• International Journal of Computer Science & Network Security
• /
• 제22권11호
• /
• pp.189-191
• /
• 2022

The article is devoted to the study of the prerequisites and stages of the formation of information and communication competence, its place in the system of professional competence of a teacher, and the way its development occurs. Information and communication competence is presented in the paper as a systemic property of the subject's personality, and the components of this system, namely the activity, communication, reflexive, and cognitive components, are disclosed.

• 대한가정학회지
• /
• 제38권8호
• /
• pp.159-168
• /
• 2000

The purpose in this study is to determine the relationship between the curriculum orientations and professional teaching practices of Korean secondary school home economics teachers for the development of home economics curriculum. The instruments, Individual Curriculum Orientation profile(ICOP) and Professional Teaching Practice(PTP) were used to survey randomly selected 525 home economics leachers. The curriculum orientations explored were academic rationalism, technical, cognitive process, personal relevance, and social reconstruction. The professional teaching practices examined were customary-instrumental, interactive and reflective practices. Using canonical correlation, home economics teacher's teaching practices were found to be significantly related to their curriculum orientations. However, only 17.7% of the variability in professional teaching practices was explained by the five curriculum orientations.

• 한국도서관정보학회지
• /
• 제25권
• /
• pp.475-500
• /
• 1996

The purpose of this study is to survey the development trends of school libraries in the western world namely U. S. A., Canada by analyzing such items as education and environment, staff, policy, standard and professional organization, and to find out how and why they were able to maintain efficient library services. The major findings are summarized as follows : (1) There are school district supervisor whose functions are to direct and supervise the school libraries in the district. (2) The school district supervisor, school administrator, Teacher and Teacher librarian all recognize the importance of its educational role and cooperate together for the development. (3) They gether statistical data on school library for continuous revision of statement, guideline and standard. (4) Not only the educational organization and the library organization but also the private foundation conduct systematic research and extend financial aid for the development of school library. (5) The Compulsory Codes and pertinent laws have been enacted to promote school library development.

• 유통과학연구
• /
• 제21권12호
• /
• pp.15-22
• /
• 2023

Purpose: Business education is in high demand whereas knowledge is critical for an individual's professional development in general, and for teachers in particular. In this research, the effect of the distributions of teachers' business knowledge on schools' achievement were investigated. Research design, data and methodology: This study employs a quantitative method to investigate the level of business knowledge distributions of teachers on schools' achievement. 155 business studies subject teachers were categorised into 66 respective schools to measure the correlation and regression between teachers' business knowledge distribution and schools' achievement. Results: The results of the study show that there is a significant relationship between school achievement from the aspect of teachers' business knowledge distributions, with the score of, r = 0.345, p < 0.05. The value of R² shows a moderate relationship between the teachers' knowledge distributions on school achievement but still plays a role in determining the measurement of the school's level of achievement. Conclusions: It is concluded that the relationship between teacher's business knowledge and school achievement in the subject of Business Studies is significant. This study proves that the teacher's knowledge about business is very important in guaranteeing the success of students who took this subject.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제49권4호
• /
• pp.411-421
• /
• 2010

Teacher reflection as a form of professional development has been an enduring interest in education that can be traced back to Dewey. Information about how teachers interpret and analyze their students' learning would help us understand difficulties in teaching and learning. Moreover, it can be useful for teacher education by improving teaching methods. The purpose of this research was to understand how mathematics teachers reflected on their students' understanding. For the purpose of this study, I investigated four U.S.A. mathematics teachers in a middle school. In particular, I discussed Assess instances among the teachers' reflections on their students' thinking and changes of the reflections as time went by. The results showed two different types of Assess instances and shifts by time.

• 한국초등과학교육학회지:초등과학교육
• /
• 제38권1호
• /
• pp.102-115
• /
• 2019

This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.

• 컴퓨터교육학회논문지
• /
• 제22권6호
• /
• pp.35-42
• /
• 2019

본 연구의 목적은 컴퓨터·정보 소양 함양을 위한 융합 교육에 관한 중등학교 교사들의 인식과 요구를 확인하고 학교 현장에서의 융합 교육 활성화 지원 방안을 제시하는데 있다. 이를 위해 컴퓨터·정보 소양 함양을 위한 융합 교육에 대한 인식 및 현황, 요구 조사를 실시하고, 중등학교 교사 227명의 응답을 분석하였다. 분석 결과, 컴퓨터·정보 소양 함양을 위한 융합 교육의 필요성에 관한 인식은 매우 높게 나타났으나, 융합 교육에 대한 이해도와 실제 교육 수행 빈도는 상대적으로 낮게 나타났다. 또한 융합 교육 활동은 다양한 교과가 아닌 정보 교과를 통해 주로 수행되고 있는 것으로 드러났다. 이러한 융합 교육 수행의 어려움은 기존 교과 수업 진도에 대한 부담과 컴퓨터를 비롯한 기자재의 부족 및 노후화가 가장 높게 나타났으며, 이에 따라 교사의 전문성 향상 및 학교 현장의 물리적, 제도적 환경 구성에 관한 요구 또한 가장 높게 나타났다. 이러한 연구 결과를 바탕으로 교사 연수, 제도적 지원, 물리적 환경 구축 측면의 지원 방안을 논의하였다.

• 한국문헌정보학회지
• /
• 제47권2호
• /
• pp.103-121
• /
• 2013

이 연구는 미국의 사서교사 전문성과 관련된 기본 배경을 이해하고, 현재 미국에서 활용되고 있는 국가 수준과 주정부 수준의 사서교사 평가기준과 도구 그리고 자기평가 도구를 분석하는 것을 주요 목적으로 설정하고 있다. 연구결과는 다음과 같다. 미국은 국가 수준의 학교도서관 기준에 맞추어 사서교사 양성, 자격기준, 평가기준의 일관성 있는 전문성 계발 구조를 갖추었으며, 국가 수준의 사서교사 전문성 기준은 미국 전문교사자격 기준위원회의 자격기준과 미국학교도서관협회에서 발표한 "평생교육을 위한 학습" 기준의 사서교사 평가도구가 대표적으로 제시되고 있다. 미국의 여러 주정부에서는 국가 수준의 학교도서관 기준을 바탕으로 주정부의 실정에 맞는 사서교사 평가기준과 도구를 개발하여 실제 평가에 활용하고 있다. 더불어 미국학교도서관협회는 2012년에 사서교사의 자기평가 도구인 "사서교사 평가의 21세기 접근법"을 발표하여, 사서교사가 국가수준의 기준에서 제시한 전문성에 도달할 수 있는 실천적 방향을 안내하고 있다.

• 컴퓨터교육학회논문지
• /
• 제4권2호
• /
• pp.135-143
• /
• 2001

컴퓨터교육의 영역을 교과내용학, 교과교육학, 그리고 컴퓨터활용교육으로 나눈다면, 컴퓨터교사의 지식은 교과내용에 대한 전문지식, 교과교육의 이해와 활용방법에 대한 지식을 주로 말한다. 그 중 교과교육학은 교수-학습을 위한 설계 및 운영과 평가를 말하는데, 본 논문에서는 교과교육학을 더 특성화된 지식으로 과목의 특성을 고려한 교과교육방법(PCK)을 살펴보자 한다. 교사교육에 대한 연구에 의하면 PCK에 대한 이해 정도와 교수능력은 학습자들의 학습효과와 밀접한 관계가 있다. 그러나 아직까지 우리나라의 컴퓨터교사의 지식과 PCK에 대한 연구는 아직 많지 않다. 수학교육과 음악교육이 효과적이기 위해서는 과목이 서로 다르게 접근되어야 하듯이 컴퓨터교육에서도 컴퓨터교과목의 특성과 방법적*상황적 지식을 포함하는 컴퓨터 교과교육방법적 지식(C-PCK)이 매우 중요하다고 본다. 본 논문에서는 컴퓨터교사의 전문지식의 하나로 C-PCK를 포함한 것을 제안하며, 앞으로 이어질 C-PCK에 대한 연구결과는 컴퓨터교육방법을 개선하고 컴퓨터교육의 정체성을 확보하는데 구심점이 되며, 예비교사양성과정에서 이론과 실제의 격차를 줄이는데 도움이 될 것으로 기대된다.

• Journal of Contemporary Eastern Asia
• /
• 제19권2호
• /
• pp.197-215
• /
• 2020

Teaching has become a feminized profession, especially in elementary teaching, in which it is regarded as "women's work." Concerns about the "extinction" of men in the field resulted in calls for male teachers. While studies indicate that there is positive discrimination in favor of men (despite the feminization of teaching), it appears that there are also forms of discrimination that work against them. As such this study explored the challenges of being a male in the feminized profession from the perspective of male teacher candidates. Studies in the field of teacher education in the Philippines mainly focus on curriculum and students' academic achievement, hence an inquiry must be done on the plight of male teachers in a gendered profession. A phenomenological study was employed to look into the realities of six male teacher candidates. Findings show that male teachers are: (1) leadership-destined; (2) conflicted; (3) limited; and (4) devalued. The narrative of male teachers in the Philippine education sector reveals the need to revisit programs and policies in professional development and support. Finally, recommendations are made for teacher education programs to guide teacher candidates' experiences towards a more inclusive profession.