• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.1-10
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• 2019

Recognizing the necessity of content-centered teacher professional development programs in a rapidly changing educational environments, this study analyzed the contents of teacher professional development programs in terms of teachers' participation by program contents and teachers' perception of the necessity and the effectiveness of such program contents. Employing Teaching and Learning International Survey(TALIS), this study analyzed the perception of 4,000 Korean secondary school teachers. The results showed that the programs with the highest teacher participation were mainly subject-centered while the teacher participation rates on the newly required contents such as ICT, intercultural counseling, school management and administration, and new job skills were low. Besides, when teachers were asked to identify the content areas where teacher professional developments are needed, the level of teachers' perception of the programs with low participation rates was accordingly low. Lastly, this study implies that since the years of teaching experience serve as a determinant on the types of the contents that teacher professional developments are needed and on the teachers' perception of the effectiveness of such contents, the course of teacher development should be taken into consideration when the contents of teacher professional development programs are developed.

• Research in Mathematical Education
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• v.15 no.3
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• pp.295-310
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• 2011

Teachers' attitudes and beliefs are related to teaching practices and are dependent upon their teaching domain. The present study compares conceptual models of creative student oriented teaching practices of mathematics teachers in two OECD countries, South Korea and Turkey to provide an insight for teacher educators and policy makers. Teaching and Learning International Survey 2008 (TALIS 2008) data are used to test the fit of a path analysis model with a subsample of l337 middle school mathematics teachers ($N_{Korea}$ = 562 vs. $N_{Turkey}$ = 775). The study showed that Turkish teachers were younger and less experienced, whereas Korean teachers were better educated. Despite the statistical differences in attitudes, beliefs and practices between countries, it was found that the teaching practices of mathematics teachers in both countries were more complex than to be explained only through attitudes and beliefs.

• Journal of Life Science
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• v.22 no.6
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• pp.844-851
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• 2012

Antioxidant and cancer cell growth inhibition activity of hot water extract from five different varieties of Artemisia (A. Argyi H., A. iwayomogi Kitamura, A. Princeps Var Orien talis HARA, A. princeps Pampanini and A. annua L.) in Korea was studied. We determined the phenol and flavonoid contents and examined antioxidant assay, such as DPPH, NO radical scavenging, activity ferric-reducing antioxidant power (FRAP), and bleaching inhibition activity in the ${\beta}$-carotene linolic acid system. Also, we performed HeLa and MCF-7 cancer cell growth inhibition assay of Artemisia extracts. Total phenol and flavonoid contents were the highest in A. iwayomogi Kitamura followed by A. Argyi H. DPPH radical scavenging activity was the highest in A. Argyi H. at 50 ${\mu}g/ml$ concentration, NO radical scavenging activity was more than 50% in A. Princeps Var Orien talis HARA, A. princeps Pampanini, and A. annua L. at 200 ${\mu}g/ml$ concentration. FRAP was higher in A. Argyi H. and A. iwayomogi Kitamura. Antioxidant activity in the ${\beta}$-carotene linolinolic system was also higher in A. Argyi H. and A. iwayomogi Kitamura by 60.50% and 56.90% at 100 ${\mu}g/ml$ concentration, respectively. In cancer cell growth inhibition activities at 400 ${\mu}g/ml$ concentration, A. iwayomogi Kitamura showed greater than 80% on HeLa cell. A. princeps Pampanini and A. Argyi H. extract had growth inhibition activities greater than 80% on MCF cell. The results of this study suggest that the antioxidant and anticancer activities in various Artemisia are a promising source of functional food ingredients.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.1-21
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• 2018

The OECD ITP project has looked at the black box of each participating countries' teacher education system. In the 2000s, various countries have tried to reform their professional development systems for teachers, including teacher education and induction, as an initial yet crucial step to improve the quality of education. Since 2015, OECD member countries have been conducting an international comparison study on teacher education and induction programs(i.e. ITP). The ITP project is an in-depth comparative study among the member countries that have expressed willingness to participate voluntarily. This paper introduces the progress of the ITP project and analyzed the national background report on the teacher education and induction system of the participating countries and compared the features of the systems. In addition, this study explores the common issues surrounding the teacher education and induction system. Moreover, the researcher has tried to derive some suggestions for improvement of teacher education and induction system in Korea.