• 한국환경교육학회지:환경교육
• /
• 제13권1호
• /
• pp.1-13
• /
• 2000

The purpose of this study is to formulate the direction lot improvement of the curriculum on environmental education teacher training. The results of this study are summarized as follows: First, the nature of the courses related to subject matter education should be changed from the course of teaching profession into the course of special study, Second, the combination of the courses related to environmental education and environmental science is needed, Third, the curriculum should sufficiently include the contents of the 7th curriculum, Fourth, the curriculum should contain the courses of environmental science which can help the pre-service teachers to understand the fundamentals and concepts of ecology, This curriculum should also include the courses which can improve the pre-service teacher's ability to teach for the development of student's affirmative environmental value and attitude, Fifth, the curriculum should include the courses which are useful for the pre-service teachers to learn teaching method such as case study and simulation for the education of environmental knowledge and of cognitive domain about environmental issues. Sixth, the curriculum should reflect the contents of the regulation for teacher certificate which was renewed in Jan. of 2000.

• 한국콘텐츠학회논문지
• /
• 제16권2호
• /
• pp.750-761
• /
• 2016

본 연구는 보육실습을 마친 3급 예비보육교사를 대상으로 보육실습에 대한 경험과 경험이 남긴 의미를 알아보고, 이를 통하여 3급 보육교사들의 효율적인 보육실습지도 방향을 제시하고자 실시되었다. 이를 위하여 경기소재 P 보육교사교육원과 S 보육교사교육원에서 교육받고 있는 16명을 대상으로 개인 면담을 실시한 후 질적으로 분석하였다. 연구결과 보육실습은 실습기관 선정의 어려움, 실습준비 부족, 교육과정과 현장의 연계 불일치, 실습의 스트레스, 영유아 지도의 어려움, 현장의 현실을 경험한 것으로 나타났다. 그리고 보육실습의 경험이 남긴 의미는 보육교사로서 자신의 진로 결정 및 가치관을 정립하는데 영향을 끼쳤으며, 현장에서 적용할 수 있는 실천적 지식을 형성할 수 있도록 해주었다. 논의에서는 도출된 주제를 중심으로 보육실습을 체계적으로 운영하기 위한 방안을 제시하였다.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제13권4호
• /
• pp.349-377
• /
• 2009

In this work we present a study undertaken with in-service mathematics teachers of primary and secondary school where we describe and analyze the didactical competences needed to implement an innovative design in geometry applying Van Hiele's models. The relationship between such competences and an ideal teacher profile is also studied. Teachers' epistemology is established in terms of didactical competences and we can see that this epistemology is an element that helps us understand the difficulties that teachers face in practice when implementing an innovative curriculum, in this case, geometry based on the Van Hiele theory.

• 한국과학교육학회지
• /
• 제22권5호
• /
• pp.1082-1102
• /
• 2002

Most of comparative studies in science teacher education so far have been conducted in terms of teacher education policy, pre- and in-service training system and curriculum, and certificate system. While such superficial information can be readily obtainable, it does not necessarily enable us to make access to reality of science teachers' professional development in respective countries, because practice in professional development among science teachers is deeply embedded into respective socio-cultural environment or climate. In order to get information on reality in science teachers' professional development, alternative approaches of research should be developed. This paper aims at pursuing an alternative way to approach reality of Japanese science teachers' professional development. An email survey of free description method with 29 in-service science teachers with a variety of years of experience in Ibaraki Prefecture, Japan, revealed that Japanese science teachers have developed their expertise through very close daily-based communication with their peer science teachers. At least, within their consciousness, neither formal in-service training programs, nor pre-service training programs have had much stronger effects on their professional development than such non-formal, daily-based, deep, apprenticeship-typed or in some sense, family-typed communication. The results suggest that in order to conduct meaningful comparative studies, we should take much more attention to how to make access to reality of science teachers' professional development.

• 한국과학교육학회지
• /
• 제24권4호
• /
• pp.675-686
• /
• 2004

The enhancement of the quality of the teaching practice is a major factor in securing better schooling opportunities for students. In this article, initial teacher preparation of secondary school Earth science teachers, in-service science teacher education, and improving teacher policy are discussed. Data from in-depth interviews with exemplary science teachers were used to explore how to improve the quality of science teacher education in Korea. In terms of preservice teacher education, most exemplary teachers contended that teacher education programs should provide preservice teachers with practical knowledge by translating theory into practice. Their suggestions for how to improve in-service education are also discussed. Regarding directions of improving teacher policy in Korea, the teachers proposed an alternative teacher-promotion structure that incorporates the master-teacher position. Implications for introducing action research courses into teacher (re)education programs are also discussed.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권3호
• /
• pp.316-325
• /
• 2010

The purpose of this study was to analyze elementary school teacher' expectation and reality before and after science experiment in-service training program. The surveys for before and after in-service training were conducted among 231 elementary school teachers who participated for science experiment in-service training. 5 elementary school teachers who took part in surveys were interviewed after training. The results of this study are as follows: First, teachers' interest for science increased regardless of willingness to training participation through science experiment training. Second, discussion for science teaching strategies were not enough while the training recognized with experiments and lecture of instructors mainly. Third, teachers prefered alternative experiments and practical experience of experiments to lecture and basic experiments based on textbook. Forth, assessment of teachers in training must be improved.

• 한국생활과학회지
• /
• 제17권2호
• /
• pp.181-190
• /
• 2008

The study aims to find out and examine the variables that make a difference between pre-service teachers' child care efficacy (CCE) and general self-efficacy (GSE). The subjects were 232 pre-service child care teachers going to an educational institution and a college. The results are as follows. First, the variables of "age", "teacher training facilities", "field experience in child care centers", and "experience of child care" and "paraprofessional teachers" are important variables in pre-service teachers' CCE. Second, the variables of "age", "level of education", "teacher training facilities", "field experience in child care center", and "experience of child care or paraprofessional teachers" significantly affect the pre-service teachers' GSE. Third, the "age" variable is essential in explaining pre-service teachers' GSE. The Pre-service teachers' GSE is significantly related to the pre-service teachers' CCE.

• 대한지구과학교육학회지
• /
• 제16권3호
• /
• pp.328-339
• /
• 2023

본 연구의 목적은 초등 예비교사가 가지고 있는 천문 관련 개념을 조사하여 오개념의 분포를 분석하는 것이었다. 연구는 우리나라 중부지방에 위치한 초등교사 양성 대학 2학년에 재학 중인 예비교사 43명을 대상으로 실시하였다. 연구 결과, 첫째, 천문 개념에 대해 초등 예비교사들의 오개념은 다양한 분포를 나타냈다. 특히 많은 선행 연구에서 지적되었던 계절의 변화와 관련하여 초등 예비교사들은 여전히 오개념을 가지고 있었다. 둘째, 초등 예비교사들은 천문 개념에 대해 단순 암기 수준의 개념을 형성하고 있었으며, 다양한 사례에 알고 있는 개념을 적용하는 데에는 어려움을 겪고 있었다. 이러한 연구 결과를 바탕으로 앞으로의 천문 관련 교육이 단순 암기가 아닌 다양한 사례의 적용과 응용을 통해 천문 현상을 이해하는 방향으로 이루어져야 하며, 교사 양성 과정이나 교사 연수에서도 이를 반영하여 천문 교육이 실시되어야 할 것으로 생각한다.

• 문화기술의 융합
• /
• 제9권5호
• /
• pp.443-452
• /
• 2023

유보통합 이후에 현직교사에 대한 영유아교사의 자격전환연수가 필요하다. 본 연구에서는 교사자격연수의 과목과 운영모듈에 대해 살펴보았다. 검토 결과, 보육교사 자격이 없는 유치원교사에게는 4과목 12학점이 필요하고, 보육교사 자격만 갖고 있는 교사에게는 14과목 30학점이 필요한 것으로 나타났다. 자격연수기관으로 4년제 및 전문대 유아교육과와 방송통신대학교를 제안하였다. 보육교사를 소지하지 않은 유치원 교원의 경우 직무연수를 통하여 자격전환을 할 수 있는 것으로 제안하였다.

• The Journal of Asian Finance, Economics and Business
• /
• 제7권12호
• /
• pp.577-582
• /
• 2020

The performance of a teacher has an important role in the success of education in general. This study aims to determine the factors that affect the decline in teacher performance in one of the junior secondary schools in Indonesia. Based on the literature review, four exogenous variables were identified, namely, training, utilization of information technology, intellectual intelligence, and emotional intelligence. This study uses primary data, collected from a questionnaire distributed to respondents. The questionnaire items are measured using a Likert scale. The sample in this study were all teachers at MTS Darul Falah Sirahan, totaling 32 people. The analysis technique used in testing the hypothesis of this study is multiple regression analysis. Statistical product and service solutions are used as analysis tools. The results of this study indicate that only the variable 'utilization of information technology' has a positive and significant effect. However, the variables 'training,' 'intellectual intelligence,' and 'emotional intelligence' did not have a significant effect. This finding contradicts the literature in general. Therefore, this study recommends improving training methods, both those carried out internally by schools and by related agencies, and schools still need to optimize guidance and potential for teacher's intelligence in improving performance.