• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.151-170
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• 2013

This study analyzes the contents of multicultural education in teacher's manual for "Age 3 - 5 Nuri Curriculum." The criteria of identity, diversity, openness, democracy, and community were used to investigate 1,470 activities relevant to multicultural education in Nuri Curriculum, which was published in March, 2013. The findings were categorized into life theme, contents area and activity type. In the life theme, multicultural contents appeared most in 'my town' and 'my country,' while the least in 'spring, summer, fall, winter.' In the contents areas, diversity, identity and community appeared more than democracy and openness. And, these contents included social relationships. In the activity type, multicultural contents are analyzed the most frequently in 'math activity' and 'sharing a story.'

• Korean Journal of Human Ecology
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• v.6 no.2
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• pp.133-144
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• 1997

Clothing is considered as a means of self-projection in the childhood and children show clear preference on their own favorite clothing on which their latent identity is reflected. Changing sex-role identity, in particular, in the modern complex society specially affects the clothing behavior of children. The purpose of this study is to investigate the clothing behavior of children in conjunction with sen-role identity and home environment variables. This study will provide fundamental information on the clothing behavior in the childhood and be of help in selecting appropriate clothing in accordance with the variation of sex-role identity. Necessary information for this study was obtained through a questionaire. 'Bem sex-role identity inventory' was used to investigate the effect of sex-role identity and the clothing behavior was studied in conjunction with the factors of conformity, dependence, aesthetics and interest. The subjects of investigation are composed of three hundred male and female elementary school students in the 5th and 6th grades. For the statistical analysis of the collected data, percentage(%), mean value(M), standard deviation(SD) and Pearson's correlation coefficient were calculated and t-test, $x^2$-test, and Duncan's multiple range test were performed. The results form this study are as follows : 1. Sex-role identity shows a little difference according to gender, order of a birth and standard of living. This small difference is shown to be statistically insignificant. 2. In clothing behavior in connection with the sex-role identity, statistically significant trend was not found in typical sex-role identity group. However, clothing behavior in modernistic sex-role identity group exhibits statistically significant results in the factors of dependence, aesthetics and interest at the level of P<.001. 3. As concerns the clothing behavior in connection with gender, boy students show statistically more significant tendency in aesthetics and interest than girls do. However, boy students show statistically more significant tendency in aesthetics than girls do in connection with the standard of living. Although the clothing behavior associated with the level of parents education, mother's age and existence of mother's job shows a little difference in mean values, statistically significant trend was not detected. 4. Clothing behavior of the children shows a meaningful correlation between the factors. 5. Through 3-dimensional variables analysis, it is found that there is no mutual interaction between gender, sex-role identity and standard of living on the clothing behavior. The results from MCA supplementary analysis reveal that there is difference according to the gender, sex-role identity and standard of living.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.403-413
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• 2014

This study is to select educational films suitable for enhancing creativity and personality in order to develop educational contents aimed at pre-service early childhood teacher. First, three film critics based on sub-elements of ego-identity selected final 59 films. Next, three education experts classified the 59 films into small groups based on components each for creativity and personality. As a result, first, films classified according to pre-service early childhood teacher' sub-elements of ego-identity, educational components for creativity, and educational components for personality were 8 in job, 7 in religion, 6 in politics, 7 in philosophical life style, 8 in friendship, 8 in relationship, 7 in gender role, and 8 in leisure activity. Second, verifying suitability of film critics and education experts using Delphi method in order to select educational films to enhance pre-service early childhood teacher' creativity and personality based on films was effective in increasing validity of the results of this research.

• Journal of Christian Education in Korea
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• v.63
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• pp.183-219
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• 2020

The purpose of this study is to find out what their professionalism is and how their expertise grows among Christian alternative school teachers. Professionalism refers to the broad expertise such as specific knowledge, skills, and attitudes needed for a particular profession. The teacher expertise is also closely related to the life cycle of a teacher. The present study collected and analyzed the data using a mixed research method that combined a survey and interview. The survey, which involved 276 Christian alternative school teachers, asked about the current teacher's interest, the importance and retention of each element of professionalism, and, in addition, the level of external efforts and help in developing professionalism. The in-depth interview was conducted on 7 Christian alternative school teachers and identified the meaning of teacher professionalism, teacher quality and competencies, and environment for the professional growth. The results reveal that the professionalism recognized by Christian alternative school teachers is rather complex. It includes communication and relationship, calling and identity in addition to the curriculum and instruction expertise that reconstructs the curriculum from a Christian perspective. It is further found that teachers' decision to respond to the calling, subsequent continuous self-development, the teacher community that embodies such calling and efforts, and the school environment where autonomy and responsibility coexist, are equally important for their professional growth. Thus, in order to promote the professionalism of Christian alternative school teachers more effectively in the future, it would be necessary to provide programs that take the teacher's whole life cycle into account and are also directed to teachers themselves rather than to institutions. Considering the emphasis on the expertise in communication and relations, pre-service teacher education should focus not only on developing subject matter expertise, but also fostering communication and relational skills with students and other school community members.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.4
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• pp.161-180
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• 2012

The international standard for the school library suggests that school librarians qualified for librarian and teacher should run the school library. And library assistants should support the teacher librarian to carry out a role as a teacher. Despite the difference of requirements, librarians without teachers' license are under the human resources for school library administration. Furthermore, the job description between the school librarian and librarian is not well-defined in Korea. The different requirements in the library standards and the school library related laws have led to weaken professionalism and social status of librarianship. The condition that teacher librarians are not in the school library have brought the pressure to overcome imperfect functions of the school library and unfairness of educational services. In order to solve these problems, it is necessary to strengthen teacher librarians' qualification system to improve their identity as educational subject specialist librarians. We ought to also build proper foundations of social recognition about librarianship through classifying the types of human resources in the school library into the teacher librarian, library paraprofessional and volunteers. Especially we should hold the job analysis based on administrator, teacher, service, leader, collaboration, and partner.

• Korean Journal of Human Ecology
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• v.24 no.2
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• pp.171-184
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• 2015

This study is aimed at proposing and managing a program to foster married immigrant women who have bilingual-bicultural abilities. Four stages of research processes were followed. Firstly, bilingual teacher training was contemplated field experience and preceding research. Secondly, specialist groups reviewed and verified considerations of content validity. Thirdly, seventeen valid participants were selected and they worked on programs of ten sessions. Fourthly, the effectiveness of the program was verified through a survey of satisfaction. This study has its significance as a program that reflects the theory and reality to establish their identity reinforce the capability and arouse the multi-cultural consciousness.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.245-259
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• 2009

The purpose of this study was to investigate English teachers' perceptions about doing their own action research to find out the benefits of involvement in action research. I believe that teachers should engage in curriculum research and development because it relates to their own classrooms and because a primary aim for teacher education program is to give teachers ways of exploring their own classrooms. I focused on 17 graduate students who had undertaken action research during the fall semester of 2007 and administered a questionnaire about their perceptions of doing action research. The results revealed that their perceptions of doing action research fell into the following two categories, positive and negative aspects. For positive aspects, they experienced a sense of personal and professional growth and they underwent identity transformation from passive, etic-oriented, and uncritical to active, emic-oriented, and critical teachers. However, many of them expressed that major obstacles to doing action research were time constraints and lack of skills or training in conducting action research. Thus, it is suggested that both pre- and in-service teachers should consider conducting a language teaching diary study, doing collaborative action research, and acquiring all the necessary skills for conducting action research.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.95-111
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• 2006

In this study of acculturation strategies and adjustment in Korean-Chinese and Chinese-Korean children, 273 Korean-Chinese and 207 Chinese-Korean were asked about levels of assimilation to the mainstream language and culture, ethnic identity, emotional attitude toward their schools, teachers' support, peers' support, and social distance from the mainstream. Results revealed that separation was the most preferred strategy followed by integration, assimilation, and marginalization for both subject groups. Children categorized by separation strategies reported highest scores in school adjustment variables and lowest scores in social distance. There were some differences between Korean-Chinese and Chinese-Korean children in cultural assimilation, ethnic identity, emotional attitude toward school, and teacher's support. These findings were explained by their immigration history and the uniqueness of each mainstream society.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.227-251
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• 2014

In this study, we explored the preliminary model of multicultural mathematics teacher education to foster mathematics teachers' multicultural competencies. For the purpose, we investigated the multicultural competency of mathematics teachers with a survey questionnaire. We also interviewed mathematics teachers to analyze mathematics teachers' need of teacher education for multicultural mathematics education. In addition to the survey and the interview, we conducted a review of literatures to identify the principles, goals, contents, and methods for multicultural mathematics teacher education. In this research, we have identified 4 principles for multicultural mathematics teacher education: mathematics as culture, respecting diversity and equity, and identity. Under the principles, we presented 6 educational goals of teacher education for multicultural mathematics education. We chose the contents and the methods to promote the multicultural competency of mathematics teachers suitable for educational situation of Korean school. We integrated the principles, goals, contents and methods to design multicultural mathematics teacher education program for in-service teachers. Finally, we discussed the features and benefits of the preliminary model based on situational analysis for multicultural mathematics teacher education. We proposed that follow-up study is necessary to investigate the effect of the model for the future development of multicultural mathematics teacher education model.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.25-44
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• 2017

This study analyzes the relative importance and priorities on the early childhood teacher's rights using hierarchical analysis process(AHP) and suggests the theoretical and practical implications. We conducted the survey of the practitioners and academics in order to provide comprehensive and balanced discussion on the area of early childhood teacher's rights and sub-factors. The results of analyses show that the professional authority is the most important rights of establishing the early childhood teacher's rights. Second, the results show that the rights to guide young children and to decide on a teaching method are more important than other factors in professional authorities. Third, the results indicate that the right to have an their identity and the right of claim for remuneration are more important than others in the Publicness. In the labor factor, the experts emphasize that the right to make union for early childhood teachers is more important than the right of teachers' union for bargaining. These confirm the difference of the perceptions of the relative importance and priority on the areas of early childhood teacher's rights and sub-factors between the practitioners and academics. Based on these findings, we discuss the implications for improving the early childhood teacher's rights.