• 한국보육지원학회지
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• 제13권6호
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• pp.87-109
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• 2017

Objective: The purpose of this study is to examine the relationship between student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. Methods: The participants were 399 student teachers studying child care and education at two-year or four-year colleges in Seoul, Gyeonggi, Incheon, South Chungcheong, and Daejeon. They completed questionnaires on student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. The data were analyzed using ANOVA, t-test, and partial-correlation analyses. Results: There were three findings from this study. First, there was a significant difference in student teachers' perceptions on cooperating teacher's professionalism depending on the type of child care center and education system, rather than the type of class. Second, there was a significant difference in student teachers' motivation to become a teacher depending on the students' education system. Third, student teachers' perceptions on their cooperating teacher's professionalism correlated with their motivation to become a teacher. Conclusion/Implications: This study suggests that student teachers' perceptions on cooperating teacher's professionalism is significantly different depending on the type of child care center or educational system and is related with motivation to become a teacher.

• 한국생활과학회지
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• 제24권2호
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• pp.205-218
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• 2015

By examining variables affecting university student's perceptions of marriage, this study aimed to better understand how to promote positive perceptions of marriage among university students. The study sample consisted of 488 university students and their parents in Incheon and Gyeonggi, Korea. For data analysis, t-test, correlation analysis, and hierarchical regression analysis were performed. First, results showed that individual growth, emotional stability, and overall perceptions of marriage varied by gender. And results showed that individual growth, institutional necessity, and overall perceptions of marriage varied by grade. Second, higher levels of perceptions of marriage among university students were significantly correlated with greater university student's identity, better parent's marital relationship. Third, the personal relations was most influential variable on university student's perceptions of marriage, followed by the parent's conflict and authority the mother's duties, followed by the target orientating, gender and grade. Overall, results suggest that parent's marital relationship is important for promotion of positive perceptions of marriage among university students. Also, systematic analysis of university student's identity and programs to address such problems are needed.

• 성인간호학회지
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• 제21권1호
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• pp.129-139
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• 2009

Purpose: This study was to identify the perceptions of nursing student on the clinical practice environment and related variables. Methods: The subjects of this study were 180 nursing students from a college participated in clinical practice at four regional hospitals. Data was collected with the questionnaire tool for the perceptions of clinical practice environment. Results: The students highly satisfied in the major had significantly high perception in innovation, personalization, student involvement, and clinical practice satisfaction. The students with a low level of stress and a clearly named guidance nurse were significantly high in the perceptions of task orientation, innovation, personalization, student involvement, and practice satisfaction. Clinical practice environment variables such as task orientation, innovation, individualization, personalization, student involvement, and practice satisfaction were significantly correlated with each other. In student characteristics, the main variables directly influencing the perceptions of clinical practice environment were religion, the level of stress, and the method of guidance. Conclusion: Understanding the students' perspective would be valuable for promoting a positive clinical practice environment. Developing a cooperative system between the college and educational hospitals is necessary for effective clinical practice education.

• 한국가정과교육학회지
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• 제9권2호
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• pp.87-100
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• 1997

The purpose of this study were to investigate and no investigate and to compare perceptions of home economics teachers and educators regarding home economics student teaching pratice, thereby to provide fundamental information for improving home economics student teaching pratice. The specific objectives of this study were at follows. 1. To determine and compare the perceptions of home economics teachers and teacher educators regarding the importance and achievement of (1) the objectives of student teaching, (2) the experiences of student teaching, (3) procedures for selecting cooperating teachers, (4) roles and responsibilities of cooperating teachers, and (5) roles and responsibilities of university supervisors. 2. To identify problems and revisions about home economics student teaching pratice suggested by home economics teachers and teacher educators. The subjects in this study included 90 home economics teachers in 500 girls’middle schools and 13 teacher educators in 21 universities with home economics education department in Korea. For this study, the Habedi’s instruments were used through testing validity and reliability. The data of this study were analyzed by using mean, standard deviation, t-test, and content analysis. The results of this study were as follow；1. The areas with the difference of perceptions of the importance between the two groups were objectives of student teaching, experiences of student teaching, procedures for selecting cooperating teachers, and roles and responsibilities of cooperating teachers. 2. Regarding problems about home economics students teaching practice, home economics teachers indicated difficulty in performing adequate student teaching because of reduction in class hours, and lack of student teachers’positive attitude in performing student teaching, while teacher educators indicated having reluctancy of cooperating school to admit student teachers, and difference in experiences of student teachers because of disparity among cooperating schools. As solutions about the problems of home economics student teaching practice, home economics teachers suggested that student teaching course should be limited to the students qualified for teaching and that class observation and teaching practice in real class should be emphasized, while teacher educators suggested that student teaching should be performed adequately by providing institutions to control student teaching practice teacher should be made efficient by examining the scales of cooperating schools.

• 한국과학교육학회지
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• 제16권4호
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• pp.401-409
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• 1996

In this study, the perceptions of science classroom climate were investigated for 360 elementary and middle school students in mixed classes. The instrument used was an adapted version of the Student Perception Questionnaire (SPQ), which consists of five elements-Participatory Climate, Personalized Interaction, Student Assertiveness, Positive Teacher, and Negative Teacher. The results indicated that the gender differences in the perceptions of the Participatory Climate and the Positive Teacher were not significant for middle school students. However, the differences were found to be significant in the perceptions of the Negative Teacher, the Personalized Interaction and the Student Assertiveness, which measure the climate for the individual student. On the other hand, elementary male and female students did not significantly differ in the perceptions of science classroom climate except one item on the Participatory Climate. Educational implications are discussed.

• 한국항공운항학회지
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• 제18권4호
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• pp.80-85
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• 2010

The study of the safety perceptions between two groups, trained and untrained student pilots were compared as pre-studies of that how the safety perceptions of the flight instructors affect that of the student pilots. As a results, the factors of the communication and the safety procedures shows higher values on the one-year trained group than the other because the trained students get used to the safety procedures which are necessary to the practical training. In reliability for the flight instructor, the factors of two groups show the high tendency without regard to groups. Despite of the lack of the specific research, the result implies that the student pilots are influenced by the safety perceptions of the flight instructors. In addition, the factors of the accident report were investigated as that the trained group has lower mean, however the factors of the receiving penalties of the trained group were higher than the other. These results imply that the trained group feels concern for the penalties and the punishments by reporting the accidents in spite of amounts of the training.

• 한국심리학회지:학교
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• 제18권2호
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• pp.197-220
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• 2021

본 연구에서는 초등교사의 성인애착이 교사가 지각한 교사-학생 관계에 미치는 영향에서 인지적 유연성과 적극적 대처가 매개하는지 검증하였다. 경기도에서 근무하는 203명의 초등교사를 대상으로 자기보고식 설문을 실시하였으며, 측정도구로 성인애착, 인지적 유연성, 적극적 대처, 교사-학생 관계 척도를 사용하였고, 수집된 자료는 SPSS 23.0과 SPSS Macro를 이용하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 초등교사의 성인애착과 교사가 지각한 교사-학생 관계를 인지적 유연성이 매개하는 것으로 나타났다. 이는 초등교사의 성인애착이 안정적일수록 인지적 유연성이 증가하여 교사-학생 관계가 향상됨을 의미한다. 둘째, 인지적 유연성과 적극적 대처의 매개효과를 함께 고려할 때, 초등교사의 성인애착과 교사가 지각한 교사- 학생 관계를 적극적 대처가 매개하지 않는 것으로 나타났다. 성인애착이 적극적 대처로 가는 직접경로가 유의미하지 않음을 의미한다. 셋째, 초등교사의 성인애착과 교사가 지각한 교사-학생 관계를 인지적 유연성과 적극적 대처가 순차적으로 매개함을 확인하였다. 즉, 초등교사의 애착이 안정적일수록 인지적 유연성이 높아져 적극적 대처를 하게 되므로 교사가 학생과의 관계를 더욱 긍정적으로 지각하게 된다는 것이다. 이러한 연구결과를 바탕으로 본 연구의 의의와 제한점을 밝히고, 후속 연구를 위한 제언을 논의하였다.

• 한국지구과학회지
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• 제25권3호
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• pp.129-141
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• 2004

A peer assessment method was implemented as part of an action research project where the primary goal was to create constructivist science classrooms. Student reflective writings, which had been created in the process of action research, were analyzed to examine the perceptions of the students concerning the peer assessment method employed in their earth science classrooms. Five perception categories and thirteen statements were developed from the student writings. These indicated that the students appreciated the positive nature of peer assessment and the effects of it as an alternative method for promoting learning. It was also revealed, however, that some students displayed inappropriate behaviors toward peer assessment which led to negative perceptions of the new assessment method. Implications for future use of peer assessment in science classrooms are discussed. Limitations founded in the present study as well as possible solutions are provided.

• 한국간호교육학회지
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• 제18권2호
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• pp.239-247
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• 2012

Purpose: This study is to assess the level of student perceptions, academic achievement, satisfaction, and their relationships in a medical-surgical nursing course using team-based learning (TBL). Method: Four-hour TBL sessions were given in a structured three-phase sequence in a cohort of 261 second year nursing students. Results: Mean perceptions of TBL was $6.64{\pm}5.11$, and $8.30{\pm}4.11$ for perceptions of teamwork. On a 7-point scale, the mean satisfaction score was $4.85{\pm}1.41$, and 64.0% of nursing students were satisfied with TBL compared to lecture. Group readiness assurance test score was significantly higher than individual readiness assurance test score (t=-16.76, p<.001). Perceptions of TBL (F=1.40, p=.245), perceptions of team work (F=1.55, p=.202) and satisfaction (F=0.81, p=.489) was not different by the level of students' academic achievement on items related TBL. Conclusion: Results indicates that TBL was an effective instructional strategy including favorable perceptions and satisfaction for nursing students. TBL could be an adjunct educational strategy for undergraduate nursing education.

• 아동학회지
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• 제26권4호
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• pp.113-123
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• 2005

This study compared student teachers' perceptions about teaching practices and the current state of practice teaching before and after practice teaching. Subjects were 96 students at three-year colleges in Suncheon, Jollanam-do. The survey used a questionnaire, 'kindergarten teachers' recognition of practice teaching and the current state of practice teaching,'(Woo and Choi 2004), revised for this research. Differences were observed in mean scores between before and after practice teaching(t=4.30, p<.001). In sub-areas, significant differences were observed in the role of student teachers, the contents of teaching, support system, evaluation and preliminary guidance(p<.001), but not in the evaluation of practice teaching and student teachers' attitudes(p>.05). This information should be beneficial for teachers' colleges in preparation of practice teaching programs.