• The Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.87-95
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• 2000

In current computer education, we have inclined to emphasize information literacy for k-12 students. On the other hand, in spite that teachers are core variable in school education system, we have neglected teacher's education of information and communication technology. In addition, we haven't made a effort to expand preservice teacher's ability to utilize information and communication technology in the teacher's college and the college of education. With these recognitions, we made a diagnosis of problems by analysis of current condition of curriculum of the teacher's college and the college of education and explored the vision of ICT utilization education in k-12 computer education in this study. In addition, we suggested educational objectives and contents based on national requiring standards for ICT in teacher preparation, required ICT capability of preservice teachers for kind of teacher's task and the direction of computer education.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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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.

• International Journal of Human Ecology
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• v.12 no.1
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• pp.115-124
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• 2011

This study investigates the efficacy and coping strategies of Home Economics teachers in secondary schools. Data were collected from 75 Home Economics teachers via a mailed survey and from 282 Home Economics teachers via an online survey. Descriptive statistics including frequency, percentage, average, and standard deviation; in addition, the ANOVA, t-test, multiple linear regression, and correlation results were reported using SPSS statistics 17.0. The results were as follows: First, the average Home Economics teachers efficacy level was 3.82 out of 5-point Likert scale. The efficacy level of learning assistance was the highest. The composite efficacy of Home Economics teachers showed a significant difference depending on the major. Second, the averages of the positive and negative coping strategy level of Home Economics teachers were 3.54 and 2.03, respectively. Third, the efficacy of instructional strategy out of the five components of efficacy was the most influential to the positive coping strategy. There was no significant relationship between teacher efficacy and the negative strategy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.588-596
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• 2019

The purpose of this study is to propose an ICT-oriented teacher curriculum in order to improve early childhood teacher's competency using ICT instructional media. To this end, a survey was conducted to investigate the importance and current level of early childhood teacher's competency. After identifying the necessity of ICT instructional media competency, the contents of an ICT-oriented teacher curriculum were designed. A survey of teacher competency among 207 teachers showed the highest educational need for ICT instructional media competency. In addition, ICT-based teacher curriculum was classified into ICT literacy education and ICT utilization education based on the analysis results of sub-indexes on ICT instructional media competency. Each part was hierarchized into three levels of awareness, application, and spread according to the teacher's competency level and the educational contents were suggested based on the goals set for each level. In this study, it consisted of ICT literacy education, including understanding educational policy related to ICT utilization, understanding the goals and assessment of the ICT curriculum and ICT utilization education, including the use of teaching and learning methods, application of digital technology, ICT learning environment building and management for developing teacher professionalism related to ICT instructional media.

• School Mathematics
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• v.12 no.4
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• pp.639-665
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• 2010

The purpose of this research is to seek for principles and methods of multicultural mathematics teacher education. It began with an overview of theories of multicultural education and of multicultural teacher education in order to address the questions of what is the goal of multicultural education and what constitutes the competence of multicultural teachers. Then, cases of multicultural mathematics teacher education were reviewed. Based on that, this research identified three domains of teacher competence: domains of affect, of cognition, and of behavior. This paper also presented what constitutes each domains of competence and how to promote the development of each type of teachers' multicultural competence. This paper discussed implications to multicultural teacher education in Korean society.

• Journal of Families and Better Life
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• v.28 no.2
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• pp.51-62
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• 2010

This study aims to find out how childhood teachers recognize the characteristic of children, family and community resilience and there are any relationships between children, family and community resilience that teachers recognize. In this Study, 280 teachers working in kindergarten and nurseries in Busan and Ulsan Metropolitan City were subjected to questionnaire survey. Data obtained were analyzed by using frequency, percentage, average, standard deviation, one-way analysis of variance, correlation analysis and factor analysis of SPSS 12.0 statistical program. The results were as follow: First, childhood teacher recognized optimism and positiveness as characteristics of childhood resilience. Second, childhood teacher recognized family cohesion and role stability as characteristics of family resilience. Third, childhood teacher recognized community service and support system as community resilience. Fourth, childhood teacher recognized illustrates mutually organic relationship amongst them, childhood resilience was found to be more closely related to family resilience.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.4
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• pp.1646-1653
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• 2011

This research is to analyze what kinds of relationships exist between child care teachers' concerns and their role in improving children's creativity and their teaching efficacy. There are two research questions. First, what kind of relationship is shown between child care teacher's concerns and their role in improving children's creativity? Second, what kind of relationship can be shown between child care teacher's concerns and their teaching efficacy? A survey was carried out with 156 public kindergarten teachers in the J region to research these questions. The conclusions are as follows: First, child care teachers' concerns and their role in improving children's creativity had a static correlation in total as well as in part. Second, child care teacher's concerns and their teaching efficacy had a static correlation in total as well as in part. In this study, we have concretely discussed the content and methods of child care teachers' education by analyzing child care teachers' requirements.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.23-32
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• 2018

This study is about in-service training structure combined digital competence and pedagogical knowledge in order to improve digital tools skill of a teacher in the school. Meanwhile domestic teacher training has been revealed low-level of applying into a teaching in the k12 school. Thus this study proposed teacher training system with focus on TPK sub-categories of TPACK. The core contents of TPK is to select appropriate digital tool for its teaching & learning. Additionally it is to select elements of teaching & learning associated with an attribute of digital tool. And this study presented modularize of 3 step such as teaching objective, teaching contents, assessment. Also we proposed that this training system should be operated with problem solving method which trainee itself compose TPK elements. And we committed quality investigation about picking up Strategies of TPK elements and the teacher training frame. The Participants concluded having a validity about TPK strategies, teacher training framework.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Journal of Families and Better Life
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• v.24 no.2 s.80
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• pp.165-175
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• 2006

The purpose of this study was to examine the effects of ego?identity and rare teacher's emotional support on the value of sexuality of institutionalized adolescents. The subjects were 102 middle school adolescents in Daegu and Cyeongsangbuk Province, Korea. Ego-identity of the institutional youth, perceived emotional support of care teacher and sexual values reported by the institutionalized adolescents. The data were analyzed with an AMOS 5.5 Program by comparative fit index and a SPSS Win program 12.0 using cronbach's $\alpha$, simple regression, hierarchical multiple regression and path analysis. The findings showed that both the degree of ego-identity and perceived emotional support of care teacher exerted a significant effect on the sexual values of institutional youth. Furthermore, it is important to note that the care teacher's emotional support influenced sexual values of the youth, and was mediated by the ego-identity of the institutional youth.