• Journal of Gifted/Talented Education
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• v.7 no.2
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• pp.47-67
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• 1997

Fourteen Special high schools for developing talents in Science, Foreign Languages, and Arts in Seoul Metropolitan city were analyzed in terms of their educational objectives, Students screening system, curriculum, teaching-learning methods, teachers, and consistency with higher education. Special high schools in talent area were more or less similar to each other in all the above aspects. However, special high schools in different talent areas were quite different in student screening, teaching-learning methods, teachers, and consistency with higher education. Public schools were more affluent than the private ones. Special high schools in Science, arts and Sports were providing individualized, activity oriented, process-oriented teaching-learning methods, while the Foreign languages high schools excercised teacher-centered, grammar oriented, lecture-focused teaching methods more. Special high schools in arts and sports could have consistency with higher education because the university focuses on talents in the specified field rather than academic scores. In conclusion, the schools have a great deal of rooms to improve in teaching-learning methods with which students can maximize their potential development. However, the special high schools were equipped with better learning environments than regular high schools in many aspects.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.415-424
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• 2018

The purpose of this study was to examine the physical environmental readiness for smart learning and the actual utilization of smart devices by special education teachers, and to suggest ways to vitalize smart education. For this, a 14-item survey questionnaire was developed, which touched upon issues regarding the availability of wireless internet service and teachers' utilization of smart devices. An online survey was conducted among a randomly chosen sample of 991 special education teachers across the nation, including teachers who work at special schools for developmentally disabled students and in special classes at all three levels of regular schools.The collected data was analyzed with the method of a cross-time-frequency analysis using a SPSS 21.0 statistics program. The research findings indicated that both special schools and classes had a poor smart education environment and that special education teachers were having a harding time because of the lack of the infrastructure and additional expenses. In addition, special education teachers were found to use smart device mostly for the purpose of motivating students. These research findings propose that it is urgent to set up a proper smart education environment for special needs students and to provide a systematic training program for special education teachers.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.1-13
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• 2000

The purpose of this study is to formulate the direction lot improvement of the curriculum on environmental education teacher training. The results of this study are summarized as follows: First, the nature of the courses related to subject matter education should be changed from the course of teaching profession into the course of special study, Second, the combination of the courses related to environmental education and environmental science is needed, Third, the curriculum should sufficiently include the contents of the 7th curriculum, Fourth, the curriculum should contain the courses of environmental science which can help the pre-service teachers to understand the fundamentals and concepts of ecology, This curriculum should also include the courses which can improve the pre-service teacher's ability to teach for the development of student's affirmative environmental value and attitude, Fifth, the curriculum should include the courses which are useful for the pre-service teachers to learn teaching method such as case study and simulation for the education of environmental knowledge and of cognitive domain about environmental issues. Sixth, the curriculum should reflect the contents of the regulation for teacher certificate which was renewed in Jan. of 2000.

• Research in Mathematical Education
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• v.12 no.2
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.223-235
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• 2009

Elementary education in Korea has variously changed and developed during the last thirty years. Among all the progressive changes, the improvement of teaching conditions is considered to be the most fundamental one. The number of students assigned to a class or a teacher has decreased to a considerable extent. Cyber teaching-learning has been peformed at school and home, and English education has been emerged as a significant part of the Korean public education. The research issues constantly considered essential over the past three decades starting in the 1980's are those related to curricula, teaching-learning methods, training of teachers in-service, and education for upright characters. The practical and political issues should be dealt with to revise the three integrated subjects and text books into a sole integrated subject and text book, to double the credential of teachers in terms of professionalism and to decrease the number of students per teacher in Korea to the OECD level.

• Korean journal of food and cookery science
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• v.28 no.2
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• pp.183-193
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• 2012

In this study, data was collected on the dietary life education at elementary schools according to the Food Education Support Act using elementary school teachers as subjects. A survey was conducted on 258 elementary school teachers at seven elementary schools located in Seoul, Gyeonggi, and Daegu, Korea from April 14-17, 2010. Most teachers reported that dietary life education was very much needed. The appropriate individuals to teach dietary life education were nutrition teachers, charge teachers, and dietary life education tutors, in that order. The most appropriate time to conduct dietary life education was during dietary life-related subject hours, dietary life education hours, food service hours, and discretionary and extracurricular activities, in that order. The most effective materials and methods used for dietary life education were projection materials and dietary life-related special lectures. Efficient dietary life education methods can be used to develop dietary life education programs. Based on these results, elementary school teachers recognize that dietary life education is very much needed and believe that it would be desirable to conduct dietary life education using nutrition teachers in cooperation with other related teachers.

• Journal of Families and Better Life
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• v.25 no.4
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• pp.181-196
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• 2007

The present study was to investigate child care teather's and parents's recognition and need about child counseling and to analyse differences between them. The subjects for this study were 244 child care teachers and 260 mothers of the day care centers. The major finding were as follows; Most child care teachers are aware of child counseling through lecture, pre-service education, and internet. Most mothers hear about child counseling through internet. They think that child counseling is very effective for young children, especially for negative experience and emotion. Most child care teachers think that they can administer child counseling. especially daycare centers. But mothers think that special facilities is the most appropriate place by child counseling. Child care teachers and mothers regard the credibility of human being as personal characteristics required for child counseling. Counseling specialists are to be the most appropriate person for followed by child care teather's and parents. And they think that special training is needed for child counseling. but few of them receive special training. They perceive the necessity of professional education in child counseling. but they rarely experience related education of child counseling. Especially, they feel lack of time and information. They also want to apply to child counseling children education after learning it through counseling association or by observing real situations in child counseling center using morning time or during weekends. Most mothers and child care teachers know play therapy, art therapy. bibliotherapy, sand play therapy.

• The Mathematical Education
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• v.54 no.4
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• pp.351-363
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• 2015

In this study, 45 pre-service mathematics teachers were surveyed about how the perception of knowledge through teaching practicum have changed and how the knowledge learned in college and teaching practicum helped to format teachers' knowledge and analyzed survey's result. Pre-service mathematics teachers felt the knowledge for understanding students were needed the most and considered the experiences from teaching practicum were more useful than the knowledge learned from college classes. However, they had low appreciations on connecting knowledge on learned contents with real-life or other subjects and on necessity of knowledge of using various learning tools or mathematical materials in class. Also, they have answered the knowledges from college classes and teaching practicum were useless in those areas. Especially, they pointed out that guidance teachers during teaching practicum were insufficient in instructing. Therefore, we suggest the following two to improve the teaching ability of pre-service mathematics teachers through teaching practicum. First, college and secondary school cooperating programs such as class-observation and student-mentor system connected with local society should be developed. Second, the special re-training program for guidance teachers of teaching practicum is needed.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.268-275
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• 2021

In special education, the operation of curriculum for students subject to special education is a role given to special teachers and integrated class teachers, and there are prior studies that many teachers experience difficulties in operating the curriculum. In this study, it was intended to find out the direction of special education courses and appropriate support measures for the operation of special education courses by exploring the experiences of special teachers and integrated class teachers, difficulties and suggestions in operating the curriculum. Participants in this study were special and integrated teachers with more than 15 years of experience, and all interviews were conducted in one-on-one in-depth interviews. After all the interviews have been prepared in full-length versions, the analysis has resulted in six major subjects and twelve subtopics; each teacher has different curriculum operations, difficulties in applying the curriculum, insufficient support systems, professional qualifications, and daily concerns of teachers in integrated classes. In the discussion, the direction of operation of special education courses for students and appropriate support measures for the operation of curriculum were discussed, and the limitations of research were presented and proposed.

• The Journal of Korean Physical Therapy
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• v.4 no.1
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• pp.69-78
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• 1992

The purpose of this survey is to grasp the special school therapeutic education teachers, stress degrees in the real educational fields, and to campare the different stress degrees by the teaching responsibilities, by set by age, by the careers of special teaching profession, by his or her assiduity by the academic careers and teacher qualification, and by the reasons of stress. To perform this survey, the writer analyzed the answer sheets of the questionnairs returned by 85 special school therapeutic education teachers all over the country. The results of the analysis are as follows: First, the mean value of stress by the whole teachers was shown as endurable, and there was no difference among stress towels by the teaching responsibilities. As for the ratio of teachers confronted with the dangerous level of stress. the teachers taking charge of feebleminded school teachers the highest ratio, and those charging of deaf & dumb school teachers, the lowest. Second, the comparison by age didn't result in any difference, but in the relation of age to the handicap division there appeared meaningful differences. That is in the case of the therapeutic education theachers charging of crippled school, it revealed that the older they were, the more stress they suffered. In the case of the teachers charging of visually deaf & dumb school the tendency was opposite. The comparison by the special teaching profession careers, there showed no difference in the stress degree. The high or low academic careers didn't make any influence on the therapeutic education teachers stress degree. Third, The revealed on the highest stress degress, because reasons of relation the student's parents with students behavior.