• Human Ecology Research
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• v.55 no.4
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• pp.419-431
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• 2017

This study examined the effects of children's shyness and relationships with their teacher in regards to social withdrawal. Two questionnaires were conducted with mothers and teachers of 242 three to five-year-olds attending a childcare center in Sejong city. SPSS 18.0 was used to implement descriptive analyses and hierarchical regression analyses. The results indicated that main effects of lack of sociability and assertiveness as well as interaction effects between lack of assertiveness and intimate relationship on social withdraw were found when the childteacher relationship was intimate. The results suggested that intimate child-teacher relationships adjusted to lack of assertiveness in the child. Meanwhile, interaction effects between lack of sociability and lack of assertiveness and between self-consciousness and child-teacher conflictual relationship were found in child-teacher conflictual relationships. The results indicated that the influence on alleviating social withdrawal behavior of children with a high level of shyness was limited despite establishing a close relationship with a teacher. However, the social withdrawal behavior of children became more intense if they were in a conflict relationship with a teacher; this tendency was also shown more significantly in shier children. This suggests that children's unamicable relationship with a teacher may function as a risk factor to cause social withdrawal behavior. Therefore, it is important that a teacher has the capability to understand the individual characteristics of children, particularly shyness, and encourage their sociability of children through positive relationships.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.317-324
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• 2019

The purpose of this study is to find how the childcare teacher aptitude of students majoring in childcare and education influences their perception of teacher professionalism. To achieve that, a questionnaire survey was conducted with 216 early childhood preservice teachers living in A city. For data processing and analysis, SPSS program was used so as to conduct frequency analysis and calculate the mean and standard deviation. In addition, to test reliability and find relations between variables, Cronbach's ${\alpha}$, correlation analysis, and multiple regression analysis were conducted. As a result, firstly, in terms of the childcare teacher aptitude perceived by the students majoring in childcare and education, they highly perceived an affinity with young children and a sense of calling of their job; in terms of their perception of teacher professionalism, they highly perceived social necessity and vocational ethics. Secondly, early childhood preservice teachers' childcare teacher aptitude had a statistically significant correlation with their perception of teacher professionalism. Thirdly, the sub factors of early childhood preservice teachers' childcare teacher aptitude all positively influenced the sub factors of the perception of teacher professionalism. Given the study results, the students majoring in childcare and education perceived the importance of their aptitude of childcare teacher. In order to provide high-quality childcare service and create the positive aptitude of childcare teacher, it will be necessary to conduct a variety of basic research.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.71-95
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• 2009

This study investigated relationships among infant development, teacher's sensitivity, home literacy environment, and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities; teachers' sensitivity was observed by trained observers; infant development was assessed by teachers; data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, and correlation analyses. Results indicated that boys showed more naming; girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher's sensitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.135-150
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• 2010

This qualitative study explored the causes of student teacher stress during an early childhood teaching practicum and investigated the ways in which student teachers cope with this stress. Four student teachers in the same practicum placement were individually interviewed. The findings revealed that stress arose over a variety of concerns including both lack of professional knowledge related to the teaching practice and the challenges involved in establishing a positive relationship with their cooperating teacher, the parents and staff. The stress experienced by the student teacher was accompanied by physical symptoms such as exhaustion, fatigue, and the onset of vulnerability to colds. However, the students were found to be generally unsuccessful in managing their stress effectively. The results suggest that attempts to improve the practicum environment should be accompanied by academic interests and practical issues related to these stresses and that there is a clear need for programs designed to assist student teachers develop stress management skills.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.39-52
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• 1989

The purpose of this study is to propose a direction for the improvement of biology teacher education based on the status survey of the biology teacher preparation curriculum and its implementation. The following Improvements in the biolgy teacher training are suggested from this study 1. Biology education courses should be established as a major in the biology teacher preparation program. 2. Biology teacher educators with major in biology education should be employed in all the departments of biology education. 3. The manpower for biology education should be cultivated. 4. The research and development for biology education should be promoted and supported. 5. The biology educators at the biology teacher education program should implement its curriculum with correct and clear understanding of the program purposes in mind.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.1-19
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• 2001

The current status of in-service teacher development shows that teachers' awareness can be enhanced through critical reflection. This study shows how an English teacher improved her own teaching situation through action research. It reports back the action research the teacher-researcher carried out in the EFL classroom setting. Aiming to improve the pupils' English speaking ability, the teacher introduced 'Task-based Language Teaching (TBLT)' to the English class. The teacher and the pupils took part in the evaluation process of learning and teaching. It was found that the new approach to teaching speaking helped the pupils improve speaking ability and take an active role in learning process. It is further suggested that teacher-initiated action research can be done in collaboration with colleagues, administrators and researchers.

• The Korean Journal of Community Living Science
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• v.21 no.4
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• pp.517-528
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• 2010

The number of young children who attend daycare center, preschool or kindergarten and are taken care of by teachers during a day has skyrocketed in Korea. The purpose of this study was to analyze the contents of the research on infant/child-teacher attachment in Korea. Thirty five studies (5 doctoral dissertations, 24 masters' theses, and 6 academic journal articles) published from 1993 to 2010 were analyzed in the matter of the publication period, the related variables, and methodology for analyzing the data. The findings are as follows: 1) More than two-thirds of the research were from masters' theses. The number of studies conducted in the late 2000s doubled compared to that in the 1990s. 2) Each study on infant/child-teacher attachment had at least one related variable regarding social, emotional, cognitive or physical development, but not language. The studies on infant/child-teacher attachment related to social development have rapidly increased in the late 2000s. 3) The majority of studies were conducted using quantitative analyses and Attachment Q-set version 3.0. Difference analysis and relational analysis were most frequently used in many studies. There was only one study which was analysed with the advanced statistical methodology. The implication for a future study was also discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.768-778
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• 2008

The most important factor in students' growth and development is the teacher. Therefore in-service science teacher education to develop the professionality is important as well as the selection of new excellence teachers. Our research is on the development and application of new education program on science experiments where in-service teachers become the lecturers in the program and provide information that is bound to the context of real lessons. This program is consisted of following 10 steps of work, which was implemented in 5 months: sharing the philosophy of the program, selecting science experiments, first application of the experiments, discussion on the first application, learning how to edit the movie clips of the lesson, second application of the experiments, in depth discussion on the second application, developing the experiment package, giving lecture to other science teachers, and evaluating the program. We describe the process of the program developed and implemented in detail to suggest a model of science teacher education program on science experiments and discuss educational implications. This program is characterized by the emphasis of the context closely linked to the real lessons, the problem solving in a real situation, and the collaboration of teachers, professors and science education researcher in a teacher education.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.31-53
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• 2013

This study was to examine the effects of young child's temperament, emotion regulation and teacher-child relationships on young children's prosocial behavior. The subjects of this study were 374 3- 5-year old children and their teachers. The collected data were analyzed by t-test, correlations and pathway analysis. The results were as follows: First, girls' prosocial behavior was found to be higher than boys'. Second, boys' and girls' temperament were found to affect young children's prosocial behavior directly and indirectly through teacher-child relationship and emotion regulation. Third, teacher-child relationships was found to affect boys' prosocial behavior directly and to mediate between boys' temperament and emotion regulation and prosocial behavior. Additionally emotion regulation was found to be the most important variable predicting boys' and girls' prosocial behavior and to mediate between temperament and teacher-child relationship and prosocial behavior.

• Korean Journal of Child Studies
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• v.36 no.3
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• pp.195-213
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• 2015

This study aims to uncover what kinds of difficulties preschool teachers are now confronted with when they begin to implement project based learning with young children, in order to develop contents for teacher education programs. From July 2012 to February, 2013, 9 teachers participated in implementing projects in preschool classrooms. For data generation and interpretation, observations of class projects, tape-recordings of teacher conferences, and interviews with the teachers were made. The findings were as follows: teachers' uncertainty regarding project itself, teachers themselves, child competence, and its sustainableness were the most critical obstacle to hinder the teachers in implementing self directed projects with young children. The results imply that the teachers' belief in child competence in doing projects is of great significance; their view that it is very difficult for them to do projects without viewing young children a co-constructor of knowledge. Therefore, the key element in developing contents for teacher education programs should include a richer understanding of young children' competence.