• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.195-204
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• 2019

In this paper, we propose the way to solve the problems of current college of education at university that they are running a curriculum that is insufficient for immediate application to the school. So, we analyzed the application of capstone design which is proven to be effective in various fields, and constructed a curriculum for the development of educational materials to improve the teacher's qualification in the college of education and applied them to the preliminary informatics teachers. As a result, we confirmed that the development class of educational materials based on capstone design is positive for the change of awareness about informatics teacher's qualification, and also confirmed that the students' satisfaction level about class is higher. Based on the results, we discussed the effects of applying capstone design to the college of education. The conclusions are as follows: First, it helps students to improve the teacher's qualification. Second, it is a curriculum that can fill the shortage of student teaching. Third, the curriculum is an effective curriculum for the recognition of the student who is in charge of evaluation, and the teacher who is in charge of the evaluation. Fourth, Capstone design information textbook study class is a method of greatly improving class satisfaction compared to lecture class.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.991-1002
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• 2014

The purpose of the study is to analyze the difference of the intention to implement instructional adaptations for students with disabilities between preliminary teachers who agree on inclusive education and who do not agree on inclusive class. The subjects are 318 preliminary teachers who enrolled in the Busan national university of education(180 pro-inclusive preliminary teachers and 138 anti-inclusive preliminary teachers). The questionnaires are composed of currently demographic information, perception about inclusive education, and instructional adaptations. To examine the differences depend on the teachers' perception of inclusive education, descriptive statistics, and t-test were used. The results are as follow: Significant differences in total instructional adaptations and three sub-instructional adaptations(e.g., instructional environment, instructional groups, and instructional contents) were found between preliminary teachers who agree on inclusive education and who do not agree on inclusive education.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.135-141
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• 2017

This thesis progressed research on the improvements of NCS multimedia utilization for preliminary teachers. A national module has not been developed yet in terms of child education, so this thesis suggests a curriculum according to the courses taught for freshmen and sophomores of K University Child Education majors. To lessen the burden of tremendous work and classes, provide motivation and interest in learning and maximize the effect, this thesis provides NCS based curriculum. It expects to improve task performance of teachers and help them with better skills to make class materials using up-to-date multimedia, regardless of the computer literacy of preliminary teachers. This thesis does prior research on the abilities to make use of computers and understand the level of computer literacy. Then it suggests NCS based curriculum goals and its performance standards to utilize task-suitable software. It aims to enable efficient multimedia usage, and optimize the learning efficiency of education linked to Nuri precesses.

• 한국체육학회지인문사회과학편
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• v.58 no.2
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• pp.363-372
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• 2019

This study examined current system of qualification for dance teacher and curriculums along with their actual state, and sought to suggest methods to improve system of qualification for teacher among secondary school dance teachers by type and curriculums. Firstly, through literature analysis, the study examined systems and methods related with acquiring certificate for the current secondary school teacher (2nd grade) and for culture & art teacher for physical education (2nd grade) at the time when preliminary teachers qualified as secondary school dance teacher turned out. And then, using instrumental case study, it analyzed main issues and discourses by examining the cases in which they acquired qualification for secondary school teacher and qualification for dance teacher. Building on this, the study suggested how to improve systems in regard to qualification for dance teachers among regular teachers of secondary school, acquisition path, method and curriculum.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.119-139
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• 2020

Objective: This study aims to identify career decisions based on the variables associated with child care practice and to identify how each factor in the child care teacher's career decisions affects the prospective child care teacher's career decisions affects the prospective child care teacher's career decisions, and to what extent they are able to explain their career decisions to the prospective child care teacher. Methods: Data were analyzed through partial correlation and hierarchical regression. Results: Both the institutional and school variables involved in child care practices were found to have significant static implications for career decisions. The relative explanatory power of these variables has been shown to be significant in practical satisfaction. Conclusion/Implications: The results of the study that the practical satisfaction level, which is the institutional variable related to child care practice, significantly affects the career decisions of prospective child care teachers, recognize the importance of the child care practice in practical institutions where prospective child care teachers practice and suggest appropriate child care practice based on their understanding of the trainee.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.210-223
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• 2015

The purpose of this study was to analyze the stresses of teachers for elementary science class. To do these, the Science Teacher Stress Inventory has been developed the Science Teacher Stress Inventory, which consisted of 45 stress factors with subcategories such as student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures. 120 teachers for elementary science class have participated in this questionnaire survey. The results of this study are as follow: First, stress from teacher characteristics is perceived as having more stress factors than five stress factors (student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures). but all of the five stress factors was under normal. The detail question of stress such as 'Having to guide educational guidance and course in life education', 'Having to cope with the demand of new curricula', 'Pace of the school day is too fast', 'No time to attend training of the experiment (preliminary experiment)', 'Not enough time to complete lesson preparation and marking', 'Having to cope with non-teaching delegated duties', 'Fear of getting injured as a result of lab accidents' are perceived as having a lot of stresses. Second, there were not statistically significant differences in their personal variables such as gender, the course of high school. but there were statistically significant differences in their personal variables such as whether elementary subject exclusive science teacher, career in education experience, teaching grade. Third, coping ways of stresses are active support for better science teaching conditions, training of the experiment for expertise of science education, developing a workbook for science class.

• Journal of the Korea Society of Computer and Information
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• v.23 no.1
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• pp.139-145
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• 2018

This paper recommends flipped learning as a method to improve the learning abilities and the level of software utilization when it comes to using computers in children education institutes. Flipped learning enables a class fully making use of the up-to-date multimedia-related technology. Especially, flipped learning leads a participation-oriented class rather than lecture-based ones. Young child's teachers can, not only improve their capabilities to utilize multimedia, but also manage classes that follow the trend of the fourth industrial revolution. Therefore, this paper introduces the importance of media education when it comes to training preliminary teachers and suggests a flipped learning curriculum. This paper finds significance in future efficient education for raising creative and integrated thinking children.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.345-358
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• 2018

The goal of this study was to analyze the degree of kindergarten teacher's understanding with respect to educational activities of social relationships area & art experience area in the Nuri-curriculum and to provide complementary materials and educational programs for enhancing kindergarten teacher's professional development. The tool for this study was a number of questionnaires on teacher's understanding in two area. The number of survey participants were 650 teachers and 78 preliminary teachers, 728 in total. Statistical analysis to this research responses was done by SPSS 23 at the significance level of .05, .01, .001 each. Research findings reached a conclusion of proposing differentiated complementary materials and educational programs based on the types of kindergarten, qualification of teachers and their demographics. That is, it should be adjusted to the differences in establishment-operation types of kindergarten, location/size/ages of class, careers/ages/license of teachers, and current-preliminary teacher's understanding. The educational activities of social relationships area should be focused on an attitude of valuing oneself and family by browsing and practicing what one can do for oneself and family. The educational activities of art experience area should be focused on integrated experience of artistic expression and appreciation activities by exploring musical, movement and artistic elements.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.107-123
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• 2021

This research aims to review the training systems and curriculums of early childhood educators in Korea and France and seek directions to improve teachers training in Korea. To achieve the research purpose, this article compares three criteria, namely teacher training institutes, training systems, and curriculums based on the legal systems of Korea and France. Below are the summaries of the comparison. First, the training for teachers in France is carried out by the INSPÉ, the state-level single training system, for those who have bachelor's degrees. Second, the second year INSPÉ students or preliminary teachers take national teacher qualification tests. If they pass the tests, they are sent to the teaching fields as licensed teachers. Third, there are 3-year scholarship programs and support for practicums as part of the INSPÉ curriculum through the teacher support system in France to select highly qualified teachers. Fourth, the French curriculums prioritize basic knowledge skills, integration of school systems, teaching practicum experiences that are tied to the teaching fields, and research and analysis of practicum experiences.

• The Journal of Korean Association of Computer Education
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• v.22 no.6
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• pp.1-10
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• 2019

As the 2015 revised curriculum is implemented and the software education is emphasized, the education field demands more informatics teachers with computational thinking and programming skills. In this thesis, we have studied ways to improve the practical evaluation of informatics·computer teacher-appointment test so that a preliminary teacher can be selected through the evaluation of programming skills. We analyzed existing informatics·computer appointment tests and conducted questionnaires for professors and teachers to suggest improvement and expansion of practical skill evaluation. According to the results from the questionnaire, 88% of the respondents answered that expanding the evaluation of programming practice is necessary. In the questionnaires regarding the programming language, the number of questions, and the test time, the highest response rate was C language(51%), 5 questions(66%) and 2 hours(56%).