• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.451-459
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• 2019

Various policies have been implemented for human resources development in preparation for future society. Among the policies, STEAM education, SMART education and SW education are representative examples. In order for these policies to be implemented effectively in the school setting, teachers' positive perception and teaching competency are required. In consideration of the importance of pre-service teacher education, this study analyzed the current status of elementary pre-service teachers' perception and teaching readiness on STEAM education, SMART education and SW education, and sought implications that can be reflected in pre-service teacher education. The results of the study showed that the pre-service teachers' perception on the necessity of each policy was very high, and the understanding level of each policy was relatively high. Compared with this, it was found that pre-service teachers lacked training experience related to each policy, and the level of readiness for teaching was very low. As the most important task to be solved, many pre-service teachers selected the implementation of teacher education and seminars, and the distribution of instructional programs and materials. As the result of analyzing the difference according to pre-service teachers' individual characteristics, differences were found according to the level of their ICT utilization ability. Based on the results of this study, implications to be reflected in pre-service teacher training processes were suggested.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.1-19
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• 2015

The study explored teacher's perception towards collective teacher efficacy and barriers in the integrative education by teaching levels and gifted education experiences. A total of 241 teachers answered the collective teacher efficacy scale and survey of teachers' perceptions towards barriers in the integrative education, which responses were analyzed by teaching levels (elementary/secondary level) and gifted education experiences (yes/no) in using the ANOVAs and Pearson correlation. Results indicated that there was no differences in collective teaching efficacy by teachers levels and gifted education experiences. On the other hands, there were significant differences in teacher's perceptions towards barriers in the integrative education by teaching levels and gifted education experiences. For these results, this study analyzed the possibile reasons, which based on the specific characteristics of educational fields and suggested the supportive ways in promoting for the successful application and settlement of the integrative education.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.53-64
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• 2013

This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.732-745
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• 2017

The purpose of this study was to analyze the influence of collective self-esteem on teachers' job stress. For the study, 223 teachers in elementary school, junior high school, and high school were selected and data on teachers' background variables, collective self-esteem, and job stress were collected. The relationship between variables was analysed by using multiple regression analysis. The results were as follows: The job stress of teacher was significantly different according to teacher's gender, school level, and career experience. When the influence of background variables was controlled and multiple regression analysis was performed, the group self-esteem of teachers had a great influence on mitigating the perception of job stress. Particularly, it was shown that private collective self-esteem and importance to identity are the most important factors in mitigating job stress perception among the sub-variables of collective self-esteem. These results showed that it is an important task for our society to find an effective way to elevate the teacher's collective self-esteem. Teachers' collective self-esteem is expected to play a positive role not only in mitigating job stress but also in enhancing self-fulfillment and personal self-esteem of teacher.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.169-188
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• 2016

The purpose of this study was to examine the influence of religious maturity of Christian teachers in child care centers on teacher-infant interaction, emotional labor and emotional intelligence. The survey was conducted on 173 Christian teachers of early-child classes who work in child care centers in Gyeonggi-do province. For the research analysis, frequency and Cronbach's ${\alpha}$ coefficient were calculated and regression analysis were conducted. The results are as follows. First, the affective and volitional factors from religious maturity of Christian teachers in child care centers have had a positive influence on the overall teacher-infant interaction. Second, the affective factor from religious maturity of Christian teachers in child care centers have had a negative influence on outward behavior, which is the lower variable of emotional work, and a positive influence on inner behavior. Third, the volitional factor from religious maturity of Christian teachers in child care centers have had a positive influence on perception of self-emotions, perception of others' emotion, emotional application, emotional control, and emotional intelligence overall.

• Journal of the Korean Society of Industry Convergence
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• v.13 no.3
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• pp.183-189
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• 2010

The purpose of this study was to examine the Industrial High Schools Technical Subjects teachers' perceptions and attitudes toward sustainable development(SD). The instrument consisted of totally 12 items. The subjects of this study were 98 Industrial High Schools Technical Subjects teachers. The period of survey is from June 23 to July 15 of 2010. The questionnaire included items asking whether they heard about terms such as sustainability or sustainable development, the source of information on SD, the level of understanding or the urgent task 2 for SD in Korea. Result of survey is following. First, Teacher thought that urgent task for SD is conservation of natural environment. Second, Most of the teacher consider the concept SD as 'pursuing the balance between environmental protection and economic development, and some of the teachers recognized the concept of SD in the paradigm of continuous economic development. Third, half of teachers have not heard terminology of SD .and 80% of them have not conducted ESD. Fourth, a few of teachers replied that obstacle of ESD is shortage of teacher's professionalism.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.51-70
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• 2022

Objective: In order to promote the rights of childcare teachers, there is a need to identify problems and demands about the rights of childcare teachers. Therefore, this study sought to examine the perception of childcare teachers' rights in order to identify the concepts of teacher rights. Methods: This study used the concept mapping method to identify the concepts of childcare teachers' teacher rights and interpreted these concepts utilizing the multi-dimension analysis method. Results: As a result of interviews from eight childcare teachers, 37 statements were derived. The result of similarities evaluated by 28 childcare teachers showed that 37 statements about teachers' rights consisted of two dimensions and four clusters (direct-indirect and indoor-outdoor of day-care center). Conclusion/Implications: This study suggested that direct and indirect efforts are needed to enhance the rights of childcare teachers and that change is necessary not only within daycare centers such as the principal but that change is also necessary outside daycare centers such as at government agencies in relation to daycare teachers's rights.

• Educational Technology International
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• v.20 no.1
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• pp.109-135
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• 2019

Rapid development of educational technology requires fundamental changes not only in the form of instruction and role of teachers in school education but also in the competency development of students. Specifically, the emergence of new technologies such as makerspace, virtual reality (VR), and robotics has made it more challenging for teachers and students in the 21st century. However, even with the argument for the changes, less has been discussed about how much in-service teachers are aware of and how they are preparing for such changes. Therefore, this study intends to explore what would be required to students and teachers, and for instructional changes with more technologies available through the lens of elementary school teachers. The study results suggest, similar to previous studies, in-service elementary teachers recognize that student competencies such as creativity, collaboration, communication, and problem-solving skills are important. They also perceived that teacher change in role and attitude, and for instructional method and classroom culture are crucial as catalysts of change. Unique and interesting finding from this study is about the importance of nurturing digital citizenship in technology-infused learning environment. The digital citizenship has been less highlighted in the past, but this study revealed it should be treated as a priority.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.389-402
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• 2021

The purpose of this study is to examine early childhood teacher's perception and current implementation toward autonomy and to provide basic data for related research. The survey was conducted with 121 public and private kindergarten teachers. The study results are as follows: First, as for teachers' perception of autonomy, the majority of the survey respondents answered that "I am very interested in the concept of autonomy and have tried to practice it." In terms of areas for which they expect to be given autonomy, "autonomy in developing and operating education plans" was most answered. Second, as for teachers' practice of autonomy, teacher autonomy was answered most for "work and operation" in the development and implementation of education plans among "institutional autonomy." In terms of communication between parents and the local community, "operation of the kindergarten website" and "operation of teachers' personal e-mail" were most answered. In addition, "participation in teacher training" was most answered for the development of teachers' expertise, and "interaction with infants" for "autonomy in educational activity." Lastly, it is expected for follow-up research to perform case studies to understand the context of the implementation of teacher autonomy.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.85-102
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• 2010

The purpose of this study is analyzing newly the role of the educare teachers by finding the teachers' subjective perception on their duty and understanding its feature. With the research, I'd like to present the fundamental materials for re-training and education for specialty. I Q-sorted 17 teachers based on the 36 statements which had been selected carefully. The results are following. The first type is the teacher who is aiming the specialized education. The teacher of this type needs to have the comprehensible knowledge on the child-development and seeks the teacher's specialty with self-supervision and study group. The second type is the teacher who is pursuing safety and protection for the children. The teacher of this type considers safety and cleanness very important and thinks that he or she should take care of the children by the cooperation with parents. The third type is the teacher who is heading for everyday's life and improvement. He or she thinks that teaching the child daily life is significant and by it, the child should grow up. The results of the research show us 3 points. The first, we need to re-design training program for the educare teachers. The second, we should prepare the manual for the teachers in accordance with the infants' growing-up. The third, we should understand the teacher's type and train him or her in accordance with the type.