• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.1-15
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• 2012

This study investigated the causes of the dislikes of Practical Arts education of elementary school students. This study was to provide the foundation for the proposition of alternative plans to make more students participate pleasantly and actively in Practical Arts classes. Data were collected via an open-ended survey from 273 elementary school students and through telephone interviews with five elementary school teachers. The data were analyzed inductively by NVivo. After the analysis of the student data, the analysis of the teacher data was conducted according to the variables from the student data. The results of this research were as follows: First, with regard to the causes of the students' dislikes of Practical Arts classes, extrinsic factors such as instruction management, instruction content, teaching facilities and equipment, and teacher characteristics were elicited. Intrinsic factors included complaints about failing to meet students' expectation from Practical Arts, negative perception of Practical Arts, the interest, competency, and fear of the students. Secondly, the students who learned Practical Arts from the Practical Arts specialty teachers gave more answers on instruction management, instruction content, and teacher characteristics than the students who learned Practical Arts from their homeroom teachers did. The students who learned Practical Arts from their homeroom teachers answered that they disliked Practical Arts because of lack of lab facilities and practice than their counterparts did. The analyses of teacher data provided the reasons and contexts of the dislikes of the students such as teaching facilities and equipment, and the anxiety of the students.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.37-62
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• 2001

This study examined the qualities of an effective teacher needed to accomplish educational reform successfully and prepare for a rapidly changing knowledge-based society. To achieve the purpose of the study, the following specific questions were looked into; (1) knowledge, skills, attitude of an effective teacher. (2) a proposal for staff development programs to improve the effectiveness of teachers. (3) a proposal to support teachers' efforts to improve their effectiveness. (4) the factors inhibiting the improvement of teachers' effectiveness. In this study, 'in-depth interview' was used for data collection because the study deals with the "subjective consciousness" of teachers, and qualitative research methods are useful to such a case. The research was done on teachers from secondary schools in Pusan City. According to the teachers interviewed, an effective teacher needed in the new age has such knowledge, skills, and attitude as; (1) knowledge in their major, general culture and common sense, psychology of educational counselling, social science, and knowledge and information related to curriculum. (2) effective instruction skills, skills to guide student behavior, skills related to administrative clerical work, using the computers, extra curriculum activities, educational evaluation, using teaching materials, developing educational programs, and good communication skills. (3) attitude relevant to willingness to understand and converse with students at their cognitive level, positive expectations and concern toward students, democratic problem solving, continuous self-study and development, thoroughgoing mission and professionalism, will for educational reform and innovation, neat appearance and refined language, and successful interpersonal relationships. The teachers also said that the current staff development system, as a program to provide necessary qualities for teachers, has improved in the last 3 years through diverse curriculum and systematic programs. However, due to the problematic promotion system, the staff development program has turned into just a 'point collecting' game from the role of in-service training program; teachers take training courses as the means just collecting points for promotion purpose. Factors inhibiting the improvement of teachers are (1) overload of formal paperwork over emphasizing outcome, (2) mannerism of teachers not perceiving their lack of professionalism, (3) the general attitude in the teaching profession resisting change and reform, (4) supervisory activities lacking rigid regulation, (5) research just as the means of point-collection only for promotion, and (6) staff development programs lacking efficiency. These factors, interacting each other, inhibited the improvement of teachers.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.129-145
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• 2018

The main subjects of this study is to study the qualification and in-service education policies of the child care center staff and to suggest a desirable direction of policy. The main subjects of this study are child care staff policies and related laws. The results of this study shows that the philosophy, developmental psychology and some social backgrounds are the stantards required when designating the child care curriculum and essential subjects for attaining class 2 childcare teacher certificates. This study arises the needs of adjustment of the fields of the childcare curriculum contents, change between mandatory and elective subjects, and renewal of the subject title. The standards for competency in provision of childcare services of National Competency Standard(NCS) has to be considered in the adjustment process. The integrated teacher's certificate for teachers training system is needed in the reserve integration process. The systematization of the data and operating system is needed to manage the target of education efficiently, in order to develop childcare center staff's strengthening ability and professionalism. For in-service education, the diversification of the main body of operation, a periodical monitoring of the content, administrative and financial support are needed. Voluntary participation of in-service education, and the childcare center staffs professional development policy making supported by the government and parents is needed.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.433-451
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• 2019

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, 'Green Mileage', and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale's correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.21 no.2
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• pp.72-79
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• 2010

Objectives : The purpose of this study was to examine the difference in functional impairment between children with attention-deficit hyperactivity disorder (ADHD) and normal controls, and to compare the functional impairment across ADHD subtypes. Methods : Children and adolescents with ADHD between the ages of 6 and 18 years were recruited for the study. Parents and teachers of the ADHD subjects completed the parents' and teachers' forms of the Children and Adolescents Functioning Impairment Scale (CAFIS), respectively. The results of these scales were compared to those of normal controls. Results : Subjects included 110 children with ADHD, predominantly inattentive type (ADHD-IA) ; 23 with ADHD, predominantly hyperactive-impulsive type (ADHD-HI) ; and 60 ADHD, combined type (ADHD-C). When compared to 41 normal controls, there were significant differences in CAFIS-parent and CAFIS-teacher scales for the ADHD group. Functional impairment in the family relationship as rated by the parents was higher in children with ADHD-C when compared to that of children with ADHD-IA. Conclusion : In comparison to normal children, children with ADHD have a higher level of impairment in several functional areas, and differences exist in functional impairment across ADHD subtypes. Further, ratings of functional impairment between parents and teachers were inconsistent. Thus, gathering information from the teachers is important when diagnosing or establishing treatment regimens for ADHD.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.63-70
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• 2022

At the present stage, the main directions of the professional position of a specialist in the implementation of English-language Education are to improve and spread the practice of learning languages throughout a person's life by involving information, communication and digital technologies in the educational process. Computerization of the educational process in Higher Education Institutions is considered as one of the first and most promising areas for improving the quality of education in Higher Education Institutions. The necessity of ensuring timely training and retraining of specialists of various profiles (in particular teachers) on the effective use of domestic and foreign electronic resources with the help of modern information technologies for the implementation of the professional position of a future specialist in a foreign-language environment is noted. The main goal of teaching a foreign language (the formation of students' communicative competence, which means mastering the language as a means of intercultural communication) is defined. The types of speech activity that cover the content of teaching a foreign language are highlighted. The main types of assessment in a foreign language are shown - current (non-classroom), thematic, semester, annual assessment and final state certification. The task of the teacher is drawn, which is to create conditions for practical language acquisition for each student, to choose such teaching methods by means of information technologies that would allow each student to show their activity, their creativity; to activate the cognitive activity of the student in the process of learning a foreign language.

• Journal of Korean Academy of Nursing
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• v.3 no.3
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• pp.27-35
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• 1973

This thesis intends to make a study on the effectiveness of Nursing Professors through perceptual psychological approach. Purpose of the Study Researches have been made relating teacher′s effectiveness measurement. However, they share a common defect that they have been done on the basis of superficial aspects of the problems aspects that can bi measured by general objective survey only, but this study is designed "to understand his behavior in terms of a human behaving and of a self as an instrument"-principle, based upon the Perceptual Psychology which puts more stress on the inner perception than on the external one. Method of the Study This thesis is based chiefly on the two sources : "Perceptual Orientation Scale"(Chunghoon Choy, 1971) which has been standardized on the basis of perceptual psychology and the question acres made by the researcher of this thesis and given to the 34 Nursing Professors in seoul and other country. Result of the Study The method of data operation by Pearson "r" asserts that there were distinct deep relation Between Perceptual orientation and fellow′s estimate, while a little relation among the estimate of a-administration, educational backgrounds and occupations but no relations the status of experiences. It can be concluded that the estimates between fellows working at "the same fields" have kept deep relations together on perceptual orientation which resulted from finding out a useful method to measure occupational effectiveness according to the perceptual field. Conclusion of the Study The personnel administration has been managed according to external flatus and not positive operation: on the other hand, this study holds, It shall be operated in accordance with the estimates by fellow, the "Preceptual Orientation Scale" for more positive ability. The study requires the following researches on the devoted professional occupations, such as medical doctors, teachers, nurses, etc. for the purpose of increasing their occupational effectiveness more scientifically.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.43-50
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• 2022

A comparative analysis of the state and results of the functioning of the education system of Ukraine with the national educational systems of the USA and Great Britain was carried out. Based on which we found out similar and different in the process of developing the system of training specialists in higher education institutions of the USA, Great Britain, and Ukraine. Describing the main quantitative indicators of education in the UK, USA and Ukraine, we found common features and distinctive features. Consideration in the comparative aspect of trends in the development of higher teacher education in the United States, Great Britain and in Ukraine gives grounds for conclusion. For these countries, such groups of norms as types of educational institutions, forms of Education; introduction of a unified system of credit units in order to create conditions for broad mobility of students; availability of different levels of training; study of the best experience of educational activities of other states and its introduction into the educational process in combination with the cultural traditions of Ukraine coincide. Describing the main quantitative indicators of education in the analyzed countries, we found distinctive features.Teacher development systems in the UK, USA and Ukraine are compared. It was found out that the use of methods of Great Britain and the United States on the organization of independent work in the process of professional development of teachers will have a positive impact on training in the system of advanced training of teachers in Ukraine. The article examines the information culture of future specialists, which is based on knowledge about the information environment, the laws of its functioning and development, and the perfect ability to navigate the limitless modern world of information.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.93-100
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• 2022

The use of innovative technologies is one of the promising areas of education development, so the article clarifies the content of the terms "innovation" "pedagogical technology". Our goal is to justify the need to use innovative technologies in education. Innovative technologies are divided into four groups, depending on the appropriate form of educational activity for their use. The development of innovative pedagogical technologies at the present stage of education development should be carried out in accordance with the criteria of technological efficiency, which are presented in the article: scientific; systematic; guaranteed; manageable; mass. Based on the analysis of the process of formation of pedagogical education, the main trends in the information support of teachers in the system of pedagogical education were revealed. Its theoretical and methodological foundations were determined, promising directions and main ways of improving the information support of teachers' education as an organic component of continuous pedagogical education in Ukraine were justified. The conducted study of the state of information support for teachers allowed us to establish that the main functions of scientific and pedagogical information - analytical and predictive, integrative, operational and purposeful informing of various categories of specialists - teachers-are not being implemented enough. This is due to the versatility and complexity of the pedagogical process, the low level and limited range of development of systems of operational differentiated scientific and methodological services for various categories of teachers. Ways to improve the information function of teacher education are determined.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.75-82
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• 2022

Analyzing the psychological and pedagogical literature, we found the researchers' interest in the problem posed. The concept of "culture of professional communication» is considered, which is interpreted as the level of realization of creative abilities, exchange of messages, organization of mutual understanding, mutual knowledge in the process of professionally directed interaction between subjects, in which interpersonal relationships arise, manifest and form. The concept of "professional culture of communication of a teacher" is interpreted. The motives that are socially significant in the professional communication of the teacher are highlighted. The necessity of forming a culture of professional communication among students, in particular by means of information technologies in the present, is clarified. The interactive component of professional communication is considered. The types of interactions between people in everyday life (ritual and entertainment interaction, joint purposeful activity, no interaction, game and interpersonal interaction) are identified. Traditional and specific forms and methods of teaching are written out. All interactive technologies carried out by means of information technologies are conventionally divided into four groups, depending on the form of educational activity appropriate for their use (pair (work of the subject with the teacher or peers one on one by means of Information Technologies); frontal (the teacher simultaneously teaches a group of subjects by means of Information Technologies); group or cooperative (all subjects teach each other by means of Information Technologies); individual (independent work of the subject using Information Technologies)). In the higher education institution, future specialists should learn knowledge, acquire skills on the basic rules of the culture of professional communication and methods of interaction and their effective use, which is possible with the use of Information Technologies. Recommendations for optimal professional communication have been developed that help you express your thoughts easily and beautifully, and conduct a dialogue in a relaxed and harmonious way.