• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.49-68
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• 2011

This study examined if any differences exist of young children's physical and relational aggression as affected by aggression levels, teacher-child and peer relationship, age, and gender. Furthermore, the extent of physical or relational aggression of the young children influencing teacher-child relationships is also examined. In this study, two hundred and fifty children aged three to ten and fifty-two teachers were targeted. They responded on questionnaires in regard to aggression, teacher-child relationships, and peer relationship. The findings are as follows: First, in terms of child aggression according to his/her age, it has been shown that physical aggression is primarily present in the age of four. Second, concerning gender, boys are found to be high in levels of both relational and physical aggression. Third, the data shows that in the relationship between the child's aggression and teacher-child relationship, the higher the child's aggression, the lower the intimacy of relationship between child and teacher and the higher the dependence and conflict in the relationship of teacher and child. Fourth, in the examination of relationships between a child's aggression and peer influence, higher levels of relational and physical aggression correlate with higher aggressive, hyperactive, and anti-social behaviors. In addition, the higher the age and relational aggression, the higher the pro-social behaviors that occur. Pedagogical implications and suggestions are put forth in the areas of improving relationships between children and teachers, how teachers can assist young learner development, and techniques to improve peer relationships and reduce its difficulties.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

• Research in Community and Public Health Nursing
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• v.23 no.2
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• pp.155-164
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• 2012

Purpose: The purpose of this study was to investigate Seoul teacher's satisfaction with and needs for health examination and health promotion programs. Methods: The participants were 3,186 teachers in Seoul. Data were collected through an on-line survey system from November 16 to December 7, 2008. Collected data were analyzed by descriptive statistics, t-test, ANOVA, and Scheffe's test using PASW 18.0 program. Results: Teacher's satisfaction with teacher health examination was low and needs for detailed tests of cancer and vocal cord disorders were high. Teacher's satisfaction with teacher health promotion programs was low and needs for stress management, exercise and vocal cord protection program were high. Conclusion: Vocal cord disorders should be included in teacher health examination and vocal cord protection program should be provided for teacher's health promotion. Stress management and exercise program should also be provided for teacher's health promotion.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.341-359
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• 2003

The purpose of this research was to determine whether the present Korean teacher education programs for secondary science teachers are effective in improving the teacher conceptions of constructivism and STS. It is because the current Korean National Science Curriculum is consistent with both ideas as reforms. The teacher education programs sampled in the research included pre-service programs and two types of in-service programs. These two were the Qualifying In-service Program and the Iowa Korean Science Teachers Workshop. The Iowa Program was considered as an experimental program emphasized the constructivist perspective. Specially designed questionnaires for identifying teacher conceptions before and after the programs were administered. The conceptions about constructivism and STS improved as a result of the instruction in both of the pre-service and in-service teacher education programs. The pre-service program was more effective than the in-service programs in improving the teacher conceptions of both constructivism and STS. The Qualifying Inservice program was less effective than Iowa Korean Science Teachers Workshop. It was necessary for inservice programs for Korean secondary science teachers to be more emphasized on constructivism and STS. Iowa Korean Science Teachers Workshop provided a possible example to design a new special in-service program focused on constructivist perspectives as a way of aligning the Korean National Science Curriculum more quickly with recommended teaching practices in Korean schools.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.56-68
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• 2010

The purpose of this study was to investigate the elementary school teachers' perceptions about the science subject exclusive system. For this study, we developed the questionnaire to investigate teachers' perceptions and 43 elementary school teachers participated in the questionnaire test. And we used participation observation method to investigate characteristics the exclusive elementary science teacher and the elementary school homeroom teacher's science classes. After participation observation, we had interviews with exclusive elementary school science teacher and elementary school homeroom teacher. The results showed that elementary school teachers thought the science subject exclusive system was very necessary. And elementary school teachers thought that the exclusive elementary science teacher had higher professionality about teaching science subject than the homeroom teacher. Then, they expected that the strong points of science subject exclusive system would be some solution to the weak points of homeroom teachers' science classes. We suggested that it must be to enlarge the science subject exclusive system and develope in-service teacher program for the exclusive elementary science teachers.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.1-12
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• 1989

Secondary schools in Korea have been faced with with several critical problems with regard to science education, with one of the most fundament problems being associated with secondary school science teacher education and in-service training. Therefore this study, which is a part of project for the improvement of science teaching in secondary schools, had its purposes to inquire into the following are as. ${\circ}$systems for science teacher education ${\circ}$curricular contents and its operations of science teacher education ${\circ}$systems for in-service teacher training and its operations ${\circ}$analyses of problems associated with science teacher education and in-service teacher training. In order to fulfill these objectives this study used methods of literature review, survey, and interviews. The major findings are as follow: ${\circ}$curricular hours of subject matter education are not sufficient for competent science teacher. opportunities for self-training in major are as are seldom given to the most of the science teachers ${\circ}$systematic organization for in-service traings is in urgert need. In addition to there-findings strategies for improving science teacher education and in-service trainings are suggested in this paper.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.69-88
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• 2018

Objective: The purpose of this study was to examine the relationships between child care teachers' mindfulness, burnout, and sensitivity. Also, the effects of child care teachers' mindfulness on teacher sensitivity, including the mediating effects of burnout, were investigated. Methods: A total of 263 child care teachers who work in Seoul, Gyeonggi and Incheon participated in this study. Data were analyzed by correlations and regressions using SPSS 21.0. Results: First, there were significant correlations between child care teachers' mindfulness, burnout and teacher sensitivity. Second, the relationship between mindfulness and teacher sensitivity was partially mediated by burnout. To be specific, mindfulness not only had a direct effect on teacher sensitivity, but also had an indirect effect on teacher sensitivity through burnout. Among the three dimensions of burnout, the decrease of personal accomplishments had the biggest significant mediation effect on the relationship between mindfulness and teacher sensitivity. Conclusion/Implications: In conclusion, this study highlights the importance of mindfulness in reducing burnout and enhancing teacher sensitivity toward children. Also, this research has implications for future research regarding the mindfulness of child care teachers and offers a foundation for the development of mindfulness training programs for child care teachers.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.49-61
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• 2008

This study explored the contents of young children's verbal communications with their teachers in play situations. Participants were 2- to 6-year-old children. Results of observations showed 10 different verbal categories : making demands, asking questions, boasting, complementing the teacher, gaining recognition from the teacher, telling tales, explaining, making suggestions, asking permission, and insisting on one's own way. The five categories most frequently observed in older children were demanding, asking questions, boasting, explaining, and insisting on one's own way. Teachers were advised to prepare to respond more effectively to the variety of young children's verbal communication with their teachers.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.215-225
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• 2011

The purpose of this study is to contribute research on mathematics education by reviewing earlier studies on teachers' communities. To do so, I searched literature on various kinds of teacher community such as study groups, video clubs, and lesson study. Teacher community has been studied for professional development of teachers and there existed many studies that teacher community help teachers develop their professionals in real. From reviewing literature, I suggest that researchers in Korea need to study about teachers' communities and to find ways using communities in teacher development programs.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.795-821
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• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.