• Journal of the Korean Society of School Health
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• v.5 no.1
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• pp.74-83
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• 1992

The purpose of this study is to provide the basic data in developing environmental education curriculum by searching the consciousness junior-high school teachers in Seoul. 28 junior-high schools in Seoul were randomly selected and again selected 547 teachers to answer this questionnaire. The major findings of this study are as follows; 1. Teachers recognized the seriousness of environmental problems in the national level(about 54%) and Seoul level(about 90%) 2. Teachers recognized the need of environmental education at junior and high school(85%). 3. Only 17.5% of respondents marked to be selected Environmental Education at the 6th curriculum revision in their school. 4. If Environmental Education was selected at the 6th curriculum revision, about 58% of respondents recognized that Environmental Education Teacher should be responsible Environmental Education course. 5. If Environmental Education course was not selected at the 6th curriculum revision in their school, about 45% of respondents recognized that Environmental Education course should be done the whole subjects. 6. About 57% of respondents recognized that effective method of Environmental Education should be used audio-visual material. 7. About 25% of respondents recognized that environmental education should be prevented by Enterance-exam oriented education. Several improvements should be made on the following aspects; 1. At the 6th curriculum revision, Environmental Education course should be selected a required course. 2. At the Collage of Education, Environment-related course should be established. 3. Programs of environmental education should be urgently designed and improved so that teachers can proceed it more effectively.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.193-207
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• 2017

The purpose of this study was to investigate pre-service elementary teachers' attitudes towards science teaching using 'Dimensions of Attitude Toward the Teaching of Science (DAS)'. After confirming the factors and reliabilities of the translated questionnaire by pilot test (N=68), the survey was administered online at one national university of education in Korea (N=527). The pre-service teachers generally thought elementary science education is important and did not believe gender difference in students and in teachers. Science education majors than other majors, males than females, and those who completed high school science track than humanity track had more positive attitudes toward science teaching in elementary school. The extent of teacher education curriculum completion had a little effect on the pre-service teachers' attitudes toward science teaching. The implications for teacher education were discussed.

• Journal of Korean Home Economics Education Association
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• v.11 no.2
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• pp.39-50
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• 1999

The aim of this study is to identify needed consumer education changes through the analysis of the consumer education in elementary schools. The findings of this study are：1. The current situation of elementary school consumer education was examined through analysis of the curricula of elementary schools. 2. Teacher attitudes and perceptions toward elementary school consumer education were also examined. Although the elementary school teachers clearly understood the importance of consumer education, the problem is that a training workshop or program has not been provided for them. This deficiency needs to be addressed quickly. 3. The third part of the study consisted of an analysis of the curriculum of the 11 Teacher’s Colleges in Korea. This partof study revealed that consumer education was not systematically addressed at Teacher’s Colleges. This finding suggests that it is important to have an included with other opening lecture on consumer education, cultural subject. The content of the consumer education must be positively emphasized and applied systematically.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.89-106
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• 2009

The purpose of this study was to investigate the perspectives on curriculum of secondary school home economics(HE) teachers, the HE teacher efficacy level, and the correlation between their perspectives on HE curriculum and the HE teacher efficacy. A questionnaire survey was carried out to the 500 HE teachers from middle and high schools across the nation, 215 questionnaires were used in the final analysis. The findings of this study were as follows: First, most of HE teachers had the biggest interest in interpretative perspective and some teachers had a interest in critical perspective. On the other hand, a few teachers only had a interest in technical curriculum perspective. Second, HE teachers who worked in the big cities tended to be more interested in interpretative perspective than those who worked in small cities. HE teachers from 25 to 40 years olds tended to be more interested in critical perspective than those who were more than 50 years old. Also, HE teachers with less than 15 years of experience tended to be more interested in critical perspective than those who had worked for more than 15 years. Third, the average of the HE teacher efficacy level was 3.69. The efficacy level of studying support was the highest. Then came class support, environment support, instruction strategy, and demands alternation in order. Fourth, there was moderate correlation between the interpretative perspective on curriculum of middle and high school HE teachers and teacher efficacy level in comparison with other curriculum perspectives.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.127-136
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• 2017

The purpose of this study is to explore some directions and alternatives for reforming the school education system, which is one of the core policy agendas of the Korean society that has met the upcoming 4th industrial revolution era and intelligence information society. Korean school education is a supplier-oriented system that does not take into consideration student's individual needs and aptitudes, and maintains uniform educational and learning practices while strengthening the characteristics of factory school model of the early 20th century. Especially, according to the excessive follow-up of the college entrance examination of the people the de-contextualization of knowledge and the instrumentation and learning of the education has been deepened. For the reform of the education system, first, it should transform the curriculum delegation system from the current administrative to teacher-based system. Second, we need to dismantle the bureaucratic corps of teacher that erodes the autonomy of the teacher and should establish the professional teacher system. Third, we should overcome egoism of each curriculum territory and reform the teacher education system. Fourth, it is necessary to overhaul the system of education and administrative bureaucracy as well as to overhaul the system of educational law. Fifth, it is necessary for the school administration to provide more effective communication between learners and teachers.

• Journal of Contemporary Eastern Asia
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• v.19 no.2
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• pp.197-215
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• 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.

• Journal of Korean language education
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• v.29 no.2
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• pp.181-208
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• 2018

The aim of this study is to design a Real-time video Korean curriculum. Curriculum using real-time video, which is a variant of distance learning, teaches Korean to students studying in distant places through real-time video communication program. This is expected to supplement the lack of interaction in existing video classes and enable online simultaneous interaction, while increasing learning opportunities for Korean language students living in distance places. To find out the needs of the subjects for the curriculum design, this study conducted a one-on-one interview with 9 female married immigrants who are enrolled in the Cyber University which is opening a curriculum later. According to the survey, the students answered that they have a high intention of attending classes if the lack of interaction in existing distance classes are supplemented. Therefore, we could confirm the demand of a curriculum consisting of an overall real-time video education and multilateral individual connection. Also, we found out that there is a demand in performance rather than comprehension and a high demand for detailed feedback from the teacher. The result shows that the curriculum needs to establish performance-oriented contents to progress to an advanced level Korean Language, and include a study plain comprising of real-time interaction.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.1-12
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• 2010

The present study attempted to explore the possibility of improvement of the computer education curriculum in graduate school of education in Korea. This study compared the computer education curriculum in graduate school of education in Korea with the ICT PGCE in the UK. The results of the study are as follows: All 5graduate school of education regarded their role as producers of teachers and teacher re-trainers. It is necessary to identify characteristic educational curriculum by their different role. The courses for subject content were more important than those for subject pedagogy. The subject pedagogy such as teaching and learning theories related to the computer education should be selected more frequently as the subject content. The course mainly consisted of only four weeks field experience. For potential computer teachers, it should be emphasized to practice fields works in schools.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.510-518
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• 2007

In many countries, secondary school science is no longer solely for those destined for careers in science, medicine or engineering and both boys and girls study biology, chemistry and physics. In Japan, secondary science has been studied by boys and girls as a compulsory subject since the establishment of the modem school system in the late 19th Century. However, although 'science for all' is becoming the norm, it appears that science is less popular with girls than it is with boys, and that lower-attaining students are not adequately catered for in Japan and elsewhere. In this paper, the author investigates gender issues in the secondary science curriculum and examines the curriculum for future scientists using a historical perspective and focusing on the case of Japan. An analysis of two historical issues, gender and the curriculum for future scientists, found that, firstly, the science curriculum needs to contain a clear statement of its aims, and, secondly, that the secondary science teacher is one of the most important factors influencing science teaching particularly for girls. ost important factors influencing science teaching especially for girls.

• The Mathematical Education
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• v.54 no.2
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• pp.195-206
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• 2015

The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.