• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.406-414
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• 2019

The purpose of this study was to investigate how educational experience (teaching experience, experience participating in the Teacher Learning Community, curriculum training experience, and innovative experience working in school) of elementary school teachers affects the recognition and execution of curriculum and textbooks. For this purpose, the results of a questionnaire survey for elementary school teachers were analyzed by performing T-tests, One-Way ANOVA, correlation analysis, and regression analysis. The results were as follows. First, according to the teacher's educational experience, there were statistically significant differences in the recognition and execution of curriculum reorganization, and the recognition and dependence on textbooks. Second, there were statistically significant correlations among such variables as recognition and implementation of curriculum reorganization, and the recognition and dependence on textbooks. Third, the teacher's educational experience had a significant impact on curriculum reorganization and the dependence on textbooks. Curriculum restructuring in elementary schools is not an end in itself. What is also needed is to find and implement the best class plans for promoting the .meaningful growth and development of elementary school students. This study suggests that the dependence on textbooks should be lowered and the curriculum should be actively reorganized, and teachers should develop their expertise based on extensive educational experience.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.113-123
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• 2005

This study compared student teachers' perceptions about teaching practices and the current state of practice teaching before and after practice teaching. Subjects were 96 students at three-year colleges in Suncheon, Jollanam-do. The survey used a questionnaire, 'kindergarten teachers' recognition of practice teaching and the current state of practice teaching,'(Woo and Choi 2004), revised for this research. Differences were observed in mean scores between before and after practice teaching(t=4.30, p<.001). In sub-areas, significant differences were observed in the role of student teachers, the contents of teaching, support system, evaluation and preliminary guidance(p<.001), but not in the evaluation of practice teaching and student teachers' attitudes(p>.05). This information should be beneficial for teachers' colleges in preparation of practice teaching programs.

• Journal of the Korea Society of Computer and Information
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• v.24 no.6
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• pp.199-204
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• 2019

This study found out the influence of CCTV recognition and Self-efficacy on job satisfaction for 275 child care teachers working at daycare centers in Chungcheongbuk-do Province, and verified the regulation effect of Self-efficacy in the process. SPSS(Statistical Package for Social Science) 22.0 was used for data analysis. The results of the study are as follows: First, it was found that factors such as the guarantee of child's right, the guarantee of teachers' rights, and the self - efficacy were influential factors on the job satisfaction of the child care teachers. Second, it has been confirmed that the guarantee of teachers' rights and self-efficacy on the job satisfaction of child care teachers have a regulation effect. This study can be meaningful in that it provided basic data to enhance the quality of child care services by analyzing the factors of influence on the job satisfaction of child care teachers and presenting specific measures accordingly.

• Journal of the Korean Society of School Health
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• v.24 no.2
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• pp.141-154
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• 2011

Purpose: The purpose is to provide basic information for establishing improvements on performance-based pay's evaluation method of health teachers. Methods: For subjects, 200 teachers at public elementary schools and 200 health teachers at public elementary schools in Gyeonggi-do were conveniently sampled, and then surveyed through a questionnaire. The questionnaire was to recognize recognition of teachers working under the teacher's performance-based pay system, which was quoted in the questionnaire of Choi ji-hye (2005) and Lee mi-gyeong (2008). Inquiry for the recognition of teachers on evaluation of health teacher's performance-based pay system and improvements on the performance-based pay's evaluation method of health teachers were used after consultation with five incumbent health teachers and a review with the thesis director. Results: The performance-based pay's evaluation method of health teachers has the same method with general teachers in schools, so it is not fair to evaluate the performance of health teachers. The ways to improve the performance-based pay evaluation method of health teachers is as follows: first, the approval on improving 'the number of class hours' which is a detailed item of a teacher's performance evaluation criterion to 'the number of health lesson hours per week and the number of students visiting the school infirmary per week'; second, improving 'life guidance' into 'counseling results of medically-treated students, parents of students and personal hygiene guidance'; third, improving 'a teacher in charge' into 'awarding of points by being recognized as a health teacher in charge of all students and considering the economic situation of the region,; forth, improving 'difficulty of position' into 'the number of health-teacher's annual promotion task items and the treatment number of issuing and receiving of official documents', and improving the 'task difficulty' into 'importance and urgency of emergency patient management, risk level and urgency of infectious diseases and avoiding work in charge' appeared to be more than 90% respectively. Conclusion: The performance-based pay system of teachers being carried out every year should be executed by preparing fair evaluation criteria suitable for task properties and the role of health teachers with different evaluation criteria compared to general teachers.

• Korean Journal of Community Nutrition
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• v.14 no.4
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• pp.430-440
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• 2009

This study was carried out to investigate the perception on nutrition labeling of the processed foods among elementary school teachers in Busan. The survey was conducted from November 1 to November 30, 2008 by questionnaires and data which were analyzed by SPSS program. The results are summarized as follows. Ninety five point seven percent of the male teachers and 98.2% of the female teachers recognized the nutrition labeling (NL). The necessity of a NL system and comprehension of NL were higher in the female group than the male group. NL was trusted by 22.9% of male teachers and 19.7% of female teachers. The main reason for checking NL of the teachers was for food safety. For the most important NL items at purchasing the food, the teachers replied 'trans fatty acid' and 'cholesterol'. Five point seven percent of male teachers and 17.0% of female teachers were educated for NL. Seventy two point nine percent of males and 91.0% of females recognized the necessity of NL teaching. It is necessary to prepare education programs for both teachers and students about accurate recognition of NL. (Korean J Community Nutrition 14(4) : 430${\sim}$440, 2009)

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.77-97
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• 2012

This study aims to analyze the recognition and demands of church school kindergarten teachers enrolled in a kindergarten teacher training program. 278 kindergarten teachers in the Seoul and Gyeonggido area were chosen as the research objects and questionnaires were distributed to and recollected from them. The questions cover 3 areas: the recognition, necessity and contents of the training program for kindergarten teachers. The data from the collected questioners were processed to bring in frequency and percentage by question and an X2 test was employed to see whether there was a difference among background variables. In addition, mean and standard deviation were used for the questions regarding the program contents. The results showed that the teachers had a deep interest in and awareness of the necessity of the program. Among the demographic variables, they turned out statistically different by academic career, education-related career and major. Second, the list of the demands they made for the training contents for kindergarten teachers showed that they wanted, in the order of importance; educating parents, understanding young children, handling techniques of troubled children, effective communication skills with young children, and understanding their traits and teaching methods by trait and spiritual training of teachers.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.17-30
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• 1993

The purpose of this study is to investigate teachers’recognition and teaching methods in Housing of Home Economics Text Book of Middle School and to provide the basic data for the improvement of its curriculum. Home Economics teachers of the 433 schools responded in nationwide to the mailed questionaire. The selected data were manipulated by percent and verified in the way of t-test. The findings of this study are as follows: 1. Most Home Economics teachers have ever taken teacher training but there are few who have never taken any teacher training in Housing. And even those who have ever taken the training in Housing are not satisfied with the training curriculum contents. Therefore, the result of this study shows that Housing should be included in the teacher training curriculum contents, and that the teacher training curriculum contents, and that the teacher training curriculum contents should be helpful for the actual teaching and learning. 2. It is necessary to allot more houres for Housing, in that most teachers actually allot more time for Housing than presented in teachers’guide, and to develop more teaching aids for the effective instruction of Housing. In terms of the suitability of Housing to the students’learning development levels, the degree of suitability is in the order of the significance of housing, housing sanitation, the types of housing, the space for housing, the ground plan of housing, the arrangement of furniture. The contents about the interior decoration and gardening of the existing text book have turned out not to be appropriate.. In terms of the relation between the place of residence and the curriculum, Housing is suitable for the city, but not for the farming, mining, and sea village, Teachers suggest that the content of the curriculum about Housing should be varied according to the location of the school. 3. The number of the teaching aids for Housing is in the order of picture, charts and pamphlet but not sufficient.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.293-302
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• 2011

The objective of this study is to search the recognition of teacher on the pattern and characteristics of the questioning sentence of the newly appointed teachers for the mathematics class through the case study for the 2ndyear teachers. The study participants' class was recorded in video and individual interview was made for 4 times. The pattern of the questioning sentence in the observed class was analyzed using the classification frame with addition of creativity related items to the classification frame suggested by Mogan & Saxton(2006). The questioning sentence and recognition on the mathematics class for the newly appointed teachers were analyzed based on the individual meeting and class materials. In result, the questioning sentence for confirmation was most frequent (69%) and questioning sentence of understanding (25%) and the questioning sentence for introspection (6%) in its priority. It was known that the questioning sentence for extending the creativity didn't make it at all. It was revealed that the participant teachers in this study used the questioning sentence pattern for fact confirmation of the student most frequently and the use of the questioning sentence for accelerating the creative thinking of the student was lacked. In addition, the teachers recognized that they manage the class oriented to questioning sentence for obtaining the concept. It was known that the education for the questioning sentence which accelerates the creativity and other thinking as well as the fact confirmation pattern is necessary through the training for the new teachers in the future.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.538-551
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• 2013

The purpose of this study is to evaluate policy formation stage of Meister high schools. The study analyzed the differences in the recognition of teachers, students, parents, and vocational education specialists about policy evaluation for policy formation stage of Meister high schools. The conclusions based on the results of the study are as follows: First, in context area the recognition of students showed relatively low level. It reflects that the principle of democracy is needed to the policy formation stage of Meister high schools. The participation of stake holders in the policy formation stage is essential. Second, in input area teachers recognized that the financial resources were sufficient. Vocational education specialists recognized that human resources, such as excellent teachers and Meister teachers, needed to recruited adequately. Third, many policies and institutions need to be established for Meister high schools. The Meister high schools should be selected based on the principle of equity. In the selection process vocational education specialists should be included for the principle of professionalism.

• 대한공업교육학회지
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• v.34 no.1
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• pp.1-18
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• 2009

This study is aimed at analyzing vocational high school teachers' recognition of school consulting and educational demand for securing professionalism from school consultant training, to offer basic information for training school consultant. The survey was intended for vocational high school teachers who participated in the vocational high school teacher training course. The result of this study is as follows. First, vocational high school teachers have sympathy with the necessity of school consulting for 'change and survival' of vocational high school in the future, and recognize that successful school consulting will be possible when, in the first place, teachers and principal/deputy principal who are able to show leadership change for their recognition. Second, as the result of analyzing educational demand for school consultant training, demand for consulting business and case and experience area, like 'School consulting method and procedure', 'Sympathy creation technique', 'Case of innovation through consulting', was higher than for consulting theory. Third, as the result of surveying difference of importance recognition of school consultant training contents, according to experience of joining school consulting, 'Environmental change and necessity of consulting', 'Consulting status of domestic corporation and vocational high school', 'Consulting method and procedure', 'School status analysis technique' showed significant difference, and teachers who have experience showed higher average of importance than those who don't have experience. In conclusion, rather than consulting theory, education for consulting business and experience area and various cases-centered school consultant training program according to experience of joining school consulting should be developed.