• Title/Summary/Keyword: a teacher's role

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Children's Understanding on the Roles of Male Childcare Teachers and Children's Gender Role Concepts (유아가 인식하는 남성보육교사의 역할과 유아의 성역할 개념)

  • Lim, Jung Soo;Lee, Wan Jeong
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.43-61
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    • 2015
  • The purpose of this study was to analyze children's perspectives on the role of male childcare teachers and children' s gender role concepts. According to the results, when it comes to how the children perceive the roles of the male childcare teacher, the children mostly saw the male childcare teacher as a person who teaches and in another case, they regarded him as someone who takes care of their daily life and who is willing to play games with them. On the other hand, the male childcare teacher's organizing of an environment, supporting tasks and working on a computer were perceived less by the children. In terms of the gender role concepts, the study confirmed that depending on the role performance of the male childcare teacher, the children in the male childcare teacher's class had better understanding than those children in the female childcare teacher's class. In order to secure the children's right to participate specified in the convention of the rights of the child, the study applied not only the interviews with the children but also their drawings to the analysis, and that was what led the study to an in-depth discussion on the perception of the children.

Structural Correlations among Director's Servant Leadership, Teacher's Ego-Resilience and Organizational Commitment in Early Childhood Education Center (원장의 서번트 리더십, 유아교사의 자아탄력성 및 조직몰입 간의 구조적 관계)

  • Oh, Seung-Hyun;Kwon, Yeon-Hee
    • Korean Journal of Childcare and Education
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    • v.13 no.1
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    • pp.1-17
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    • 2017
  • Objective: The purpose of the present study was to investigate the structural relations among kindergartens director's servant leadership, ego resilience and organizational commitment of kindergarten teachers. Methods: The subjects in this study were 387 kindergarten teachers working in B city. A director's servant leadership, kindergarten teacher's ego resilience and organizational commitment were assessed by a teacher-reported questionnaire. The collected data were analyzed using descriptive statistics, Pearson's product-moment correlation, and a structural equation model using the Bootstrapping method. Results: First, there were significant relationships among the variables analyzed in this research, namely, a director's servant leadership, kindergarten teacher's ego resilience and organizational commitment. Second, Teacher's ego resilience partially mediated the effect of a director's servant leadership upon kindergarten teacher'organizational commitment. Conclusion/Implications: Results suggest the importance of a director's role in the context of improving kindergarten teacher's ego resilience and organizational commitment.

Teacher Perception of Science Competency and Science PCK for Competency-Based Science Education in the Future Society (미래사회 과학 역량에 대한 교사 인식과 역량기반 과학교육을 위한 교사 전문성 탐색)

  • Kwak, Youngsun;Hong, Seok-Young
    • Journal of The Korean Association For Science Education
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    • v.42 no.2
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    • pp.265-275
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    • 2022
  • In this study, focusing on science education in the future society, we explored students' key competencies to be cultivated for the future society, and the role and PCK expertise necessary for science teachers, who are the main agents of competency-based education to nurture these key competencies. A survey conducted among earth science teachers across the country results in 105 valid responses being obtained. The research results are discussed in terms of students' key competencies to be nurtured for the future society, the role and the expertise of science teachers required for competency-based education, and the structural relationship between the teacher role and teacher expertise. We also conducted network analysis to examine the relationship between student competency and teacher expertise, and the structure between the teacher's role and expertise. Main results include that communication and collaboration skills are the most important for students in the future society as core competencies. For science teachers, providing opportunities for collaboration-oriented activities are deemed as the most important. Regarding the structural relationship between the teacher's role and the teacher's expertise, there is a clear relationship with roles such as providing opportunities for collaboration-oriented activities and utilizing various materials and contents in relation to the expertise related to the science teaching practice. Based on the results, ways to promote student's agency based on raising teachers' awareness of the student's competencies, the inter-relatedness of the teacher's role and the teacher's expertise, and the totality of teachers' expertise were suggested.

Educational Meaning of Human Creation Process in Mythology (신화에서 인간출현과정의 교육적 의미 - 단군신화와 창세기 내용을 중심으로 -)

  • Chae, Hweikyun
    • Philosophy of Education
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    • no.63
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    • pp.105-131
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    • 2017
  • The myth reflects the human way of thinking about the world. Therefore, an important part of myth is human creation and role. This study examines the process of human creation in myth and discusses implications for education. The subjects that can be considered from the viewpoint of education are as follows. The status and role of teachers and students, the relationship between teachers and students, how to create or create humans, and the purpose and results of human creation. First, it is the position and role of the teacher. In myth, being like a teacher is a divine being that transcends human ability. In Dangun mythology, Hwanwoong or Shinwoong descended from heaven, and in the Genesis it is the Creator God. In Dangun mythology, the role of the teacher guides the way of becoming a human and provides necessary tasks. In Genesis, the image of the teacher is the Creator God. God plays the role of a teacher who prepares various environments in which learners can work. Second, the status and role of students in myths. In Dangun mythology, students are symbolized by bear and tiger. They go to the teacher with the desire to become human beings. In Dangun mythology, the student is not a passive existence but an autonomous and active image. In Genesis, the appearance of a student is a passive being created by a teacher. Third, the creation of human beings in myth can be seen in terms of educational process and method. In Dangun Myth, the beginning of education is the wish or expectation of learners. Learners eat mugwort and garlic and participate in human learning. In Genesis 1, however, there is no need for a special method, since human beings are created according to the Creator's command. Fourth, the purpose of education can be discussed through the purpose of human creation. In Dangun mythology, the purpose of education is not to live according to instinct but to become human with culture and personality. In Genesis 1, the purpose of human creation is the role of the Creator in creating and managing the world. Therefore, it is the aim of humans to manage the world in an orderly manner. The purpose of education in Genesis 2 is to enable humans to serve the world.

A Study on the Effects of Teachers' School Library Use and Their Perceptions of the Library's Roles on Cooperative Reading Education Intention in Elementary Schools (초등학교 교사의 학교도서관 이용 경험과 역할 인식이 협력 독서교육 의도에 미치는 영향)

  • Sully Yun;Giyeong Kim
    • Journal of the Korean Society for information Management
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    • v.41 no.1
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    • pp.163-187
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    • 2024
  • This study examines the teachers' perception of the school library's role and the teacher-librarian expertise that enables collaborative reading education in elementary schools. Furthermore, it develops strategies that the school library and teacher-librarians should undertake for collaborative reading education. The questionnaire was developed to survey 176 teachers in 9 elementary schools in Gyeonggi-do. As a result, the teacher's perception of the school library's role and event role perception would positively impact the expected effects of collaborative reading education intention. This study is meaningful in that suggestions are offered for collaborative reading education and where teacher-librarian expertise is placed.

Role Expectation and Role Performance in School Health Teachers Recognized by Nursing Students Who Experienced Teaching Practice (보건교사 교육실습생이 인지하는 보건교사 역할기대와 역할수행)

  • Kwon, Jin-Ok;Oh, Jin-A
    • The Journal of Korean Academic Society of Nursing Education
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    • v.17 no.1
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    • pp.36-43
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    • 2011
  • Purpose: The purpose of this study was to identify the level of role expectation and role performance in school health teachers recognized by nursing students experiencing health teacher practice and to compare role expectation and performance according to their characteristics. Method: The subjects in this study were 530 nursing students from 42 universities in Korea. The data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by SPSS 17.0 program. Results: The student recognition in role expectation for school health teachers showed a high level and its level in the role performance was moderate. The students recognized the role expectation was greater than the role performance in school health teachers. The students' points of view for role expectation and performance were statistically different according to their practicing locations, practicing school sizes, and their expressions of health teacher's images. Conclusion: To improve health teacher training and to provide a high quality education, practice manuals, educational support, cooperation between the university and practice school, and support of human resources as school health teachers are necessary.

A Case Study of Teacher's Role in Inquiry-Oriented Mathematics Instruction: Centered on Science High School Students (탐구-중심 수학 수업에서 교사의 역할에 관한 사례연구: 과학고등학교 학생들을 중심으로)

  • Kim, Ik-Pyo
    • Journal of the Korean School Mathematics Society
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    • v.11 no.2
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    • pp.177-199
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    • 2008
  • In the Netherlands, Streefland(Elbers, 2003) gave a solution on how teachers can help students to participate in the process of knowledge construction by investigating constructions and activities of a community of inquiry for a primary school students(between 11 and 13 years of age). In Australia, Goos(2004) analyzed the teacher's role in creating a classroom culture of inquiry, which appeared to be taken for granted by the Grade 12 group, for the Grade 11 students by classroom observation and interviews. In Korea, because of diverse obstacles with a university entrance examination, a study about teacher's role in inquiry-oriented instruction for high school mathematics schooling has rarely appeared in the literature. The purpose of this study is to investigate teacher's role for promoting and managing inquiry-oriented mathematics instruction effectively by a case study. To fulfill this purpose, we develop inquiry-oriented instruction model by investigating teacher's role as an assistant for helping students to do mathematical activity.

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A Study on the Mediating Effect of Teacher-Child Relationship between Teacher's Empathy Ability and Child's Peer Competence (교사의 공감능력과 유아의 또래 유능성간의 관계에서 교사-유아관계의 매개효과 연구)

  • Cha, Hye-jung;Song, Seung-Min
    • Korean Journal of Childcare and Education
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    • v.13 no.6
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    • pp.1-20
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    • 2017
  • Objective: This study examined the relationships among teachers' empathy ability, children's peer competence and teacher-child relationships. Methods: 180 teachers and 360 children from 3 to 5 years old were included in the study. The research variables were measured by teachers' self-report through questionnaires. The collected data were analyzed by t-test, one-way ANOVA, and three-step mediated regression analysis. Results: First, teachers' empathy ability and teacher-child relationship showed significant differences according to teacher variables (age, marital status, parental status). And children's peer competence was significantly different according to gender. Second, intimacy which was a subfactor of teacher-child relationships showed a perfect mediating role in the association between teachers' empathy ability and peer competence. Conclusion/Implications: These results suggest the importance of teacher-child's intimate relationships since it affects the child's peer competence significantly. In this study, it was found that, in order to help foster the teacher's empathic ability and teacher-child relationships which have positive effects on the child's desirable peer formation, continuous teacher education and diverse studies are needed.

Exploratory Research into the Role of early childhood teacher based on Relationship -Centering on the case in Korea and Japan (관계성에 기초한 유아교사의 역할 탐색 연구 -한국과 일본의 사례를 중심으로-)

  • Kweon, Mee-Ryang
    • Korean Journal of Childcare and Education
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    • v.7 no.1
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    • pp.93-120
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    • 2011
  • This study was aimed at inquiring into the role characteristics of a early childhood teacher, who can put an act of tending & examining into practice, and organizing a role by analyzing the concrete reality based on the relationship with a early childhood teacher's role in Korea and Japan. As a result, this study could take a look at the characteristics, such as relation with conversation, relation through sensation and body, relation with familiarity, and relation by living through the cases in Korea. As for the cases in Japan, there appear the characteristics, such as relation through natural things, relation as an equal participant, relation with bodily movement, and relation with daily life. Based on the result of the analysis, this study organized a early childhood teacher's role as relationship through object-oriented language, relationship based on sensation, relationship based on fellowship, and ecological relationship.

An exemplary teacher in a Confucian scholar (유가(儒家)의 교사(敎師) "상(像)")

  • Park, Sung-Il;Cheong, Donguk;Kim, Young-Tae;Park, Jung-Hwan
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.13 no.11
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    • pp.5076-5082
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    • 2012
  • This study aims at re-considering an exemplary teacher in Confucian scholar tradition at the present time of education where teacher's authority gathers dust, the relationship between a teacher and a student is getting hard-hearted and the discussion on the role of a teacher and expertise does not reach an agreement. For this, the article discussed it by dividing an exemplary teacher into a conception of authority, benevolence and example. In view from a Confucian scholar's standpoint, this article found that teacher's authority is rational authority, and it is a product of social institution and social role of a teacher. Moreover, more important finding was that reconciliation is highlighted rather than authority. In a Confucian scholar, it is focused on love and benevolence between a teacher and a student by having humanity as the foundation and courtesy as ways and means. Also a Confucian scholar has demanded a good moral character and professional qualifications of a teacher. This study concludes that teacher's authority is made by teacher's professionalism, social roles and spirit of benevolence; also it has been making a conception of a teacher in Confucian scholar tradition. This study suggests that it needs to re-think about the values and meaning of Asian tradition in our educational settings in which western culture and values is influencing Asian societies too much.