• The Journal of the Korea Contents Association
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• v.12 no.8
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• pp.449-460
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• 2012

We investigated the differences between the teachers' perception and practice on portfolio assessments in kindergartens and daycare centers, and analyzed their dependence on various underlying factors. The participants of this study include 304 teachers in the kindergartens and daycare centers in J I G cities in Jeollabuk-do. The answers on the questionnaires were analysed by evaluating frequencies, percentage, averages, and standard deviations, and by carrying out paired t-test, ANOVA, and Scheff$\acute{e}$ verification using SPSS 18.0 program. The results of this study are summarized as follows. First, teachers' practice fell meaningfully short of their perception in every sub-categories of the method and the effect of the portfolio assessment. Among the various underlying factors, only teachers' educational level played significant role. The difference between the perception and practice was relatively large among the teachers with regular 4-year college diploma as compared to junior-college graduates. Second, as we examine the difficulties in the portfolio assessment, teachers in general found difficulties on the questionnaires in all sub-categories, although the dependence on the underlying factors varies across the sub-categories. For example, teachers with higher level of education or who work at public kindergartens felt relatively more difficulties in the portfolio assessment.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.501-514
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• 2022

This study aims to reveal what is necessary for pre-service science teachers to make good use of online formative assessment in the context of online classes. For 22 pre-service physics teachers, first, the preliminary perception of online classes, online formative assessment, and formative assessment was investigated; second, the practice process of online formative assessment was examined. Then the differences between perception and practice were compared and analyzed. Data were collected in preliminary surveys, lesson plans, online formative assessment items, and interview data. As a result of the study, an interaction was mentioned as the difficulty of online classes in the preliminary perception, and pre-service teachers mentioned the use of technology, feedback, and adjustment as advantages of online formative assessment. In most cases of practice, the automated feedback was used using the platform's technology, but it did not lead to adjustment and interaction. In addition, the use of items in online formative assessment was not suitable for formative functions. The reason why the interaction using formative feedback did not occur seems to be because the understanding of formative assessment was insufficient. Pre-service teachers need to be prepared for the 'formative' function through the feedback of online formative assessment so that can lead to interaction in online classes. The shift to online classes is creating difficulties, especially in interaction. It is necessary to prepare and educate pre-service teachers on fundamental aspects that can overcome these difficulties.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.253-264
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• 2017

The purpose of this study was to investigate role perception, knowledge, self-confidence of practice, and educational needs of child daycare teachers' infectious disease management and to identify their relationship. A correlation study was conducted. Participants were 180 child daycare teachers. Almost eighty percent(78.9%) of participants did not received infectious disease management education. The mean percent of correct answers for infectious disease management knowledge of participants was 52.3% and their self-confidence of practice of infectious disease management was low. However, their role perception of infectious disease management and educational needs were high. Educational needs on 'hand washing and hygiene to prevent infectious diseases', 'blocking transmission of infectious diseases', 'infectious disease specific management and care', and 'infectious disease specific symptoms' were high. Child daycare teachers' role perception of infectious disease was positively correlated with their knowledge and educational needs. Development and evaluation of educational interventions to improve child daycare teachers' infectious disease prevention and management are recommended. Particularly, efforts are needed to improve child daycare teachers role perceptions as infectious disease manager.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.149-156
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• 2019

This study investigated the effects of academic self-efficacy and resilience on perception of professionalism. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform MANOVA and Multiple Regression Analysis. (1)The self-regulatory efficacy was significantly different according to grade and experience of child care practice. (2)The control and sociality, positivity were significantly different according to grade and experience of child care practice. (3)The perception of professionalism was significantly different according to grade and experience of child care practice. (4)The self-regulatory efficacy and the difficulty preference affected perception of professionalism. (5)The positivity and control affected perception of professionalism. This study indicated that it is necessary to make efforts for increasing perception of professionalism in pre-service early childhood teachers.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.1-17
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• 2019

Objective: The objective of this study was to explore the perception and its improvement of pre-service teachers regarding teaching professionalism. The subjects of this study were 41 university students who experiencing early childhood teaching practice and 41 their cooperating teachers. Methods: In order to examine perception and its improvement on teaching professionalism, teaching professionalism scale for pre-service early childhood teachers (TPSECT) that was 33 items was administrated. Data were analysed paired t-test and contents analysis. Results: First, early childhood teaching practice experience affected positive effects on the four subordinate areas of teaching professionalism: , , , and improved perception of teaching professionalism. Second, student teachers were developing teaching professionalism, in a course of early childhood teaching practice which consisted of performing teaching real children in the field, evaluating and feedback of cooperating teacher, self-reflection and re-instruction. Conclusion/Implications: For improving pre-service teachers' professionalism, except a teaching practice subject, it is necessary to open various subjects that provide practical experiences, such as, teaching real children, observing actual class. This suggests that more experiential and practical in-service education program will be demanded.

• Korean Journal of Childcare and Education
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• v.20 no.1
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• pp.55-71
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• 2024

Objective: This research aims to examine whether the perception of professional competence among childcare teachers impacts the performance of respecting young children's rights, and whether the teacher-parent cooperative relationship mediates this association. Methods: The participants in this research were 220 teachers in Daejeon who assessed the performance of respecting young children's right, the perception of professional competence, and teacher-parent cooperative relationships through an online self-report questionnaire. The data collected in this study were analyzed using the SPSS 25.0 program. Results: Firstly, the results of examining the impact of the perception of professional competence among childcare teachers and the teacher-parent cooperation relationship on childcare that respects the rights of young children showed that each variable has a statistically significant influence. Secondly, it was found that the perception of professional competence among childcare teachers directly impacts the performance of respecting young children's rights and, indirectly, through the mediating role of teacher-parent cooperative relationships. Conclusion/Implications: To ensure high-quality childcare for young children, it is essential to consider not only professional perception but also the cooperative relationship between teacher and parent.

• Hwankyungkyoyuk
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• v.24 no.4
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• pp.51-61
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• 2011

In this study, the Korean alternative school teachers' perceptions of ecocentric environmental education were surveyed. A total of 80 teachers from 42 alternative schools across the nation answered to the survey. The results were as follows. Teachers were found to have a lot of interest in environmental issues and to practice some environmental actions inside and outside school. Over sixty percent teachers agreed with the ecocentric philosophy of environmental education. The most two important issues among 11 environmental education contents for teachers were "natural environment" and "environmental ethics". Teachers used and preferred "field work" for teaching environmental issues, and got teaching materials mostly from the internet. However, many of them were not satisfied with environmental activity in their schools because of their lack of professionalism. They had not enough experience of professional development for environmental education, and strongly wanted to learn about field work.

• Journal of the East Asian Society of Dietary Life
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• v.21 no.1
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• pp.146-153
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• 2011

For the purpose of carrying out nutrition counseling effectively and efficiently, this study assessed the nutrition counseling practice, perception and nutrition knowledge of elementary school children in Gyeongbuk province. Survey questionnaires were distributed between November 2009 and December 2009 to 100 nutrition counseling experienced children (participants) and 110 nutrition counseling non-experienced children (non-participants) and were completed with nutrition teachers' assistance. According to the survey results, girls and overweight/obese children showed higher tendency of participation in nutrition counseling (p<0.001). Participants who took nutrition counseling according to their own intentions showed satisfaction after counseling on diverse subjects such as obesity, unbalanced diet, and weight control. Particularly, 'lack of counseling session time', 'unfavorable counseling condition' or 'difficult explanation' caused participants unsatisfaction after counseling. Participants usually perceived the meaning of nutrition counseling more correctly than non-participants and showed positive intentions for taking further counseling in the future(p<0.001). Diet good for weight control, good food to fix unbalanced diet and diet good for growing stature were the top three subjects of nutrition counseling chosen by subjects (p<0.001). Participants also showed higher nutrition knowledge scores than non-participants. Therefore, it is critically important to apply nutrition counseling in the proper environment (counseling room, time, teaching materials, etc) to elementary school students to fix healthy food habits. Therefore, nutrition teachers need to be provide professional nutrition counseling skills and knowledge.

• 대한공업교육학회지
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• v.42 no.1
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• pp.125-139
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• 2017

The purpose of this study was to provide a basic research data for increasing the satisfaction by analyzing perception of middle school beginning technology teachers 'technology home economics' class for free semester program. In order to investigate the class operation status, the survey questionnaires from 100 teachers were collected from middle school beginning teachers who teach technology home economics subject currently and analyzed by statistical program(SPSS ver.18). The main results of this study were as follows: First, there was no statistically significant difference to contents and satisfaction of lesson between teachers who experienced free semester program and not. In comparison of male teachers and female teachers, male teachers thought that free semester program was more helpful for student's 'career exploration' than female teachers, and there was statistically significant difference. Second, in the teacher's response according to have practice space and not, the satisfaction average of teachers who have practice space was higher(M=3.64) than those who have not at 'career exploration' and there was statistically significant difference satisfaction. Third, among the teachers who have experienced free semester program, male teachers were having more difficulty 'determining the assessment criteria' than the female teachers and there was statistically significant difference. Fourth, to improve the satisfaction of technical lesson, technology teachers asked to solve lack of practice material, increase of lesson-time, lack of practice space and lesson contents etc. Fifth, technology teachers asked free semester program seminars and information because free semester program lesson contents was given by internet and research groups of technology education.