특수교육 교사 교육 프로그램에서 현장실습학기제 모형개발을 위한 기초연구이다. 교육실습이론의 주요단계인 준비, 적응, 책임 준비, 상호 책임, 평가의 특징을 분석하고, 협력, 실용적인 훈련 및 피드백 교환의 중요성을 확인하였다. 또한, 학습 경험 모델인 체험학습 모델, 사회문화 이론 및 관찰의 견습생 모델을 비롯한 실용적 학습 모델을 검토하며, 선행 특수교육 교사들 사이에서 이론과 실무를 연결하고반성적 실천을 촉진하는 역할에 대해 살펴보았다. 더불어, Class-Academy 모델과 PDS 모델 등 두 가지 주요 실습모델을 살펴보고, 이들의 구성, 이점 및 교사 교육 프로그램에 미치는 영향을 논의하였다. 현장실습학기제를 통해 구조화된 실습 경험과 혁신적 모델을 통해 특수교육 교사 교육을 강화하는 방안에 대한 통찰을 제공하고자 하였다.

• 문화기술의 융합
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• 제9권5호
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• pp.721-727
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• 2023

국가 운영에서 부정, 낭비, 남용을 방지하기 위해 감사 및 감찰기구를 운영하고, 이들에게 업무의 독립성 보장을 포함한 많은 권한과 책임을 부여하고 있다. 하지만 이들 기관에서 발생하는 문제나 비위에 대해서는 누가 어떻게 감독하는지에 대한 문제가 제기된다. 이러한 감독을 위해 미국에서는 감찰관 법을 통해 감사기구 간 협의체인 감사공동체를 구성하여 업무 수행의 기준 준수 여부와 감사기구 직원의 비위에 대한 조사를 수행하고, 의회, 대통령, 회계감사원, 소속 기관 지도부 등 다양한 이해관계자가 상호작용을 하면서 독립성 보장과 협업 문화를 조성하고 있다. 정부 운영의 효율성과 효과성을 제고한다는 측면에서 감독기구와 의회의 관계를 발전시킬 필요가 있는 것이다. 이에 본 논문에서는 이러한 미국 사례를 연구하여 우리나라 감사기구에 적용할 감독제도의 효율적인 정책방안을 제시한다.

• 한국식생활문화학회지
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• 제37권1호
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• pp.1-12
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• 2022

This qualitative study analyzed various environmental factors and difficulties faced by school foodservices during the COVID-19 pandemic. Focus group interviews were conducted by enrolling 12 nutrition teachers and nutritionists. Data collected were subsequently analyzed for changes implemented during the pandemic, in hygiene management, diet management, and distribution management of the school meal. The content and method of delivery of information related to diet guidance and school foodservice by related organizations were also examined. Results of the survey show that personal hygiene (such as maintaining student-to-student distance, checking students for a fever, and hand disinfection) was duly applied, installation of table coverings and distancing between school cafeteria seats were conducted, and mandatory mask-wearing to prevent droplet transmission was enforced. Depending on the COVID-19 situation, the number of students having school meals was limited per grade, and time-spaced meals were provided. To prevent infection, menus that required frequent hand contact were excluded from the meal plan. Overall, it was difficult to manage the meal plan due to frequent changes in tasks, such as the number of orders and meal expenses. These changes were communicated by nutrition teachers and nutritionists wherein the numbers of school meals were adjusted, depending on situations arising from each COVID-19 crisis stage. Furthermore, in some schools, either face-to-face nutrition counseling was stopped entirely, or nutrition education was conducted online. Parent participation was disallowed in the monitoring of school meals, and the prohibition on conversations inside the school cafeteria resulted in the absence of communication among students, nutrition teachers, and nutritionists. Additionally, confusion in meal management was caused by frequent changes in the school meal management guidelines provided by the Office of Education and the School Health Promotion Center in response to COVID-19. In anticipation of the emergence of a new virus or infectious diseases caused by mutations in the years to come, it is suggested that a holistic, well-thought-out response manual for safe meal operation needs to be established, in close collaboration with schools and school foodservice-related institutions.

• 복식문화연구
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• 제27권5호
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• pp.512-523
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• 2019

Contemporary University students are considered the Z generation who were born after 1995. They are more tech savvy than millennials. To target the generation, traditional class management platforms have evolved to smart LMS that is more customized and accessible for smart devices. Global level information search and collaboration can also be implemented using such smart LMS. However, switching from one LMS to another LMS requires great effort from teachers and support from staffs. This study measured the learners' perception of the system when they were exposed to a new smart-LMS. Blackboard Learn Ultra was used for 15 weeks and at the end of the semester, a questionnaire was administered to the students of these classes. Results indicated that experience with previous LMS discouraged students from adopting Blackboard Learn. Result of TAM modeling indicated that perceived usefulness, compared to perceived ease of use and attitude, was an effective aspect to bring positive acceptance of the system. A qualitative approach and network analysis were also conducted based on students' responses. Both positive and negative responses were detected. Inconvenience due to mechanical aspects was mentioned. Dissatisfaction compared to previous local LMS use was also mentioned. Mobile application and communication effectiveness were positive aspects. Revised course development and promoting how useful the system may help enhance the acceptance of the new system.