• Journal of the Korean Society of Costume
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• v.60 no.7
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• pp.31-46
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• 2010

Fashion industry is faced with issues of raising the competitiveness of established designers recently. As well as the change of business system, the specialization of professionals in design team increases the needs of in-service training of fashion designers. But, the education programs of enterprise are generally focused on adaptability to the organization and harmony among men as an introduction level. Furthermore, there are few professional institutions that give an education to the working-level designers. Thus, this study aimed at development of specialized in-service training program that could educate established designers for more integrated thought to cope with rapid changes in the fashion field. Firstly, the theoretical study on the in-service training and changes of fashion environment had been studied through literature review. Then, the current state of in-service training of fashion enterprises and the courses for established designers in fashion institutions were analysed. Finally, a comprehensive framework of in-service training program for fashion designers has been established as a result of this study. The program was designed in accordance with the previous research which reached 4 different educational needs for in-service training: brand planning and management, understanding production, understanding practical fabrics & colors, computer program. The study went further to apply the program to each design group divided by career: new designer, junior designer, senior designer, design leader. This study also suggested evaluation process to confirm the effects.

• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.510-523
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• 2012

The purpose of this study is to evaluate an airline service training program based on the CIPP model. Evaluation areas were divided into context, input, process, and product. We analyzed the factors which influenced program satisfaction and recommendation of the training program. Two hundred and one learners who participated in an airline service training program were selected for a survey. The results of this study are as follows. The factors which positively influenced training satisfaction were educational goals in context evaluation, interaction between learners and instructors, managing programs in process evaluation, and training performance in product evaluation. The factor which negatively influenced training satisfaction was human resources in input evaluation. On the other hand, the factors which positively influenced training recommendation were educational goal, assessing needs in context evaluation, interaction between learners and instructors, supporting programs in process evaluation, and training performance in product evaluation. The factor which negatively influenced training recommendation was assessing needs in context evaluation. The results of this study are expected to make an important contribution to the development of service training programs in airlines.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.183-199
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• 2006

The purpose of this study is to develop an in-service teacher training program for professional development in environmental education. In order to achieve the goal, the in- service teacher training program for professional development in environmental education development / implement team is formed to deal with the development and the implementation of the program. The team is composed of environmental education professionals and environmental education teachers. After the development of the program, 20 teachers were selected to implement the program. Then, through various researches such as interview, monitoring, and survey, the evaluation of the program was done. After the evaluation, the feedback on the program was collected in order to apply the final adjustments and changes to the developed training program for professional development in environmental education. The training program is designed to include the wide range of theories and real life cases. It focuses on certain topic, and is implemented through workshop type training method to increase the participation rate. The major motive of the participants was to develop their professionality in environmental education. Based on the analysis of the training program and the workshop, 69.1% of the program is focused on the environmental education/learning theory, and 71.4% is focused on the environmental education teaching method. The environmental education teaching method is focused on the real life teaching method that could be used in many schools. However, the parts on environmental education philosophy, psychology, and evaluation was not included as a part of the program. Also, the evaluation method of the students learning the environmental education was not introduced as a part of the program as well. It is due to the limited time frame of the training program, as well as its focus on the training method of environmental program. Based on the analysis of the evaluation results obtained through monitoring, the training program for professional development in environmental education is successful in terms of focusing the goal of the program around the environmental education/learning theory and environmental education teaching method, which was the motive of the participants. However, the effectiveness of the program differed from participants to participants based on their majors in environmental education, and it did not last long enough. The future training program for professional development in environmental education should consider the backgrounds of the program participants to have various programs prepared for various groups of people. We suggest that the results of this developed program will be applied to "environmental education teacher licence training" in the future.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.316-325
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• 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.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.1
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• pp.140-150
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• 2009

The purpose of the study is to improve in-service fisheries & shipping affiliate teachers informative and professional presentation. The sensible solution to this problem is to analyze about the opinion of in-service fisheries & shipping affiliate teachers about Certification Training Program during 10 years. We provide the suggestion about the coming certification training program that satisfy the need of the trainee and that can be effectively applied into practical teaching movement in school. According to these conclusion, it is estimated that in-service fisheries & marine teacher don't have the negative view of certification training program. By the way Combination subject education program was significantly improved by developing the program on the basis of the fisheries & shipping affiliate teachers' opinion.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.395-411
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• 2011

The purpose of this study was to explore the elementary English conversation instructors' perception on their professionalism and the needs of teacher training program. The survey data were attained from 136 elementary English conversation instructors. Descriptive statistics were employed to discuss the result of the survey response. The results of this study revealed that the elementary English conversation instructors perceived the need of in-service training program for their professionalism improvement, especially in teaching techniques for four language skills. The result also revealed that the instructors need to be more equipped with the knowledge of elementary learners' developmental psychology and L2 learning process. The study concludes with several suggestions for elementary English conversation instructors' improvement of teaching professionalism and in-service training program.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.263-271
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• 2017

Teacher reeducation is required to be comfortable with the 'Integrated science' subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher's certificates, and developed ways to improve in-service science teachers' competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised 'Integrated science' curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers' competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers' certification and required teacher competencies for teaching 'Integrated science', we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised 'Integrated science' (Type A), in-service training courses for 'Integrated science' (Type B), and in-service teacher training certificate program for 'Integrated science' (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve 'Integrated science' teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in 'Integrated science' teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for 'Integrated science' teaching and ways to improve 'Integrated science' teacher training.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.379-398
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• 2014

This research examined to seek managing the way of effectiveness for training through the teachers' perceptions and the current status of in-service training for the gifted in arts. Conclusions based on the results of the analysis are as follow. First, it is analyzed that about 49.4 percent of respondents do not have any experiences of in-service training related to the gifted education in arts and there are also teachers who teach with no experiences of in-service training. Moreover, it is also analyzed that in-service training is generally being conducted with revolving to basic courses and the opportunities that teachers are able to develop programs for themselves are offered insufficiently. Second, in terms of management of in-service training, it is implied that accessibility to the training site and the active promotion of program, as well as sufficient provision of information, have to be considered in advance. Third, teachers have recognition that it is important to secure the diversification of training types, professionalism of instructors and managing directors for the effectiveness of in-service training. Forth, in terms of program, teachers show that the provision of educational programs, the diversification of training contents and the differentiated opportunities for developing programs according to basic, advanced courses, which can be applied to the field of gifted education in arts are most important. Furthermore, the convenience of transportation and the amenity of training facility are said to be important elements. Therefore, we suggest that, for increasing the effectiveness of in-service training for teachers of the gifted in arts, not only differentiated in-service training model and curriculum which can be applicable to the field, but also efficient environment suitable for the characteristics of the gifted education in arts.