• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.6
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• pp.140-146
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• 2021

This study examined the effects of childcare teachers' job satisfaction and the professional learning environment on their turnover intention. The study sample consisted of 625 childcare teachers in the S, I, and G area of Korea. Childcare teachers completed a self-administered questionnaire, and the data were analyzed using a t-test, Pearson correlation, and multiple linear regression analysis. The main findings were as follows. First, the level of turnover intention was varied by the type of childcare facility. Childcare teachers working in national and public facilities had a lower turnover intention than the facilities of private and homes. Second, the childcare teacher's job satisfaction, professional learning environment, and turnover intention were closely correlated regardless of the type of childcare facility. Third, the childcare teacher's job satisfaction and professional learning environment were significant predictors of the turnover intention. Therefore, policymakers need to address these issues.

• The Mathematical Education
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• v.50 no.1
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• pp.119-128
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• 2011

In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.127-135
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• 2022

The purpose of this study was to explore pre-physical education teachers' subjective perception on the athletics practical skill test of examination system for appointment secondary physical education teachers using Q-methodology. This study found three types of pre-teachers' subjective perception on the system. Type I is named 'the type of specialized facility support demand', Type II is named 'the type of professional technical guidance demand'. Type III is named 'the type of evaluation method improvement demand' In conclusion, the pre-physical education teachers hoped for the support of specialized facilities, the opportunity to receive professional skills, and the detailed preliminary guidance on evaluation methods and procedures.

• 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 The Korean Association For Science Education
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• v.25 no.4
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• pp.494-502
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• 2005

This study investigated the current science teaching evaluation system implemented in schools and directions for improving teaching evaluation using literature review, survey, and teacher interview. The first part of this paper analyzed the types, roles, and major issues of the current science teaching evaluation. In-service teachers argued that the current teaching evaluation system was discredited because of the bureaucratic procedures of teacher performance review, showcase classrooms, teachers' views on classroom as their own personal space, low ratio of teaching component in the current teacher evaluation, untrained evaluators, and the absence of professional teaching standards. The second part of the paper investigated the need for a formative teaching assessment, an ideal type of teaching assessment, and the role of participants in the teaching evaluation processes. The way forward, therefore, is to start not at the level of the administrative superstructure but at the level of teachers who will assume responsibility for developing standards of practice as the basis for evaluating their own work and improving their own professional learning to provide quality assurance.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.33-49
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• 1996

The objectives of this study were (1) to determine the preferences for three home economics curriculum Models(Concept-based curriculum Model, Competency-based curriculum Model, and Practical Problem-based curriculum Model) of Korean home economics(HE) teachers and HE teacher educators, (2) to determine the difference between HE teachers and HE teacher educators according to purposes of HE, focus of learning, organization of HE subject matter, focus of HE curriculum, focus of HE content, HE knowledge, main questions addressed through HE curriculum, teaching strategies, students’progress, and systems of action, and (3) to determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. The survey method was used in this descriptive study. The overall curriculum Model preference of each teacher respondent was determined by counting number of times a given Model among 10 identified variables. The data were analyzed by using Chi-square to compare the differences between the two groups. To determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers, coefficient of contingency tables was used. Both of HE teacher group(79.4%) and HE teacher educator group(67.6%) preferred the practical problem-based curriculum Model the most. There was a difference between the two groups on preferences for the curriculum Models related to systems of action. No significant difference emerged when Chi-square was applied to determine difference between the two groups on overall preferences for three HE curriculum Model. The chi square values between preferences for three curriculum Model and level of school, type of school were statistically significant. Each contingency coefficient for level of school(middle school and high school) and form of school(private and public school) was 27, which means there is a low association between the preferences and level of school and the preferences and form of school.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.40-51
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• 2021

This study was conducted with the aim of constructing a unified model according to the structure of qualification types of lifelong education professionals for the disabled. The research method consisted of procedures in which literature analysis and expert meetings were constructed in connection with each other. The contents of the study were suggested from the classification of qualification types into professional teacher type and coordinator type by focusing on special education and rehabilitation, which are related convergence fields that affect the qualification training of lifelong education professionals for the disabled. The two convergence fields, such as special education and rehabilitation welfare, lead to a separate application base from the perspective of education and welfare for the qualification of lifelong education professionals for the disabled, and finally confusion and conflict in the nature and contents of the curriculum and related services. A dichotomy structure system in which this phenomenon results in a divided type of qualification training for lifelong education professionals with disabilities was composed of several samples. In this regard, the curriculum and related services that can build convergence fields related to lifelong education for the disabled were reflected in the context of priority through the criteria that should be emphasized from the standpoint of the disabled in the overall category of establishing lifelong education support system for the disabled. In addition, by forming four qualification criteria centering on this, the common convergence field was composed of special education, thereby enhancing the aspect of inclusion in the rehabilitation welfare field and specific convergence into lifelong education for the disabled. As a result, the two qualification types were unified.

• Journal of the Korean Chemical Society
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• v.62 no.6
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• pp.441-452
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• 2018

This study investigated mentor teachers' mentoring types and how the types of mentoring changed throughout the collaborative mentoring program for beginning science teachers who had difficulties in teaching practice. One-on-one mentoring meetings were audio-taped and transcribed for analysis. The result of the study showed that mentors took various roles such as Observer, Critical friend, Provider of feedback, Instructor, Role model, Evaluator, Counselor, and Equal partner. However, if mentoring did not bring about a change in the perception of a science instruction of a mentee teacher, there was no positive change in the teaching of the mentee teacher. Therefore, mentor teacher must have enough time to concretely discuss about mentee teachers' perception of a science instruction, mentoring method, etc. with mentee teacher before mentoring.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.97-104
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• 2022

European integration processes have acted as a catalyst for the emergence of a new type of educational environment, which is characterized by competent flexibility of specialists. Therefore, the article focuses on professional training of teachers in the context of European integration processes using information technology and the search for innovative methods of training specialists. One of the educational priorities in Europe is to create a new model of a teacher who has an academic education, knows innovative methods, is able to perform functions and tasks efficiently and professionally, adequately, quickly and correctly respond to changes and innovations. The tasks facing education in the European dimension are formulated. The main trends in the education of teachers in modern Europe are described: the need to deepen and expand subject training programs in pedagogical institutions of Higher Education, which will allow autonomy of activity, awareness of responsibility for independent creative decisions, create favorable conditions for the development of professionalism through the use of Information Technology and the search for innovative methods of training specialists. At the present stage, various models of teacher training are being developed based on the University and practical concept using information technology and searching for innovative methods of training specialists. On this basis, two different theories of perception of teacher education were formed: as preparation of teachers for work throughout their professional career; as preparation for the first years of professional work, which is periodically repeated in the process of continuous professional training and improvement. Among the advantages that the use of Information Technology and the search for innovative methods of training specialists to implement the learning process, it is worth mentioning the following: simultaneous use of several channels of perception of the student or student in the learning process, thanks to which the integration of information processed by different sensory organs is achieved; the ability to simulate complex real experiments; visualization of abstract information by dynamic representation of processes, etc.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.910-922
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• 2009

The purpose of the study was to investigate the professional level of the Korean non-physics major middle-school science teachers in 'force and motion' content knowledge. For the study, nine science teachers who majored in chemistry, biology, or earth science were sampled from middle-schools in a big city in Korea. The physics concept test-tool (subjective type), which the authors developed, were administered, and then followed by in-depth interviews. The research findings are as follows: Firstly, non-physics major science teachers' correct answer rate in physics knowledge test of secondary school level was not so high that they may have difficulty in teaching correct concepts in physics to middle-school students. Secondly, some teachers show that they can not apply some physics concepts from one to another situation. That means that they may have difficulty in teaching physics conceptual application in various situations to students.