• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.53-76
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• 2012

The purpose of this study was to find out the effect of background variables, development stage, and perception of accountability on kindergarten teachers' adaptation to the teaching profession. The researchers surveyed 224 teachers in public and private kindergarten. The results of the study are as follows: First, in terms of age, the older they were, the better teachers adjusted to the teaching profession. As for their teaching career, the more teaching experience they had, the better teachers adapted to the teaching profession, but there were no significant differences between 6-10 years and more than 11 years. As to the level of education, four-year college graduates or graduate school graduates adjusted better than two-year college graduates. Second, teachers in the Capability Development Stage and Growth-Enthusiasm Stage showed a higher degree of adaptation than those in the Entrance-Acceptance Stage. Finally, the higher perception of accountability they have, the better teachers could adapt to the teaching profession. Among the categories of accountability, the professional accountability affected most highly the teachers' adaptation to the teaching profession.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.957-969
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• 2023

The aim of this study was to examine the effect of motivation of choosing the teaching profession, teaching personality, grit on flourishing of pre-service early childhood teachers. The study was conducted with 112 pre-service early childhood teachers of a university in City H, Gyeonggi Province. Using multiple regression analysis, the study found that the motivation of choosing the teaching profession, teaching personality, and grit of pre-service early childhood teachers all had significant effects on flourishing. Among these variables, teaching personality had a relatively stronger impact compared to the other two variables. Furthermore, examining the impact of sub-factors of the motivation of choosing the teaching profession, teaching personality, and grit on flourishing revealed that active and passive motives for teaching, general personality, and consistent effort influenced the flourishing of pre-service early childhood teachers. This study provides foundational data for the development of programs aimed at enhancing the flourishing of pre-service early childhood teachers and suggests further research on the design and verification of a program to promote flourishing through the improvement of motivation of choosing the teaching profession, teaching personality, grit of pre-service early childhood teachers.

• Journal of Contemporary Eastern Asia
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• v.19 no.2
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• pp.197-215
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• 2020

Teaching has become a feminized profession, especially in elementary teaching, in which it is regarded as "women's work." Concerns about the "extinction" of men in the field resulted in calls for male teachers. While studies indicate that there is positive discrimination in favor of men (despite the feminization of teaching), it appears that there are also forms of discrimination that work against them. As such this study explored the challenges of being a male in the feminized profession from the perspective of male teacher candidates. Studies in the field of teacher education in the Philippines mainly focus on curriculum and students' academic achievement, hence an inquiry must be done on the plight of male teachers in a gendered profession. A phenomenological study was employed to look into the realities of six male teacher candidates. Findings show that male teachers are: (1) leadership-destined; (2) conflicted; (3) limited; and (4) devalued. The narrative of male teachers in the Philippine education sector reveals the need to revisit programs and policies in professional development and support. Finally, recommendations are made for teacher education programs to guide teacher candidates' experiences towards a more inclusive profession.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.203-226
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• 2007

This paper analyzes the in-service training program for the 1st grade English teacher in the following 7 regions: Taejeon, Seoul, Incheon, Kangwon, Kyeonggi, Chungnam and Chungbuk. It also investigates the actual conditions of the program. The analyses are performed on three categories of subjects: Teaching Profession, Refinement and English Education. The English Education category can be divided into the three aspects: language skills, communicative skills and language learning/teaching skills. Among the 7 regions, subjects under Teaching Profession, Refinement and English Education have a significant (2-3 times +/-) variance in terms of the number and credit hours of the courses. While the Refinement Program is above the standard set by Ministry of Education & Human Resources Development(MEHRD) in some regions, the Teaching Profession Program and the English Education Program is below the standard set by MEHRD in other regions. To overcome the weaknesses of the program, this paper suggests the following: 1) prescriptions for the proportion ratio of each category should be suitably modified. 2) MEHRD should observe and supervise the program of each region. 3) being organized, the program must have two parts as follows: the same mandatory subjects for all regions and optional subjects suited to each region.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.129-159
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• 2017

This study examines the social recognition of teachers' treatment and teaching profession through the comparison and analysis of the teachers' remuneration systems in the Republic of Korea(hereafter, Korea) and Canada. For this purpose, literature review and qualitative research were conducted. As a result of comparing and analyzing the orientation of teachers' remuneration systems in both countries and perception of teachers, the following differences were found. First, in terms of the management philosophy of the remuneration system, Korea emphasized the efficiency of the national competitiveness dimension, while Canada focused on the interrelationship with development of individual-oriented competency. Second, although the remuneration systems for teachers in both countries are quite different, they have aimed at establishing a reasonable remuneration system, which considers equality in common. But the position on equality was different between the two countries. In the case of Korea, equity was considered by comparing the pay scale with those of other government employees, while equity in Canada mainly had to do with gender equality. Third, the teachers of both countries regarded the sense of duty and ethics as important qualities of the teaching profession, and they recognized the social safety net as an indicator of their social status. However, there was a difference in attitude toward the teaching profession. In Korea, it was deemed to be a stable and socially desirable profession, but the entry barriers were quite high and the remuneration system was relatively rigid. In Canada, on the other hand, it was easy to enter the teaching profession and the remuneration system was far less rigid. But teachers were more likely to quit or take a second job, and their social status fluctuated.

• Journal of Information Processing Systems
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• v.20 no.1
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• pp.105-115
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• 2024

The hybrid teaching approach of "MOOC + SPOC + Flipped Classroom" overcomes the constraints of time and space that are typically associated with traditional teaching methods, thus compensating for the shortcomings of traditional approaches. These changes in education are driven by the "Internet+" wave and the growing popularity of online teaching. The "MOOC + SPOC + Flipped Classroom" hybrid teaching mode can successfully compensate for the drawbacks of traditional teaching methods, thereby overcoming their restrictions. By defining relevant concepts, one can distill the key characteristics of the "MOOC + SPOC + Flipped Classroom" hybrid teaching mode. Formative assessment was employed to thoroughly evaluate the effectiveness of this teaching approach. By leveraging the advantages of massive open online course (MOOC), small private online course (SPOC), and flipped classroom, the "MOOC +SPOC + Flipped Classroom" teaching mode incorporates real-time student assessment through peer evaluation, computer-aided evaluation, and teacher evaluation. This mode promotes the simultaneous development of theoretical knowledge and practical skills, helping students to establish strong foundations while fostering their practical abilities. While the traditional teaching method remains fruitful, the convenience of today's network allows the teaching profession to continually evolve. The traditional teaching mode heavily relies on teachers, making it impossible to conduct lessons without them. However, the development of MOOC enables students to seek knowledge online from their preferred teachers, rather than solely relying on their assigned instructors.

• The Korean Journal of Emergency Medical Services
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• v.12 no.2
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• pp.5-26
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• 2008

Purpose : This study was performed to develop the curriculum of Emergency Medical technology of College. Method : The authors analyzed curricular of EMT in 12 college in Korea. We conducted the distribution, credit, mean, frequency of liberal arts, majors, teaching profession subject by Kim and Lee(2007). We compared curriculum of knowledge and clinical training courses. Results : The numbers of whole subjects were 59.3 and the number of mean and the credits were 130.8 degree of mean. The numbers of liberal arts were 9.5 number of mean and the credits were 15.5 degree of mean. The numbers of major were 47.5 number of mean and the credits were 111.4 degree of mean. The numbers of teaching profession subject were 1.9 number of mean and the credits were 4 degree of mean. Finally, frequency of curriculum of knowledge and clinical training courses were 57.1% and 42%, respectively. Conclusion : This results will represent curriculum development and will standardize curriculum for EMT collage. in addition, it will make EMT curriculum standardized.

• Journal of Preventive Medicine and Public Health
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• v.9 no.1
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• pp.11-24
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• 1976

This study was a part of large scale of a prospective study on attitudes of professional students in medicine, nursing and teaching toward population related issues in Korea. The study was first conducted in May 1974 and then in May 1975 for the 1974 class cohot using a questionaire consisted of attitude scales and other items developed by Lee. The purpose of stuay was twohold, namely, to determine the difference in students among specializations on one hand and between the first and second years in the 1974 class cohot regarding tile subject matter. A one-way analysis of variance was used for attitude scale, and absolute and relative frequency were computed for the analysis of non-attitude scale items by employing Fishers' Ratio and Duncan's multiple range test at 5% level and chi square test at 5% level as significance tests. The hypothesis 'students in health profession are more likely to have positive attitudes toward population related issues progressively as class year advances than students in teaching profession' was tested and the following results were obtained: 1) Nursing students were more likely to display favarable attitudes toward family planning than medical or teaching students although the class cohot showed slightly negative improvement in the second year. Medical and teaching students apperaed to have slightly improved attitudes in the second year. 2) Respondents in general perceived national family planning program as a means of population control and this tendency was more true among nursing students as the class year advances than two other professional groups of students. Students in teaching profession appeared to perceive it more as a means to improve individual family welfare while health students were likely to see as to improve maternal and child health. This tendency was progressively improved as the class year advanced. 3) The majority of students regardless of their respective specializations believed that family planning program should be directed toward the improvement of individual family welfare. No progressive changes in the class cohot were observed. 4) About the plan to use contraceptives in future, no singnificant differences were observes among different specializations nor in different class years. However, the majority was confirmed to have a plan to use contracepives in future. An increasing proportion of the undecided category was observed, as class year advanced among health students. 5) Students in health profession were found to be more favorable about 'more leisure opportunities' as motive for limiting number of children whereas education students indicated the reasons as 'facilitate ambitions' and 'economic base' The progressive changes toward positive direction in both groups were observed as the class years advanced. 6) Attitudes toward induced abortions of the health students were observed to be positively related to class years while an inverse relationship was found in teaching students who showed much less favor in the subject matter than health students. This phenomenon may be due to the different exposure to learning environments unique to respective specializations. 7) Health students were found to have more favorable attitudes toward population education in general than the teaching students. The teaching students appeared to have changed more to the negative direction when they became the second year while no such development was observed in health students. The teaching students seemed to hold a very conservative position with regard to sex education in schools. 8) About the equality of sexes, the nursing group was found to be most favorable while the reverse was true in the teaching group. A change in the negative direction as the class year advanced was found in the teaching group. 9) About questions related to fertility values-the 10 percent of respondents regardless of specialization indicated that they would maintain their single status in future, however no change was observed in the second year. The desired number of children was found to be two by the majority of students in nursing, medicine and teaching in order of high proportion. No changes in a different class year were observed. The childless marriage was seen by nursing students as a problem more than other students, but a slight change in positive direction was found when the nursing students became the second year. In summing, as data supported in the above, students in health profession demonstrated more favorable attitudes toward population related issues than the teaching students and this tendency became more apparent in the second year. It was noticed that health students were more conscious about the health aspect of population and family planning program while the teaching students gave more attention to the socioeconomic aspect. The sex variable seemed to have operated in the item related to the equality of sexes. In conclusion, as data presented in the above, the hypothesis of this study was accepted except in the few items. It should be noted that the limitation of this study is the short duration of the observation in measuring the possible attitude changes. It should include curriculum analysis for the respective specializations in order to indentify the area of curriculum impact on students in future study.

• The Mathematical Education
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• v.52 no.4
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• pp.517-529
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• 2013

The purpose of this study is to investigate pre-service teachers' perceptions and their difficulties of mathematics instruction. Pre-service teachers have positive perceptions about teaching students and teaching profession through teaching practicum. In addition, they have perceived that teaching practicum can enhance teaching methods for their students. Especially, they suggested that cooperating teachers' instruction and mathematics teachers and their colleagues' classroom observation are important factors to improve their teaching methods. In other hands, they have difficulties in application of questions encouraging mathematical thinking, attention concentration considering students' interest and planning and performing for mathematics instruction class according to levels of students' study abilities. Based upon this study's findings, teacher education institutes should make efforts to alleviate difficulties in mathematics instruction through effective teaching practicum such as regular reflection activities for their classes, programs development associated with schools, pre-training and education programs for guidance teachers.

• School Mathematics
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• v.13 no.4
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• pp.543-562
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• 2011

In this research, the PBL program was developed in terms of 'classroom practice ability', 'self-develop ability', and 'teaching profession character' which classroom friendly teachers get ready and was applied to the classroom friendly elementary mathematics teachers for studying the effectiveness of the program. From the result elementary preservice teachers' disposition in terms of thought about mathematics, mathematics learning, and mathematics teaching was changed to the positive direction through the PBL. They could developed their classroom practice ability, self-develop ability, and teaching profession character through application of new knowledge and plan for problem solving and reflection after solving the problems.