• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.47-69
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• 2016

The purpose of this study was to examine teaching competency for character education of early childhood teachers and their demands to improve their capacities. 152 kindergarten and child care teachers responded to 30 survey questionnaires, which included 3 sub-factors(commutative, practical, instrumental) of teaching competency for character education of the teachers, as well as 16 detailed components, designed to check their current competency for character education and to investigate the priority elements that they desired to improve. The data were analyzed based on the Borich request formula, the locus for focus model, and the independent sample t-test across the teacher groups. The results were as follows: Firstly, the most highly demanded teaching competency by the teachers was using tools interactively for character education. And the teachers, among the sub-elements, requested (a) recording and evaluating character education systematically, (b) using local or national resources, (c) planning member's participation, and (d) performing character education related activities systematically. Secondly, more new teachers demanded instrumental competency and answered the need of parents' participation among the sub-elements, more than the more experienced teachers, respectively. The study discussed the implications of promoting early childhood teachers' teaching competency for character education.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.149-173
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• 2013

The purpose of this study was to examine the experiences of teachers during the development and performance of a nutrition education program based on collaboration between the school organization and local community, as the experiences of teachers who participate in a nutrition education program might be one of major factors to determine the success or failure of their performance. It's basic goal is give some suggestions on school nutrition education and to explore how to assist teachers to ensure their successful performance of a nutrition education program. As a result of analyzing the collected data, the experiences that the teachers had in the program planning stage were subcategorized into two groups: 'finding hope amid complaints' and 'building a learning community'. The experiences that the teachers had in the acting stage were subcategorized ino two groups as well: 'regulating, equalizing and forming a new schema' and 'building stepping stones'. The experiences that they had in the evaluation stage were also subcategorized into two groups: 'finding it rewarding and thankful to teach' and 'new challenge'. The findings of the study are expected to provide essential information on how to assist teachers to offer effective and successful nutrition education.

• Research in Mathematical Education
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• v.11 no.3
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• pp.177-184
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• 2007

The purpose of this paper is to introduce the development of a new Lesson Video-Case Lab (LVCL) program in Suzhou, China. This program involves the creation of several series of hypermedia video-cases on teaching and learning designed to facilitate mathematics teachers' professional development. Each of these video-cases consists of lesson clips, case questions, interviews with experts, comments by peers, responses by students and other related resources. The study has implications pertaining to the use of technology in teacher development, the production of hypermedia video-cases, as well as research on case-based pedagogy and pedagogy in general.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1993.06a
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• pp.1175-1176
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• 1993

This paper introduces a new model for forecasting groundwater level on the basis of analysing defect of finite element method. The new model is built with fuzzy sets and neural networks. It is convenient for use. We computed the groundwater level of one city in P. R. China with it and got a very satisfactory result. It can be popularized to corecast groundwater level of mine.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.284-299
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• 2015

The purpose of this study is to look at the elementary school teachers' practical experiences of change and knowledges in promotion of Education for Sustainable Development(ESD) process with Community of Practice(CoP) of teachers and Biographical Approach. ESD project of 'S' elementary school was started by Principal's recognition of further and that was practiced with a common theme over the course through various experiences in educational field with teachers' involvement and finally came to the changes in teachers' personal life and lifelong cognition. Through Community of Practice teachers could look the concept of ESD to a wide field of view and tried various activities in the classroom with students and also, as a further, were able to equip new professional competency with skills. Through the process of learning and experience teachers accepted the ESD philosophy as the engine of life and experienced that their long-term recognition was extended to the whole personal life and the global community.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.958-972
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• 2013

The purpose of this study is to analyze on high school teachers' stage of concern(SoC) on 'Creative-Experience Activity' in 2009 revised national curriculum and investigate the improvements of their levels. The subjects for this study were 234 high school teachers through out all part of the Korea country. The instrument for this study was developed according to the Hall & Hord(2006)'s stage of concerns questionnaire of Stage of Concern. The Data were analyzed by Profiling of teachers' concern and one-way ANOVA. The major findings of this study were as follows: First, 85.25% of the high school teachers were in stage of Awareness. 6.34% of teachers were in stage of Information. Most of high school teachers' concern about 'Creative-Experience Activity' was generally 'non-user' stage that unconcerned. Second, there were not significant differences in teachers' stage of concern according to their sex and teaching career except for region. In region, the teacher in metropolis tent to interest getting new information than small and midium size city. We need to make an effort to transfer from 'non-user' stage to 'early-user' stage of and 'impact' stage. To do so, we may sublate too much curriculum revise and start teacher training for 2009 revised 'creativity-experience activity' curriculum. The result of the study provide that there are not curriculum implementation success without teachers' concern about revised curriculum.

• Human Ecology Research
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• v.56 no.3
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• pp.263-282
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• 2018

This study is used to understand the characteristics of home economics teachers that could to help develop personal development in home economics teacher and home economics education. The questionnaire survey was conducted on 150 home economics teachers who belong to either the home economics teachers' study association or Korean home economics education essociation. The survey was processed with frequency analysis, standard deviations, factor analysis, independent sample t-test, and reliability analysis using SPSS 12.0 depending on the contents of the research. The study results are as follows. First, for home economics teachers' conscious teaching, they build their own identities as experts, and have a vocation and sense of duty for their job. The culture of research and investigation community to study education and to maintain collaborative relationships with teachers of home economics teachers' associations has evolved. Second, home economics teachers have the ability to analyze and manage students' demands in order to perform teaching activities, and understand individual student characteristics. They understand new study trends and curriculum, develop sources for class, use appropriate teaching and learning theories, and create students' reflective activities. In addition, they grow their learning ability as specialist and study in self-oriented ways.

• Research in Mathematical Education
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• v.17 no.1
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• pp.47-61
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• 2013

This paper aims to explore whether Learning Study improves teachers' subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.595-608
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• 2008

The purpose of this study is to address the teachers' knowledge bases for effective mathematics teaching and especially to provide the various definitions and the structures of mathematics knowledge which is the most important one of the knowledge bases. The conceptual understanding about teachers' knowledge bases for effective mathematics teaching and the structure of mathematics knowledge may be used in evaluating effective mathematics teaching and teachers as well as in developing a new conceptual framework for the structure of mathematical knowledge.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.53-63
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• 1999

This research surveyed how much the professors ill tile university of education and primary school teachers understand the 6th National primary science Curriculum. Items to check tile degree of purpose description, reflection of basic policy, appropriateness of content, its organization, teaching method and evaluation, its influence on textbook and putting in practice of themselves were evaluated neutral or positive by most of them. But the opinion of responders were divided into tile two extremes, positive or negative, ell tile possibility of carrying out various inquiry activities and participation in science activities of students. Both of professors and teachers indicated that tile explanatory book of curriculum and annotated teachers' edition are the principal sources of information about curriculum. And the teachers stated that the shortage of information and materials are the principal factors to obstruct the change of lessons according to new curriculum.