• 수산해양교육연구
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• 제18권3호
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• pp.283-292
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• 2006

The purpose of this study was to explore the component factors on images of good elementary teacher. 579 elementary teachers in Busan were sampled to be surveyed. The subjects answered open-ended questionnaire related to characteristics of good teacher. The number of items obtained from the questionnaire is 79. The exploratory factor analysis was applied to the data. As a result of exploratory factor analysis, the components of good teacher are classified into five factors : fairness, enthusiasm, commitment, warmth, self-management. All such factors might be related to the personality in common. It shows that teachers think the personality important as a characteristic of good teacher. On the basis of this result we offer a suggestion to the teacher education.

• 한국보육지원학회지
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• 제7권4호
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• pp.27-47
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• 2011

본 연구는 영아교사와 어머니의 직 간접적인 관계를 통해 맞벌이 어머니의 시각에서 바라본 '좋은 영아교사'란 무엇인지 특성을 살펴보고자 한다. 조사대상은 충청남도 천안시에 위치한 N어린이집과 S어린이집에 다니고 있는 영아기 자녀를 둔 맞벌이 어머니 6명이며 2011년 2월 26일부터 2011년 3월 13일까지 총 2회의 개별적인 만남을 통한 심층면담으로 조사가 이루어졌다. 자료 수집은 녹음, 현장노트, 활동자료집을 이용하였으며 자료 분석은 귀납적 범주 분석의 방법을 사용하여 다음과 같은 연구결과를 도출하였다. 첫째, 아이와의 관계에서 맞벌이 어머니가 인식하는 '좋은 영아교사'는 '엄마 같은 교사', '아이가 성장하고 변화함에 노력하는 교사', '신나게 놀아주는 교사'라고 인식하고 있었다. 둘째, 엄마와의 관계에서 맞벌이 어머니가 인식하는 '좋은 영아교사'는 '엄마의 정서적 지지자로서의 교사', '양육적인 지식에 도움을 주는 교사'로 인식하고 있었다. 셋째, 교사자신의 측면에서 맞벌이 어머니가 인식하는 '좋은 영아교사'는 '한결같은 교사', '진실성을 지닌 교사', '전문성을 지닌 교사', '상호 협력적인 교사'라고 인식하고 있었다.

• 공학교육연구
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• 제13권6호
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• pp.72-79
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• 2010

공업에 관한 전문교과 이론뿐만 아니라 실습 교육을 담당하는 공업계 교사를 양성하는 공업교원양성교육은 보통교과 교원양성교육과는 차별화된 교육이 이루어질 필요가 있다. 이를 위해 공업교원양성교육에서 좋은 수업에 대한 의문을 가지고, 대학에서 공업교육양성교육의 기억이 비교적 뚜렷하고 현직 공업계 고등학교 교사로서 교직 경험이 3년 이내인 초임 교사를 대상으로 면접법을 실시하였다. 공업교원양성교육은 사범대학에서 교직과정을 이수하거나 부전공 및 복수전공을 통하여 교원자격을 취득하거나, 공과대학 등에서 교직과정을 이수하거나, 교육대학원 등에서 교사 자격증을 취득하는 세 가지 형태로 이루어지고 있어서 공업교원양성교육에서 좋은 수업을 세 가지 경우로 분류하여 분석하였다. 첫째, 사범대학에서의 좋은 수업은 공업계교사가 되어서 학교 현장에 많은 도움이 되는 실질적인 실습수업으로 나타났다. 둘째, 공과대학의 교직과정 이수에서의 좋은 수업은 소수의 교직이수자를 배려한 공학 전공 수업, 교과목에 타당한 교직과목 수업, 학교 현장에서 이루어지는 실습교육 등이 좋은 수업으로 나타났다. 셋째, 교육대학원에서의 좋은 수업이란 학부 전공이 다른 학생들의 전공을 고려한 수업, 교원임용고사에 도움이 되며 학교 현장에서 이루어지는 실질적인 실습 위주의 수업 등으로 나타났다.

• 한국과학교육학회지
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• 제12권1호
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• pp.103-118
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• 1992

Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.145-160
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• 2012

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권3호
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• pp.135-147
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• 2020

What constitutes a good mathematics lesson plan? In their teacher education program, preservice teachers (PSTs) are trained for planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans. The purpose of this narrative inquiry is to understand PSTs' experiences of evaluating or designing mathematics lessons that they perceive as being good. The narratives of three PSTs who pursue high school mathematics teaching certification will inform us not only of their perceptions of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.

• 아동학회지
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• 제31권3호
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• pp.67-82
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• 2010

The purpose of this study was to examine parents' image of kindergarten teacher in a bid to provide useful information on kindergarten teacher and parents education to improve the image of kindergarten teachers. The participants in this study were 90 mothers whose young children attended kindergarten in the city of Busan. They were asked to describe what words came into their mind about the image of kindergarten teacher and what an ideal image of kindergarten teacher should be like. Among the participants, ten mothers were interviewed to tell about the ideal image of kindergarten teacher. The largest number of the parents wrote down the words that represented the image of the personality of kindergarten teachers, and love and friendliness were the most common words that the parents mentioned. As for an ideal image of kindergarten teacher, they wanted kindergarten teachers to love preschoolers, to have a good and friendly personality, to see through young children's eyes and to be positive and happy. It indicated that the parents expected their children to be educated by teachers who are understanding, cheerful, have a good personality and love children as their own children.

• 수산해양교육연구
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• 제17권3호
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• pp.373-382
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• 2005

The aim of this study is to analyze critically the meaning of 'good instruction'. In this article, the researchers emphasized the activities of teaching and learning as two essential elements of good instruction. The antecedent studies on good instruction have limitations in that they regarded good instruction as an instrument rather than valuable activity itself. This study consisted of three parts. Firstly, the researchers tried to clarify the meaning of good instruction underlying antecedent studies on instruction. Secondly, the researchers tried to analyze characteristics of good insturction suggested by antecedent studies. Thirdly, the researchers attempted to define a new meaning of good instruction. A new meaning of good instruction should be defined in accordance with characteristics of three commonplaces composing instruction such as teaching activity, learning activity and good interactions between teacher and learner. Good instruction can be defined as followings. Good instruction means an instructional activity which can change the student's meanings of experience as a result of interactions among teacher, learner, and educational materials.

• 대한수학교육학회지:수학교육학연구
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• 제24권4호
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• pp.537-554
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• 2014

본 연구에서는 교사 전문성 신장을 위한 교사 교육의 방향을 점검하고, 이를 반영한 교사 연수 프로그램을 설계하였다. 교사 연수는 2014년 7월 수학과 1급 정교사 자격 연수과정에 참가한 중등 수학교사 50명을 대상으로 실시하였다. 연수 과정에서 교사들은 산파법을 적용한 수학 학습 지도 과정을 구상하고, 이를 교사와 학생간의 대화 양식으로 기록하는 사고 실험 실습을 하였다. 사고 실험 실습 과정은 좋은 수학수업을 구성하는데 필요한 교사의 역량과 반성적 실천가로서의 태도를 함양하기 위해 실행되었다. 연수를 통해 교사 교육자와 동료 교사들의 실천 사례가 공유되면서 교사의 배움이 확장되고 교사 전문성 신장을 위해 학습 공동체 연구의 필요성이 제안되었다. 본 논문에서는 교사 연수의 실행 과정과 그 결과를 분석하여 제시한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.173-189
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• 2012

This study investigated elementary and secondary mathematics teachers' views on: (1) Requirements for good mathematics teaching (2) what professional development programs and supports are needed for these requirements. In particular, this study analyzed the common and difference between school levels and teaching experiences. For it, we developed questionnaire and the questionnaire was anonymously answered by one-hundred-five elementary and secondary mathematics teachers. We suggested implications related to professional development programs for mathematics teachers based on common and difference between school levels and teaching experiences.