• The Mathematical Education
• /
• 제62권2호
• /
• pp.211-236
• /
• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• Journal of Korean Academy of Nursing
• /
• 제4권2호
• /
• pp.1-16
• /
• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Journal of Fisheries and Marine Sciences Education
• /
• 제4권2호
• /
• pp.91-100
• /
• 1992

The name of the Courses of Fishing Technology and of Navigation, as the basic courses in the fisheries high schools and the merchant marine high schools, are unchanged from a viewpoint of keeping a time- honored tradition. According to transition of the industrial structure, the authors tried to examine closely the character, to realize the goal of education, to rationalize the substantial system of the major subjects of each course, and made some concrete proposals of teaching guidance for each subject. The existing 5 compulsory major subjects are reduced to 2, and the subjects of "Sea Training" and of "Fisheries Law" an, disused, and the subject of "Introduction to Ship" and "Introduction to Marine Engine" and "Introduction to Marine Communication" are merged into the "Introduction to Ship". As mentioned above, the level of subject matter become more simplified as well as the students' learning burden is lightened by reduction of the number of major subjects. In conclusion, guiding teachers of major subjects must previously establish the substantial teaching method and carry out the teaching activities taking into consideration of the students' intellectual level and the local requirement on the ground of thorough understanding the character. the goal and the substantial system of each revised subject.

• English Language & Literature Teaching
• /
• 제16권1호
• /
• pp.259-281
• /
• 2009

The ICELT(In-Service Certificate in English Language Teaching) is a highly practical course-based English teacher education program which integrates classroom teaching and off-site teacher training. This case study analyzes the three-year implementation of the ICELT program in Korea and discusses its effects and the implications for improving the inservice English teacher education system. It has been found that the course participants were satisfied with the quality of its execution, thinking that it contributed to their professional development in the areas of teaching practice, methodology and language competence. The study has identified several success factors as shared program goals among the course participants, including systematic selection of course participants, well-qualified tutors and the proper provision of resources including syllabus, teaching materials and course assessment system. Nonetheless, it has been suggested that attention needs to be paid to generalized application of the ICELT for English teacher education due to the limitations such as the heavy workload caused by the program, lack of course participants' collaboration with other teachers at their schools and tutors' poor understanding of the Korean education context. Bearing this in mind, the implications for improving the inservice English teacher education system in Korea have been discussed. Finally, further studies have been suggested, which are concerned with in-depth investigation in exploring the division of roles between native English speaking tutors and Korean ones and the impact of the program on the sustainability of course participants' professional development and the impact on schools.

• The Journal of Korean Association of Computer Education
• /
• 제20권6호
• /
• pp.27-36
• /
• 2017

Today, a computational thinking course is being introduced in elementary, secondary and higher education curriculums. It is important to encourage a creative talent built on convergence of computational thinking and various major fields. However, proper analysis and evaluation of computational thinking assessment tools in higher education are currently not sufficient. In this study, we developed a rubric to evaluate computational thinking skills in university class from two perspectives: conceptual learning and practical programming training. Moreover, learning achievement and relevance between theory and practice were assessed. The proposed rubric is based on Computational Thinking Practices for assessing the higher education curriculum, and it is defined as a two-level structure which consists of four categories and eight items. The proposed rubric has been applied to a liberal art class in university, and the results were discussed to make future improvements.

• Culinary science and hospitality research
• /
• 제22권1호
• /
• pp.141-152
• /
• 2016

Recently, not only development of curriculum associated directly with job, the development of new education model is in great need. So, the purpose of this study is to develop the instructional design guideline utilizing goal-based scenario(GBS) for college students who major in culinary arts. First, to achieve this goal, we recognized the 7 core elements(learning goal, mission, cover story, role activity, scenario operating, resource, feedback) composing GBS through literature review and case study. Second, we drew a conclusion about the problem and guideline for traditional culinary practice course by conducting inspection about culinary practice environment and needs with professors who are teaching culinary arts. Third, we applied the instructional design guideline for culinary practice to regular classes according to GBS's factors, and then we did formative evaluation with content experts and educational technology expert. Finally, we designed the final instructional design guideline for culinary practice by modifying early model reflected the result of formative evaluation. The results of this study are as following. First, when we applied GBS to culinary practice, professors have to focus on process of materialization by developing easy scenario to students. Also, they have to prepare the class circumstance to feel about sense of realism in advance. Second, to give a conjugally new skill at working, professors's effort is important. culinary practice education at college has responsibility to carry out the vocational training that has competitiveness and difference with labor market's needs. Therefore, it is necessary for us to develop the teaching and learning model for culinary practice which is suitable for major based on the manpower demand for industry without causing job mismatch from demand for industry.

• Journal of Fisheries and Marine Sciences Education
• /
• 제12권2호
• /
• pp.123-141
• /
• 2000

Facing to millenium, The new development of maritime and Fisheries education schemes will be cultivated in order to challenge global maritime nations as the new target of marine education which was established new index and problems of maritime education in place. First, The index of Marine and Fisheries education of 21st century was aimed at the spirits of expansion of territories of the era of ambassador of Jang Bo Go Sylla dynasty where marine trade had been prevailed between sylla and china leading to the spirits of marine pioneer in the northeastern Asian regions. and we must maintain the great desire and frontier spirities toward the marine industry also, adjust to the development and frontier spirits. Secondly, In order to cultivate the prominent man power for the marine industry, the government shall be specialized for the agency of marine education system, expand the educational installation, reforms the content of curriculum, to be adjust the global education system, also, enlarge the scholarship for the student, exemption tuition fees, installed the dormitory for the student, professors and teachers engaging in this parts have to lead the students with the pride and confidence and must provided the chance of job after he had completed for their on boarding life. Thirdly, for the secure responsible officer, the authorities has a schedules for enlarging the chance of studying and training also have to accumulate the practical experience and should enforce the retraining to the prof's and teachers also improve the leaders quality, on the other hand. The position of prof's and teachers will be elevated with the gaining of education philosophy and special treatment by the authorities. Fourth, to receive the positively marine industry educational system. First of all, have to provide the cooperation of industries and academy and they satisfy their job and change the their way of thinking and should notify the importance of government strategical industry by the mass-media system. Against the new marine era, we must participate the marine industry positively, have to elevate the culture of mankind and also, have provide the basement of prominent man-power for the marine industry in future.

• Journal of the Korea Convergence Society
• /
• 제7권6호
• /
• pp.81-88
• /
• 2016

This study is descriptive correlational research to analyze converging influence of empathy and prejudice on discriminatory behavior toward the mentally illness patients in the nursing students. Research objects are 175 students of department of nursing and who understand purpose of this study and agree with participate in this study. Collected Data were analyzed t-test, ANOVA, Pearson's correlation coefficient, Linear Regression by IBM SPSS 21.0 program. As a result empathy increased prejudice and discriminatory behavior on mentally illness patients was reduced. And prejudice against mentally illness patients was increased discriminatory behavior. In addition, factors that affect the discriminatory behavior of the mentally illness patients are gender, prejudice and empathy. In order to reduce prejudice and discriminatory behavior on mentally illness patients of nursing college students suggest that brief training program and the need for promoting empathy in the nursing curriculum.

• Journal of the Korean earth science society
• /
• 제35권7호
• /
• pp.585-597
• /
• 2014

This study surveys how teachers can improve their understanding about the concept of declination only through reading the material presented as non-dipole magnetic model. This study also investigates a difference between the content of declination presented in "Earth Science II" textbook under the 2009 revised National Curriculum and that of the past one. Thirty teachers in Gyeonggi province and thirty three in the city of Seoul are surveyed; they are selected from the participants of required training that provides their first grade regular teaching certification. Findings of this study are as follows. First, the study finds that teacher participants possess several misconceptions about the declination. Their typical misconception show that a compass needle directly indicates the magnetic north pole. This type of misconception is not corrected only by a reading the material. Second, the study shows that the degree of teachers' understanding about the concept of declination improves through the reading the material of a non-dipole magnetic model. Third, the study reveals that the material of nod-dipole magnetic model is more effective with teachers than students. Finally, the study suggests that explanations including non-dipole magnetic model be revised in the current textbooks.

• Convergence Security Journal
• /
• 제16권3_1호
• /
• pp.47-56
• /
• 2016

This study's goal is to consider deeper about the Context-Communication Study on candidates of future petty officers in community colleagues, therefore the study uses theoretical approaches of the communications based on literature research. The petty officer majors in community colleagues need to set a curriculum to achieve the goal of the Context-Communication Study. The class, which is a continuous class from freshman to sophomore year, needs to be designed as a combination class of command/discipline major classes and communication studies. This study shows the detail ways of the Context-Communication Study to bring student's interests by using simulation studies with writing papers, training interviews, and presentations which all will be checked by their instructors. Instructors will get students to the point that they have upscale communication abilities and language abilities. Finally, this study shows limitations of the Context-Communication Study and suggests the further direction of research.