• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.473-492
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of Labour Economics
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• v.32 no.3
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• pp.27-59
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• 2009

Using Korea Education Longitudinal Study and administrative school data, this paper analyzes school characteristics that influence the demand for private education. Among other findings, it should be noted that private education expenditure tends to be decreased when student evaluation of teacher effectiveness is high, the average education level of teachers is high, and individualized education is offered through subject-based classroom. These results suggest that the demand for private education could be dropped by a better quality and high effort of teachers, which would be attained through an improved education system for teaching profession and student-oriented teacher evaluation. In addition, ability grouping within school via subject-based classrooms with different levels appears to be helpful to overcome uniformity of school equalization system without inducing an increasing demand for private education.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.245-255
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• 2012

The purposes of this research are to analyze preservice elementary teachers' degree of difficulty in classes of seasonal variation and suggest the measures of classes so that preservice elementary teachers can progress classes of seasonal variation effectively. To achieve them, the research was conducted for 90 first graders completing teaching method of elementary science in P university of education from Sep. to Dec. 2012. This research was conducted, based on the results of in-depth interview for 9 preservice elementary teachers who performed classes of seasonal variation, survey on the degree of class difficulty and evaluation of classes on 8 classes theme of Earth sector in elementary science. The results of this research are as follows. The first, preservice elementary teachers had relatively high class difficulty for teaching seasonal variation among the sector of the earth in elementary science. The second, in the evaluation of preservice elementary teachers' classes, the more the subject showed high class difficulty, the more the score of class evaluation was low. The reason is analyzed that high class difficulty reduces teacher's confidence. The third, preservice elementary teachers had insufficient knowledges and concepts which are basically necessary for the classes of seasonal variation. Especially, it was more serious for preservice elementary teachers who didn't learn Earth-science during their high school time. The fourth, it is necessery that concrete and systematical teaching method should be developed so as to improving preservice elementary teachers' teaching method for the classes of seasonal variation.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.717-727
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• 2016

Using TIMSS survey data, we analyzed whether there were any significant changes in the learning environment of middle school science classes over the last 10 years. Our study selected questions from teachers and school principals' questionnaires and divided them by category: science class, teacher professional development, and school environment. The science class components were subdivided into three categories: science learning activities, evaluation, and homework. Within teacher professional development, the sub-categories included teacher training, collaboration to improve teaching, and teacher evaluation. School environment subdivided into two aspects, these being school characteristics and school system. Our research confirmed that there has been a positive change overall in learning environments. However, most classes are teacher-conducted and also teacher-oriented; the proportion of science investigation activities has declined compared against the prior ten years. Our study show that students do not engage in a range of inquiry-related activities. The questions on tests and examinations involve mostly knowledge application and understanding, although recent methods of evaluation show improvement. As for the science teachers, they participate in many professional development programs but focus on science content, science curriculum, and pedagogy. In addition, teachers do not have many opportunities to participate in the training to integrate information technology into science, science assessment, or improving students' critical thinking or inquiry skills. The teachers are satisfied with their profession, and the shortage of science resources does not seem to affect instruction.

• (The)Korea Educational Review
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• v.23 no.4
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• pp.101-133
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• 2017

This Study aims to evaluate teacher policy in the Park Administration and to suggest tasks based on the results. To attain the aim, it describes overall teacher policy process in Park Administration and evaluates teacher policy based on the criteria which was driven from the CIPP model. The conclusions are summarized as follows. First, the environmental suitability of the situation assessment was met in general. The reason for this was that the teacher policy of the Park Geun-hye government was introduced reflecting changes in the environment and demands of policy stakeholders. The validity and feasibility of the policy objective of the input evaluation were not satisfied. There were deficiencies in the objectives of the policy measures. The objectives of the measures were not linked to the policy objectives. The budget necessary for policy enforcement were not secured. In future policy design, efforts should be made to examine whether the policy goals are valid, to secure resources necessary for policy implementation and to increase the feasibility of policies. The procedural rationality of the process evaluation and the suitability of the means were not met. Discussion with the interest group was omitted, it was not clear whether the implementation of the policy was linked to the policy goal. In the future, it will be necessary to focus on procedures such as communication and collaboration with stakeholders, to make immediate revisions in case of problems. The effectiveness and satisfaction of the output evaluation were low. Because the validity of the policy objectives, the suitability of the means, and procedural rationality were not satisfied. In the future, it will be necessary to systematically design policies and communicate with stakeholders in the execution process to prevent policy failures and actively.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.270-278
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• 2018

A CIPP model-based evaluation of day care centers in-service education was performed to improve the quality of infant teachers. This study covered 203 infant teachers of a day care center located in Chungnam and Daejeon city. The analysis results are summarized as follow. The education situation, such as a suggestion of a target and pre-analysis, was more positive than other evaluation areas, but the education course, which is a personal variable of infant teachers, was found to require modifications in day care center in-service education. Uniform education that does not reflect the characteristics of the individual teacher have limitations to education systematically and effectively. Therefore, it is essential to consider the education environment and to reflect the requirements of the infant teacher. Finally, this study provides basic data for a desirable in-service education and qualification improvement program to improve in-service education through an evaluation of day care center in-service education.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.105-125
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• 2009

This study attempts to extract the necessary criteria as a secondary school home economics teacher through the factor analysis, and to analysis the teacher's and student's perceptions for the requirement criteria of home economics teacher(RCHET) thereof to confirm the necessary criteria as a secondary school home economics teachers. This research was based on the requirement criteria of home economics teacher developed by Korea Institute for Curriculum and Evaluation(KICE) Korean Home Economics Education Association(2008)(KHEEA) collected from secondary, upper secondary school home economics teachers and students in Jeollabuk-do. RCHET encompasses the six areas : (l)'Expert of lesson related to evaluation' (2)'Efficient manager of diverse materials for study', (3)'Student advisor equipped with a teaching sense of duty and sound humanity', (4)'Curriculum expert equipped with a expertise knowledge', (5)'A fair and democratic schoolroom environment promoter'. (6)'Career path counselling expert understanding student's characteristics and environments'. Through the factor analysis, six RCHET factors are more important to teachers than students. According to importance perception for RCHET, home economics teachers' qualification for minor second subject and participation of training program showed similar differences statistically in all RCHET factors. Thus, effort for expertise improvement of teacher had important influence on expertise improvement of teacher. As a result of examining the differences from importance evaluation for RCHET, similar differences from frequence of home project, preference of home economics teacher, manual training and home economics score, interest of home economics showed statistically.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.197-205
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• 2019

The purpose of this study is to derive ways to support Integrated Science curriculum implementation by evaluating the results of Integrated Science teacher training programs conducted by the Ministry of Education to support the settlement of 2015 revised Integrated Science curriculum. Teachers' output from the teacher training programs and interviews with training instructors in the 2017 Integrated Science Leading Teacher Training program were analyzed to derive the features of the Integrated Science curriculum and support plans for the implementation of Integrated Science in schools. Teachers who participated in the 2017 Integrated Science Leading Teacher Training program developed teaching, & learning and evaluation plans through participatory training sessions, where the achievement standards most selected by teachers were [10IS08-03] and [10IS09-04]. Through the text mining analysis of these achievement standards, we explored the implementation realities such as reconstruction of achievement standards, teaching and learning methods, learning materials, evaluation methods, and subject competencies. In addition, we analyzed exemplary reconstruction models of achievement standards in light of best integrated instruction, student-participatory instruction, and developing science competencies. Based on the results, we propose teacher training support plans and further studies for the implementation and settlement of the Integrated Science curriculum.