• English Language & Literature Teaching
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• v.15 no.4
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• pp.237-264
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• 2009

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting. It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners. Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices in English language learning classrooms. The results of the study are as follows. First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level. There was a lack of consistency between the teachers' feedback practices and the learners' error types. Second, for the phonological errors, learners' data witnessed the most frequent uptake on recast. For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback. Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher. The teachers' feedback perception and preferences did not consistently reflect their actual practices. Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level. Teachers' and learners' expectations of corrective feedback were also compared and some mismatches were detected.

• Journal of Korean language education
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• v.29 no.1
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• pp.139-161
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• 2018

This study aims to investigate factors that are important for Korean language faculty and learners in Thai universities with focus on factors that constitute characteristics of desirable Korean language teachers. This study also analyzes the difference in perception between the faculty and learners to enhance the qualities of Korean language teachers in Thailand. The demand for Korean language learners is explosive in Thailand as Korean language has been adopted as a college entrance examination subject since the 2018 school year. As a result, the Thai government has increased the number of Korean language education institutions to reflect the rapidly increasing demand of Korean language learners, but Korean language education in Thailand has only achieved quantitative growth and has made little in the way of qualitative growth. In this respect, it is meaningful to compare the qualities of the Korean language teachers in the Korean language faculty of Thai universities with the qualities that learners perceive Korean language teachers should have, which ultimately can enhance the quality of Thai Korean language teachers and help the learners to learn more effectively.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.15-28
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• 2000

The purpose of this study were to identify consumer educational needs of elementary school teachers and to analyze the factors affecting it. The data for the analysis were collected by structured questionaires and consisted of 253 elementary school teachers living in Taegu city. The descriptive statistics, t-test and one way ANOVA with Scheffee test were used to analyse the data. The following is summary of major findings. 1. Teachers though that the topics related to environment protection and consumption value were the most important in the consumer education of elementary school among the five topics. These topics were also very emphasized in the current elementary school curriculum. The topics related to consumer citizenship and buying were ranked as the highest scores of the educational needs of teachers. Therefore these topics should be emphasized in the future consumer education curriculum of elementary school. 2. The age, sex and period of educational career of teacher. teacher’s perception of student’s and teacher’s interests about consumer education and teacher’s wants of on-the job traing were found to be the factors affecting consumer educational needs of elementary teachers.

• Korean Journal of Child Studies
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• v.26 no.1
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• pp.169-182
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• 2005

Influence of parenting, peer relationship, and teacher's support on the development of children's self-concept was assessed in Korean and Korean-Chinese elementary school students. Subjects were 280 Korean children in Korea and 210 Korean-Chinese children in Shenyang, China. The Self-Perception Profile for Adolescents(Harter, 1988), Parenting Practice(Cho et al., 2001), and 4 items from Social Support(Koo, 2000) were used to measure self-concept, parenting, and peer relationships, respectively. Data were analyzed by Pearson's correlation, factor analysis, and multiple regression. Results revealed differential influences between the two cultures : Korean children's self-concepts were significantly influenced by his/her peer relationships and teacher's support while Korean-Chinese children's self-concepts were influenced by teacher's support and parenting.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.401-409
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• 1996

In this study, the perceptions of science classroom climate were investigated for 360 elementary and middle school students in mixed classes. The instrument used was an adapted version of the Student Perception Questionnaire (SPQ), which consists of five elements-Participatory Climate, Personalized Interaction, Student Assertiveness, Positive Teacher, and Negative Teacher. The results indicated that the gender differences in the perceptions of the Participatory Climate and the Positive Teacher were not significant for middle school students. However, the differences were found to be significant in the perceptions of the Negative Teacher, the Personalized Interaction and the Student Assertiveness, which measure the climate for the individual student. On the other hand, elementary male and female students did not significantly differ in the perceptions of science classroom climate except one item on the Participatory Climate. Educational implications are discussed.

• Journal of Engineering Education Research
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• v.21 no.3
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• pp.38-45
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• 2018

The purpose of this study is to analyze the change of perceptions and images of teachers about engineering, according to practical training in laboratories of engineering research institutes. For this purpose, 149 elementary and secondary school teachers were surveyed before and after visiting the engineering research institutes and examined the perception of engineers and engineering. Through this teacher training program, perceptions and images of most teachers are changed positively and they can understand practically about engineering, and related fields. The results of this study can be used as basic data for the development, operation, and expansion of teacher training using advanced science and technology research institutes with excellent human and material resources.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.1-9
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• 2016

Many studies have been conducted for a relatively short period of time since the introduction of flipped learning in the country. However, most research focuses on the ways of flipped learning and its efficiency, hence, the perception of the teacher about flipped learning has not been studied yet. In this study, to investigate the teacher's perception of flipped learning, 1,038 teachers conducted the survey which consists of three areas such as their understandings of flipped learning, their using patterns and their expectations of flipped learning in the future. The results showed that teacher's understanding and using state of flipped learning was not that high. Also, they were very cautious of using flipped learning for their class. Based on the results, the activation plans of flipped Learning were also proposed.

• The Journal of Korean Association of Computer Education
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• v.22 no.4
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• pp.11-20
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• 2019

This research aims to investigate elementary school teacher's perception and needs of computer and information literacy education to provide basic materials so that computer and information literacy education converges with related subject and can be done in various educational contexts. In order to achieve the goal for this research, we conducted an online questionnaire survey on the current status of teachers, the perception and status of convergence education for computer and information literacy, and the needs for convergence education for computer and information literacy. As a result of the analysis, when the teacher majored in computer and information education or had experience in software education, the percentage of respondents who said that it is possible to converge for computer and information literacy is high. Also, It was found that the burden of following the class progress according to the curriculum was high. In the school environment, preparation for software tool was found to be insufficient. we suggested the strategic implications in terms of education direction, teacher training, education program, and learning tool based on the analysis results.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.39-53
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• 2019

In the era of the Fourth Industrial Revolution, improving computational thinking to solve problems by smoothly operating and utilizing software. Therefore, the ministry of education has introduced systematic SW education into public education as a revised 2015 curriculum with the aim of raising computational thinking. In order for SW education to be systematically stabilized at the school site, the teaching ability of the teacher must be supported above all. For this purpose, the government is promoting 'SWEET' for improvement of the elementary pre-service teachers' SW education program. However, even if the policy is pursued, there is a tendency to take measures to improve the teaching and learning methods in the field later, and since the subject of change in education is the teacher, it is necessary to grasp the reco-gnition, experience of teachers. This study analyzed qualitatively perception and experience of elementary pre-service teachers about SW education and suggested design guidelines for pre-service teacher training such as providing various learning examples.

• The Mathematical Education
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• v.62 no.2
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• pp.195-209
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• 2023

This study examined the effect and structural relationship of math teachers' teaching ability and class activity types on learners' value perception, confidence, and interest of mathematics at the student level and teacher level. To this end, data from 2nd graders of korea middle school in TIMSS 2019 were applied to the multilevel structural equation model. As a result of the analysis, the teaching ability of math teachers had a positive effect on value perception, confidence, and interest of mathematics at the student level and teacher level. Also, math value perception and math confidence had a positive effect on math interest. and it was confirmed that the teaching ability of math teachers indirectly had a positive effect on math interest by mediating math value perception and math confidence. In addition, the math class activity of applying what was learned to problems had a positive effect on math value perception, but it had a negative effect on math interest. and the class activity of the same ability group had a positive effect on math confidence and math interest. This study presents meaningful implications for math classes in the school field through a multilevel analysis of the student level and the teacher level.