• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.129-140
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• 2019

Objective: Teacher's professionalism means the ability to apply the knowledge, skills and attitudes related to child care effectively to carry out the child care process. Depending on the professionalism of the teacher, the teacher-infant interaction may be affected and the job satisfaction may be different. The purpose of this study was to investigate the level of perceived level of infant teachers' professionalism and to investigate the effect of professionalism of infant teachers on teacher-infant interaction and teacher's job satisfaction. In addition, through this study, it is aimed to help the infant teachers themselves to measure their own abilities and qualities and to develop individual growth by recognizing the importance of infant teacher's professionalism in the daycare center. Methods: For this study, a questionnaire survey was conducted on 329 infant teachers who were in charge of the ages between 0 and 2 years. The collected data were analyzed using SPSS / WIN 24.0 program. First, the mean and standard deviation of the subfactors of the infant teachers were determined in order to know the level of professionalism, teacher-infant interaction, In order to investigate the relationship between the variables, we conducted a Pearson correlation analysis. Finally, Multiple regression analysis was conducted to examine the effects of the teacher's professionalism on teacher-infant interaction and subfactors, and teacher job satisfaction and subfactors. Results: Teacher professionalism was found to have a positive effect on teacher-infant interaction, and caring interaction and teacher-parent-community relations were found to affect teacher-infant interaction. In addition, teacher professionalism had a positive effect on job satisfaction, and child development, curriculum, and teacher-parent-community relations were found to affect job satisfaction. Conclusion/Implications: Influence of teacher-infant interaction and teacher job satisfaction is different according to subfactors of teacher's professionalism. In particular, this suggests that it is necessary to consider ways to selectively raise the level of teacher professionalism according to the situation of infant teachers in each region.

• Journal of Korean language education
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• v.29 no.1
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• pp.109-137
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• 2018

The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for 'peer coaching', 'peer observation', and 'teaching portfolios' among reflective teacher education programs. Lastly, many respondents selected 'development and utilization of teaching materials', 'encouraging learner's utterances', and 'leading learner's interest and motivation' as sub-elements of teaching professionalism that they wish to improve through teacher re-education.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.39-44
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• 2018

The purpose of the study was to investigate the effects of early childhood teachers' professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson's correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers' teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers' recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.21-38
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• 2019

Objective: The goal of this study was to investigate the effects of early childhood teachers' current working conditions such as welfare and wages, working hours, ECEC center's environmental characteristics, and parental involvement and community engagement on the professionalism of teachers. Method: A total of 988 respondents participated in the nationwide online survey. The data were analyzed by correlation analysis and structual equation modeling. Results: First, there were no statistically significant direct effects of ECEC teachers' working conditions on teacher professionalism. Second, there were significant direct effects of teacher efficacy and well-being on teacher professionalism. Third, there were significant indirect effects of teachers' working conditions on their professionalism, via efficacy and well-being, linking the impact of working conditions and the professionalism of teachers. Conclusion/Implication: The results of this structural model imply that policy input for teacher welfare, wage increases, and the enhancement of teachers' well-being and efficacy are valid and significant for the professional development of ECEC teachers. These results provide the data-driven evidence for the importance of welfare and socio-cognitive approaches for teachers.

• Journal of Christian Education in Korea
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• v.63
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• pp.183-219
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• 2020

The purpose of this study is to find out what their professionalism is and how their expertise grows among Christian alternative school teachers. Professionalism refers to the broad expertise such as specific knowledge, skills, and attitudes needed for a particular profession. The teacher expertise is also closely related to the life cycle of a teacher. The present study collected and analyzed the data using a mixed research method that combined a survey and interview. The survey, which involved 276 Christian alternative school teachers, asked about the current teacher's interest, the importance and retention of each element of professionalism, and, in addition, the level of external efforts and help in developing professionalism. The in-depth interview was conducted on 7 Christian alternative school teachers and identified the meaning of teacher professionalism, teacher quality and competencies, and environment for the professional growth. The results reveal that the professionalism recognized by Christian alternative school teachers is rather complex. It includes communication and relationship, calling and identity in addition to the curriculum and instruction expertise that reconstructs the curriculum from a Christian perspective. It is further found that teachers' decision to respond to the calling, subsequent continuous self-development, the teacher community that embodies such calling and efforts, and the school environment where autonomy and responsibility coexist, are equally important for their professional growth. Thus, in order to promote the professionalism of Christian alternative school teachers more effectively in the future, it would be necessary to provide programs that take the teacher's whole life cycle into account and are also directed to teachers themselves rather than to institutions. Considering the emphasis on the expertise in communication and relations, pre-service teacher education should focus not only on developing subject matter expertise, but also fostering communication and relational skills with students and other school community members.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.1
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• pp.56-78
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• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.199-222
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• 2009

As great attention is given to a high quality of English education in Korea, more and more in-service and pre-service English teachers are looking for an opportunity to study in an English speaking country to become better qualified teachers. However, after receiving a degree in an English speaking country, many teachers fail to apply what they have learned to their own teaching due to their tensions of identity, beliefs, knowledge, and professionalism within the changes of sociocultural settings. By using sociocultural theory as a theoretical framework, this paper explores how formal training and Ph.D. studies in the U.S. have influenced a Korean teacher educator in applying theory to practice in relation to her identity, beliefs, knowledge, and professionalism during 30 years of her teaching experience. Rather than facing tensions, the teacher educator has been willing to change her roles, broaden and deepen her beliefs in teaching and knowledge about theory of teaching and learning, and continue her professional development. Limitations and implications of the study are provided.

• School Mathematics
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• v.18 no.4
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• pp.857-880
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• 2016

The development of teacher's professionalism through teacher education is a key element in the improvement of school education. However, there has been criticism that the mathematics teacher education in Korea do not provide given enough opportunities for the classroom experience during preservice teacher education period. For development of inservice mathematics teachers and preservice teachers' teaching professionalism, this study develops a research community for mathematics classroom consisting of experts, inservice mathematics teachers, and preservice teachers. And the study explores the possibilities of the model as an educational space for inservice teachers and preservice teachers by participating in a series of courses such as task development and revision, and observation and analysis of classes. As results, inservice teachers and preservice teachers were able to enhance the practical experience and understanding necessary for the class, and they were also positively influenced in teacher efficacy and view of teaching on the model. Based on this, we suggest the possibility of the model as a teacher education system.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.527-536
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• 2006

This study investigated the components of science teacher professionalism, the meaning of PCK (Pedagogical Content Knowledge), examples of science PCK, and complementary measures that should be taken to improve teacher professionalism. Six science teachers recommended by their colleagues explained that the science teacher's professionalism (or professional knowledge) consists of science content knowledge, knowledge about teaching, knowledge about learners, and improvement efforts. Science teachers' definition of PCK, which is the professional knowledge that members of the wider society expect teachers to possess, is the teacher's materialized knowledge that aims at students' understanding and PCK is the accumulated know-how of teachers as they strive to make their teaching comprehensible by students. Science teachers also contended that teachers as professionals need to complement an accountability system, acknowledgement of continuous self-developmental efforts, collegiality, and securing validity in the teacher employment test. The teachers argued that the societal recognition of teaching professionalism is essential for a high quality teaching. Suggestions for how to improve science teaching professionalism are also discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.4
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• pp.673-683
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• 2011

The purpose of this study was to analyze the validity of teacher evaluation policy for professional development and to suggest the ways to improve the policy in school. The teacher evaluation policy for professional development is designed to improve teacher professionalism and quality of school education. For this purpose, A survey was conducted and 361 elementary and middle school teachers participated in Busan. Collected data were analyzed using SPSS WIN 12.0. The conclusions of this study are as follows: First, although teachers are highly interested in the teacher evaluation policy, they have negative attitudes for practicing the new policy. Second, assessors must be composed of reliable, competent experts because teacher evaluation has a great influence on teaching activities. The assessors should be composed of those who have the specialization and reliability on the basis. Also the assessors must be trained to enhance the fairness, objectivity and reliability by rigid discipline. Finally, teacher evaluation policy should be closely linked to increasing teacher's expertise such as training opportunities, teacher consultants, and senior teacher systems and should be widely utilized for the evaluation to be effective.