• Journal of Christian Education in Korea
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• v.77
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• pp.251-276
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• 2024

This study aimed to enhance the educational competencies of instructors and improve the quality of higher education by identifying instructing types, developing an assessment diagnostic tool, and designing a customized faculty training curriculum for each type. To achieve this, a literature review and Delphi research were conducted. The results are summarized as follows: First, instructing types such as 'Star Lecturer', 'Learning Mentor', and 'Designer' were identified through the analysis of previous studies. Second, a diagnostic tool for determining an instructor's type was developed by modifying and enhancing Grasha's Teaching Style Inventory, which is widely used both domestically and internationally. This tool comprises 24 questions, with 8 questions for each type. Third, a curriculum was designed for each instructing type, consisting of common courses necessary for all types and specialized courses tailored to the characteristics of each type. The common courses cover essentials for lesson design, implementation, and evaluation, while the specialized courses cater to the unique needs of each instructing type. Fourth, the developed model, tools, and curriculum underwent validation. A Delphi method was employed with a group of 10 experts, leading to revisions and finalizations based on their feedback. This study has laid the groundwork for instructors to identify their own teaching styles and receive customized training, thereby enhancing their teaching effectiveness and overall educational quality. However, further research is necessary to develop systems and mechanisms for the operationalization of these findings, including incentives for instructors and strategies for disseminating information among participants.

• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.405-424
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• 2013

The purpose of this study is to explore the characteristics of secondary science teachers' thoughts on 'good' science teaching and to find a concept that can represent the way the teachers think. Participants were twenty pre- and in-service teachers who were enrolled in a graduate course I taught at a university located in Seoul in the first semester, 2011. The participating teachers collected and analyzed a variety of data and created portfolios while they were trained, as part of the course, on qualitative research methods with the same research questions as those of this study. In the current study, the process in which the teachers and I found answers to the research questions was narratively reconstructed based on the teachers' portfolios and my field notes. It was revealed that science teaching was perceived as a task aiming at realizing some kind of values and that because the teachers pursued various values in the science classroom and there exist conflicting relationships among different values, it was hard to define 'good' science teaching. It was also discussed that science instruction was inherently accompanied with the ongoing process of selecting values as the relationships among the values were ever-changing within the contexts of the classroom. This multi-faceted and dynamic structure of the teachers' thoughts on 'good' science teaching was conceptualized analogically as 'Foucault's pendulum,' which has multiple planes of oscillation. Implications for science teacher education and science education research were suggested.

• Korean Journal of Human Ecology
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• v.23 no.1
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• pp.149-161
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• 2014

The purpose of this study was to investigate the nutrition teachers' operation and demand of dietary life education in Jeonbuk Province. The study was carried out using a self administered questionnaire and the subjects were 190 nutrition teachers. The questions were general characteristics of the subjects, operating status as frequency, place, the main use time, and training demand on dietary life education by elementary school and middle & high school, teaching career, and training hours. The results are as follows. Most of the subjects were female(98.9%), more than half were 40's(52.1%) in their age, school work career was 13.2 years. Frequency of the dietary life education operation was once per month(56.8%), 2~3 times per month(27.9%), and place of education were dinning room (49.7%), classroom(25.9%). Almost of the subjects(90.4%) recognized the facilities for education was lack, 89.3% of them did the education materials was lack, also. The desirable frequency of dietary life education was once per month(48.9%), and once per week(35.3%.) The half of the subjects recognized the objects of the dietary life education was not only students but also their parents and teachers. The proper education time was dietary life education tim (34.2%), discretion activity time(31.1%). Most of the subjects(95.7%) had willing to get training, the proper training program was 30 hours, and they prefer summer vacation(61.0%) than winter vacation(30.5%) and semester(8.6%). Proper experimental practice ratio of environment : health : thanks were 30% : 43% : 27%. It is concluded that the demand of nutrition teachers is necessary for their education program in elementary and middle & high school.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.877-893
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• 2016

The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teachers teaching practice and characteristics of the mentoring and interactions was investigated by analyzing conversations between mentor and mentee teachers during the collaborative mentoring. Three mentoring conversation records and transcripts during mentoring program were collected. An analytical framework of mentoring conversations was used in the analysis of mentoring conversations and RTOP was used for lesson analysis to determine the development of teaching practice. The results show that the types of interactions during mentoring varied according to the mentoring teams. Mentors who encouraged reflective thinking induced a higher level of teaching in their mentees. The mentor qualification standard was determined from the relationship between the characteristics of the interaction and the improvement in beginning teacher's teaching practice. To be an effective mentor, the mentor should be able to 1) lead the interaction in a manner that encourages the exchange of opinions, 2) induce reflective thinking and ability to achieve reflective practice following reflective thinking, 3) provide clear explanations and suggest detailed methods, 4) lead conversations that encourage reflective thinking with questions about teaching supported techniques.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.1-16
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• 2021

The purpose of this study was to investigate the needs of middle school students for the practical reasoning in a distance learning environment, to verify the needs differences based on the learner's personal characteristics, student-teacher interaction, and student-student interaction, and to investigate the relationships among student-teacher interaction, voluntary participation of students, and the students' perception of the extent to which practical reasoning is implemented in distance learning. For this purpose, 1,842 middle school students from seven schools in Gyeonggi, Daejeon, Chungbuk, and Sejong areas were surveyed online to investigate the importance of the practical reasoning questions and the how much practical reasoning is implemented in current distance learning. Among them, 1,095 responses were used for final analysis and descriptive statistics, independent sample t-test, one-way ANOVA, and path analysis were conducted. As a result of the study, first, middle school students acknowledged that the practical reasoning was important with the importance average 3.76. Based on the locus for focus model, the priorities of the needs in home economics class were examined, and the values and importance of the problem, and the ramification of the solution were considered to be of high priority. Second, characteristics of middle school students, student-teacher interaction and student-student interaction were found to have positive influence on needs for practical reasoning, while no difference were found by gender or voluntary participation in distance learning. Third, the voluntary participation of students and the student-teacher interaction in distance learning had a positive (+) significant effect on perceived implementation of practical reasoning, yet negative (-) significant effect on needs for practical reasoning.

• 교육공학연구
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• v.33 no.1
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• pp.105-135
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• 2017

The purpose of this study is to clarify conceptually the difference of instructional coaching, instructional supervision, and instructional consulting by analyzing their own characteristics. The practices for instructional improvement are common in that fundamental objectives are improvement of instruction and development of teacher's professionalism in instruction. However, each area changed according to the social flow and the demands of the educational field and created a unique activity system. So, in order to get rid of this mixed use of these terms, it is meaningful to distinguish the concepts, attributes, and areas of each activity. The specific study questions were 1) what is the origin of coaching, supervision, and consulting? 2) how are instructional coaching, instructional supervision, and instructional consulting defined in existing research in korea? 3) how can we conceptually distinguish instructional coaching, instructional supervision, and instructional consulting? Based on reviewing various existing studies, First, this study investigated the conceptual origins and lexicons of coaching, supervision, and consulting, respectively, in addition reviewd the prior studies conducted in Korea with regard to instructional coaching, instructional supervision, and instructional consulting, and summarized how each concept is defined according to the researcher. Second, this study compared each two concept with another one. Finally, the existing definitions of instructional coaching, instructional supervision, and instructional consulting were analyzed to find out the inherent and common attributes of each concept. In conclusion, this study suggest that the concept of instructional consulting needs to be redefined to better reflect the characteristics of activities, and that studies that rethink the relationship between instructional coaching and instructional supervision are needed.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.600-608
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• 2011

The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• The Journal of the Korea Contents Association
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• v.19 no.11
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• pp.132-143
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• 2019

The purposes of this study are to identify how university's entrance examination system is related to private education, and to explore how to improve the university of education entrance system in order to reduce private education costs. For these purposes, 116 teachers of senior students in high school in Daegu and Gyeongbuk and 107 pre-service teachers who had experienced the entrance of the university were surveyed in order to find out the perception of the relationship between admissions elements and private education. As a result, it is possible to concentrate more on school education by strengthening high school grades in the entrance examination. However, there was other opinion that the strengthening high school grades in the university entrance could lead to the further increase in the cost of private education. As there are big differences in the perception of the screening factors between rural areas (Gyeongsangbuk-do) and large cities (Daegu), it is necessary to introduce the entrance examination system considering the characteristics of each region. Third-year teachers in high schools argued that university admissions should reduce the rate of the College Scholastic Ability Test (CSAT) and increase the rate of interviews. The results of this study suggest that the improvement of the university entrance examination system to reduce the cost of private tutoring requires securing fairness of document evaluation, strengthening interviews, and opening interview questions.