• Journal of Families and Better Life
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• v.31 no.5
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• pp.143-157
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• 2013

This study used a qualitative research method to comprehensively deal with child care training in depth with the following content: the goals of child care teachers preparing for practical training; how they perform and feel about their roles throughout the training period as child care teachers; and their evaluation after the training period. A total of 10 people participated in the research and the training activities of child care teachers were qualitatively explored based on the results. The research findings are as follows. First, child care teachers have expectations for prospective teachers and take time for self-evaluation while preparing for teaching. Also, child care teachers set a goal of helping prospective teachers develop into outstanding teachers and have expectations for it. Second, child care teachers evaluate prospective teachers by treating them as colleagues while teaching them. Furthermore, child care teachers consider themselves as educators who train and produce child care professionals. Prospective teachers define their roles as assistants and learners in the actual educational scene. In addition, child care teachers feel a sense of pride by performing as hands-on training teachers. At the same time, they reflect on themselves by evaluating their duties as educators in their relationships with prospective teachers. Third, child care teachers suggested the need for changing the training system for themselves and prospective teachers after training. In addition, they argued that the gaps between school education and the actual educational scene should be reduced through solid training for acquiring new knowledge and information in both places in accordance with the rapidly-changing child care environment. Finally, the suggested the necessity of establishing a standard training curriculum and educational programs within their institution.

• Journal of the Korean Dietetic Association
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• v.17 no.4
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• pp.403-415
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• 2011

The present study was performed to evaluate the job training needs of school nutrition teachers in order to enhance their specialty. Three hundred and forty questionnaires were distributed to school nutrition teachers working at primary and high schools in the Gyeongbuk area while 45 were distributed to professors during 2010~2011. Three hundred and two questionnaires from school nutrition teachers and 33 from professors were returned and analyzed. The rate of teachers practicing nutrition education was 54%, and the educational content was obtained mainly from the internet. The top three problems the teachers encountered were 'lack of standardized educational materials', 'inexperience of teaching', and 'insufficiency of expert knowledge'. The teachers recognized 'training program' as the best solution. However, the job training program operated immediately after teachers were appointed scored only 3.03 out of 5.00. Important contents of the training program ranked highly by the teachers were 'development of education materials', 'nutrition counseling', and 'teaching method'. The professors included 'expert knowledge' in their top three contents. Both the teachers and professors agreed to increase the frequency of 'practice' in training methods. Other factors the teachers considered to be important were high quality, diversity, ability of the instructor, training cycle, and the institution in charge. From these results, it can be concluded that efficient job training programs are needed for school nutrition teachers according to the importance of the education contents and training methods. It is therefore suggested that a cooperation committee be composed of an educator, educatee, and related personal in a local education office in order to operate the program.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.77-96
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• 2017

This study seeks to examine current status and issues on primary education environment and teachers in Cambodia, a country that has a poor education environment and low educational achievement I analysed the features and limitation of education. Major findings revealed the primary school students' low accessibility on education and poor competencies and qualification of primary school teachers, which have hindered a quality of education in Cambodia. Central implications were produced to improve the quality of education and training system for primary school teachers. First, sustainability should be embedded from the initial design to the performance evaluation of the projects. Second, we should carry forward a customized training project that can meet the needs of primary school teachers in Cambodia. Third, the Education ODA project should be institutionalized into the national mechanism of the credit accreditation system, including the incentives of participating. Fourth, in-service training should ensure the inclusiveness and accessibility for the disadvantaged in remote areas. Fifth, short-term workshops for teachers should be avoided, but intensive programs including mentoring should be expanded. Finally, we should support the establishment of autonomous teacher- learning communities based on school level across the Cambodia, which could establish the social capital of the teaching profession in a long term.

• 대한공업교육학회지
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• v.39 no.1
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• pp.102-127
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• 2014

The purpose of this study is to develop a training program on smart education for teachers, which will contribute to establishing and promoting smart education in schools. To achieve the purpose, researchers set up a process composed of five phases: analysis, design, development,s implementation and assessment. For details of the training program, analysis was conducted on areas such as environment, learners and assignments, and the results were used to design the five subjects - theory and practice of smart education; use of smart education platform; solutions for smart teaching and learning; case studies of smart education; and smart education practice and addiction to smart devices - and 12 learning assignments. Training materials for teachers taking the program and teaching materials that can be used by teachers in schools were developed based on the results of requirement analysis and program design. For the assessment, 72 teachers from elementary and middle schools in D city participated in the training program of through the smart education research centers designated as an in-service training center for teachers. The program was finally completed by incorporating assessments of the participants and consultations with experts. The discussions made in the process of the program development will provide suggestions for future development of training programs on smart education for teachers.

• Culinary science and hospitality research
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• v.20 no.4
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• pp.239-252
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• 2014

This study aimed to identify the influence of a nutrition teacher's servant leadership on cooks' empowerment and organizational commitment in school organization. For this purpose, this study selected 288 cooks working in elementary, middle and high schools located in Daegu city, and conducted a survey toward them. The collected data were analyzed with the frequency analysis, the reliability verification, the correlation test, and the multi-regression analysis. As the results testing the hypotheses, the following 3 hypotheses were chosen as valid ones. First hypothesis: A nutrition teacher's servant leadership will positively(+) influence on cooks' empowerment. Second hypothesis: A nutrition teacher's servant leadership will positively(+) influence on cooks' organizational commitment. Third hypothesis: A cook's servant empowerment will positively(+) influence on his/her organizational commitment. Therefore, nutrition teachers should exercise their servant leadership so that cooks can be responsible for the quality of school meals and perform their work on the basis of autonomy and creativity. In order to perform the role of a servant leader, nutrition teachers will need to continually get various educational, training programs for enhancing their servant leadership.

• Journal of the Korean Dietetic Association
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• v.14 no.3
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• pp.243-258
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• 2008

This study was conducted to gather basic data on the tasks and roles of nutrition teachers by analyzing the changes inwork importance, performance frequency, and organizational environment after dietitians were transposed to nutrition teachers. E-mail surveys were sent to 100 newly assigned nutrition teachers who previously served as dietitians in Gyeonggi province. A total of 72 teachers responded to the survey. The respondents were asked the importance and frequency of 9 work-related duties performed as a dietitian and nutrition teacher, respectively. They were also surveyed regarding their satisfaction perceptions for 5 organizational changes. The majority of respondents were 36 to 40 years old (48.6%) and had 10$\sim$20 years of work experience (58.3%). Significant differences were found for work importance after changing to the role of nutrition teacher (p<0.001). In addition, work performance frequency differences were found for the categories of nutrition education, nutrition counseling, and dietary guidance. These results were attributable to the differences in work importance and performance frequency by now being a nutrition teacher rather than a dietitian. The respondents had increased satisfaction levels after changing from dietitian to nutrition teacher (p<0.001) in terms of 'pride for change in work', 'satisfaction level for pay', and 'satisfaction level for change in the organizational environment'. In order for nutrition teachers to have effective work performance, 'personal capabilities' and 'school manager support' should be coordinated. Overall, the results of this study suggest that effective training programs should be developed for nutrition teachers they can effectively complete newly assigned work tasks.

• 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 Journal of Korean Association of Computer Education
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• v.20 no.2
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• pp.23-34
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• 2017

Information ethics, which is closely related to changes that occur in information technology, had been comprised of one unit ever since the curriculum was revised in 2007 from whence 'informatics' was established as the first course, and has remained so even after the curriculum was revised in 2015. The purpose of this study was to analyze the degree of content knowledge required of informatics teachers who will teach information ethics by distinguishing the subject from general ethics, and to grasp the status of information ethics education at graduate schools of education. In order to achieve this, the information ethics questions of the informatics teacher appointment exam from years 2002 to 2015 were analyzed as well as the curriculums of 32 graduate schools of education. The results of the study revealed that, first, questions related to information ethics were included in 10 exams, since the 2004 exam. Second, questions related to dysfunction were mainly addressed from the beginning of administering the exam but since 2010 many items related to copyrights, information security, and various addictions were added. Third, 11(33%) of the 32 graduate schools of education with informatics teacher training provide information ethics courses. This study is meaningful in that it will help to better understand the changes needed to update the information ethics related questions of the informatics teacher appointment exam, and to present a direction for information ethics education at graduate schools of education.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.277-290
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• 2010

This study reviewed elementary school teachers' opinions on the integrated curriculum in terms of the 2007 curriculum draft revision, as well as surveying their requests in regards to the 2009 curriculum draft revision. This study was conducted by means of questionnaires with 183 elementary school teachers. Most agreed that a theme-based-integrated curriculum was better than studying separate subjects, but most also argued that it takes considerable time reorganize and implement the integrated curriculum. Successful implementation also requires further teachers' training and their cooperation. The theme-based texts have already been in use from 2009 for first and second grades. Teachers prefer training courses which focus on the integration of the subjects, understanding the nature of each subject and sharing ideas and tips. Such training can assist in identifying the gaps between the curriculum plans and real classroom applications. Furthermore it can present clear guidelines to help ensure that the curriculum is organized effectively and well managed. Networks of specialized personnel or programs were also found to be very good resources both in and out of school.

• 대한공업교육학회지
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• v.42 no.2
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• pp.47-66
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• 2017

As the necessity of humanistic education has recently been socially emphasized, aptitude and character test has been conducted in the stage of training instructors to focus on making them equipped with proper ability of humanistic education. Especially, considering characteristics of students in specialized high schools with stronger negative concept of ego along with higher proportion of students looking for job in early ages compared to regular high schools, instructors in specialized high schools need to pay more attention on humanistic education of students compared to those in regular high schools. Therefore, this study has developed social emotion learning (SEL) of preliminary teachers in specialized high schools and analyzed the influence of developed programs on characters in teaching positions of preliminary instructors in specialized high schools. In this study, ADDIE model has been used developing SEL programs, and developed programs were comprised of total six sessions. Social emotion learning has been performed on 27 preliminary teachers in experiment group, and regular academic education courses were given on 30 preliminary teachers in control group. At this time, as for class contents, 'self-recognition' has been dealt with in the first and second sessions followed by 'self-management' in the second and third sessions, 'adjustment in relationship' in the fourth session, 'responsible decision making' in the fifth session, and 'personal relationship' in the sixth session. Classes have been conducted for 90 minutes in average. Since intentional sampling method has been used in this study, difference of pre-scores between groups might influence on the difference on post-scores. Therefore, ANCOVA that adjusted the pre-scores to be consistent has been utilized. As a result, there was a significant difference on the post-scores in characters in teaching positions between experiment group and control group.