• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.2
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• pp.294-300
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• 2021

The purpose of this study is to derive implications by grasping how the occupational identity of vocational training teachers who teach programming in vocational training field was formed. Teacher A, who has been engaged in programming education and training for over 20 years, was interviewed in a narrative research. For the research question 'what is the occupational identity formation process of programming vocational training teachers?' It was found that educational experience had an effect on the formation of occupational identity. This study is meaningful in that it attempted to investigate the process of forming occupational identity of programming vocational training teachers and to examine its meaning. Proposals for future research are as follows. First, in the follow-up study, it is necessary to study a wide range of experiences targeting various programming vocational training teachers according to age, working period, and affiliated institutions. Second, it is necessary to study policies and issues experienced in the field.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.1
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• pp.113-122
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• 2010

This research was to survey and analyze the recognition about combination indication subject of secondary school teacher's certificate in the vocation high school. The conclusion through this research results are as follows, First, The satisfaction of qualification training about combination indication subject was a general positive response(77.5%), but there was partly negative response(5.2%). Second, The efficiency of qualification training curriculum was positive response(62%), the high response(77.7%) was the fisheries affiliate. It was probably good because of simulation of ship sailing about practice curriculum. Third, The need of qualification training on combination indication subject for vocational high school teacher was positive response(81%), but negative response(3.4%)

• Journal of vocational education research
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• v.36 no.2
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• pp.95-121
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• 2017

The vocational competency development training teacher must complete the training course for the training of vocational competency development training instructor and get the qualification of the vocational competency development training teacher from the Ministry of Employment & Labor with the criteria set by the Presidential Decree. Therefore, it can be said that H_university 's educational performance, which is the only vocational competency development training teacher in Korea and that plays a role of mass production in the labor market, has a great influence on vocational competency development training. The purpose of this study is to identify the problems through the analysis of actual condition of vocational competency development training education based on CIPP model, Furthermore, it was aimed to suggest improvement plan of qualification training education. In order to accomplish the purpose of the research, the present situation of the training course for the vocational competency development training teacher training students was grasped. And We conducted a survey to draw out the improvement plan and utilized the results of 173 copies. We conducted interviews by selecting eight subjects for in-depth analysis and Understand the details of the results of the surveys conducted. As a result of the study, positive responses were obtained from the educational objectives and educational resources in the context factors. On the other hand, there were negative opinions about the curriculum reflecting the learner and social needs. In the input factors, positive opinions were derived from the educational objectives and training requirements. However, there were many negative opinions about the achievement of the learner's educational goals. In addition, there were many negative opinions of online contents education. In the process factors, positive evaluation was high in class related part, learner attendance management, and institutional support. However, negative opinions were drawn on the comprehensive evaluation of qualification training period, and the learner's burden due to lack of learning period appeared to be the main reason. In the factor of calculation, Positive opinions were derived from the applicability of the business curriculum for training courses for training teachers who are in charge of education and training in industry occupations. However, there were negative opinions such as learning time, concentration of learning, and communication of instructors. Based on the results of the study, suggestions for improving the operation of vocational competency training teacher qualification training are as follows. First, it is necessary to flexibly manage the training schedule for the weekly training course for vocational competency development training teachers. Second, it is necessary to seek to improve the online education curriculum centered on consumers. Third, it is necessary to seek access to qualification training for local residents. Fourth, pre - education support for qualified applicants is required. Finally, follow-up care of qualified trainees is necessary.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.1
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• pp.109-122
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• 2019

The goal of this research is to empirically examine how vocational skill development teachers' distributed leadership influences on job satisfaction, through organizational citizenship behavior and teacher empowerment. A nation-wide survey was conducted among vocational skills development teachers, the unemployed and teachers who have used a government-subsidized education card. First, the study revealed that vision has no significant influence on organizational citizenship behavior and teacher empowerment. Second, leader-plus has a significant influence on organizational citizenship behavior and teacher empowerment. Third, situation has no significant influence on organizational citizenship behavior and teacher empowerment. Fourth, organizational culture has a significant influence on organizational citizenship behavior and teacher empowerment. Fifth, a significant influence was found between teacher empowerment and organizational citizenship behavior. Lastly, organizational citizenship behavior and teacher empowerment has a significant influence on job satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.231-240
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• 2019

The purpose of this study is to understand of flipped learning of vocational high school teachers and to provide basic data of teacher training program development that can support flipped learning classes of vocational high school. We conducted surveys and focus group interviews to solve these research problems. The focus group interview is conducted on four flipped learning teachers who participated in the questionnaire. The results of this study are as follows. First, vocational high school teachers only heard the term 'flipped learning', but they did not have much experience in class. Second, it is necessary to learn contents and pre-learning for basic understanding of flipped learning, method of making learning contents of learning materials that focused on students' motivation and interest in the classroom. Also, we needed a method to induce participation in classroom activities, and a compensation method and evaluation method to maintain it. In addition, they requested specific flipped learning instruction procedures and various learning materials at each stage in accordance with the vocational high school situation. Third, I requested training contents and practice - centered training method that can induce interest and motivation as the training management method for the vocational high school teachers' flipped learning classes. In addition, it required step - by - step training according to the understanding level of flipped learning of high school teacher.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.299-309
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• 2023

This study examines the paradigm shift in vocational training with the introduction of remote training, which has been conducted fragmentarily by project, to respond to the COVID-19 pandemic. It analyzes the operation's problems and limitations by dividing the remote training process from assessment to budget execution by subject, stage, and procedure. Additionally, it collects various stakeholders' opinions to propose improvement plans for the vocational training support system to effectively respond to the paradigm shift in vocational training in the digital and non-face-to-face era. The study assumes that the assessment of training institutions and the training process should be innovated in a way that can accommodate the direction of vocational training in the digital and non-face-to-face era instead of focusing on traditional collective training. Based on this premise, it suggests ways to enhance the pre-approval screening system and the training institution assessment system.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.514-517
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• 2021

The purpose of this study is to discover the occupational identity by examining the narrative of the life of a vocational training teacher with self-esteem in programming fields. The following six types of occupational identity were found: 'a positive image of a vocational training teacher(fits oneself)', 'I feel proud of myself while doing vocational training activities.', 'a teacher who continues to develop him/herself as an expert in the subject class', 'a teacher who immerses him/herself as an expert on student change and growth', 'a teacher engaged in leading activities to create opportunities for vocational training', and 'a teacher of continuous pursuit'. This study has significance in exploring the structure of occupational identity recognition and experience of its formation of a self-esteemed vocational training teacher in programming fields, which have not been studied.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.421-433
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• 2021

This study examined performance-related competencies for vocational training teachers and development process of Competency-Based Curriculum(CBC). Based on literature review of competencies, education and training of vocational training teachers, we developed competency modeling integrating job analysis, Behavioral Event Interview for vocational training teachers and Competency Dictionary and analyzed validity of competency modeling and competency need and proposed education and training program across competencies and training module. Finally we proposed necessary operating and management methods to effectively develop competencies for vocational training teachers using CBC.

• Journal of Digital Convergence
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• v.5 no.2
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• pp.109-122
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• 2007

The original element for development in current society is recognized as knowledge, technology and information. It has been developed and improved the human resources development system through the occupational standards that closely connected system among work, education training and qualification in every country. This study is for development of the occupation standards that was standardized the required competency element, performance criteria, range statement, assessment guideline in machinery industry, also developing the education training program based on competency to be able to apply department of relevant machinery industry in vocational high school. Occupational standards and key competencies were developed by expert in field engineer and verified about contents and level system by questionnaire and interviewing. Education training program was developed on SCID model, and the effectiveness and suitability of the training program was verified by teacher, professor and student belonging to training organization.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.113-119
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• 2010

The objective of this study is to perform the systematic research and to develop programs for improving the teaching abilities of vocational teachers, so that they can cope with the variant educational condition in accordance with the change of paradigm. Especially vocational teachers who engage in technical education can acquire new knowledge and techniques as well as grasp the trend of the new technologies required in industrial fields. In this study preliminary research for the capabilities of vocational teachers was held and the feasibility was investigated. Upon these investigations the essential elements for the improvement of vocational teachers' capabilities were derived. These will be used as preliminary data for operating curricula.