• Iberoamérica
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• v.23 no.2
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• pp.135-178
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• 2021

A teacher's talk does not make a simple delivery of information. It reflects the role of the teacher, since the language used by a teacher intervenes in a crucial way in the complex mechanisms that underlie teaching and learning of foreign languages. In this sense, the ways in which teachers give feedback have an impact on the process, not only of learning, but also of teaching. The important role of emotional factors in learning has resonated strongly in the intuition of many second and foreign language teachers. As a result, over the past three decades, research on foreign language acquisition has confirmed the hypothesis that language learning is enhanced by rapport between teacher and student. This study analyses the positive feedback given by native Spanish teachers in the context of university classes in Korea. The positive words from a language teacher are related to forming emotional factors such as motivation, attitude, interest, self-confidence, self-esteem, anxiety, and empathy, which directly influence in the acquisition of Spanish. 35 hours of oral practical classes taught by three native teachers of Colombian, Spanish and Mexican nationality were examined. According to the result, almost all the correct answers from students were corresponded with some type of positive feedback. The most frequent strategies are making a compliment, an approval, a repetition, and laughter or non-verbal cues. It is interesting to observe that teachers don't use only a single strategy to provide positive feedback, but instead combine multiple ways to enrich the positiveness of the feedback.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.1
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• pp.21-33
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• 2011

Objectives: The aim of this study was to investigate the relationship among sexual attitudes, sexual behaviors and ego-resilience of girl's high school students. Methods: A cross-sectional, descriptive study was conducted. The subjects were 284 students from 4 girl's high schools. Data were collected on September, 2010 by using a structured questionnaire. The data were analyzed using PASW/WIN 18.0 program. Results: Sexual attitude showed significant differences according to satisfaction level with school and teachers. Sexual behavior showed significant differences according to satisfaction level with teachers, smoking and alcohol drinking experiences. The ego-resilience of the subjects was significantly different in terms of satisfaction level with school and teachers. And there were significant correlations among sexual attitudes, sexual behaviors and ego-resilience respectively. Conclusions: These results suggest that the school life and teachers have important duties to manage sexual issues of the girl students. Therefore, it is needed to develop intervention program for the girl students to improve satisfaction level with school and teachers.

• The Journal of Korean Society for School & Community Health Education
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• v.24 no.4
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• pp.1-11
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• 2023

Objectives: This study aims to identify influencing factors of disaster nursing competency among school health teachers. Methods: Data were collected from 110 school health teachers at the offfice of education in G province using a convenience sampling method. Data were analyzed by descriptive statistics, t-test, ANOVA, Scheffe test, Pearson's correlation coefficients, and multiple regression analysis. Results: There was a significant difference in disaster nursing competency according to the general characteristics of the subjects in terms of clinical nurse work experience (t=3.40, p=.001) and disaster education experience (t=2.80, p=.006). Disaster perception and disaster nursing competency showed a significant positive correlation (r=.43, p<.001). In final analysis, disaster perception (𝛽=.35, p<.001), career as a nurse (𝛽=.23, p=.009), experience in disaster education (𝛽=.17, p=.048) was found to have a significant effect on disaster nursing competency. Conclusions: Based on the results of this study, disaster perception should be raised to improve the disaster nursing competency of school health teachers. Speicalized disaster nursing & health education based on their experience before appointing school health teachers and disaster response simulation training tailored to school field conditions should be regularly conducted.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.95-105
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• 2001

Out-door learning activity in environmental education has been emphasized as an effective method in environmental education since the aims of environmental education emphasize students'value, attitude, actions as well as knowledge. In order to implement successfully out-door learning activity in environmental education classrooms, teachers'perceptions to environmental problems and experiences at fields are essential. An environmental education network among the metropolitan city and provincial office of education, nongovernmental organization of environmental movement and education and university was established and a teachers'in-service training program of out-door learning centered environmental education was implemented. The program was developed in order to 1) connect environmental education with the regional environmental situations, 2) provide teachers with opportunities to participate in an out-door learning program, and 3) train teachers to be environmental education leaders of out-door learning. For evaluation of the program, responses of participants to questionnaire were analyzed. Most of teachers responded that their perception of environment was changed positively after the participation in the program. This study suggested that a future planning of a teachers'in-service training program of out-door learning centered environmental education should be developed in considerations of arranging enough hours for out-door learning at regional environmental sites, applying performance assessment, providing teachers with multiple opportunities with programs in different levels including enriched programs, and establishing an environmental education network among nongovernmental organization of environment movement and education, university, and local offices and department of education.

• Journal of the Korean Society of School Health
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• v.4 no.2
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• pp.61-77
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• 1991

This study was carried out from April 11 to May 10 1990, in order to evaluate the effect of health education by school nurses on the regular schedule of 6 hours per week from 1987, and to compare with the result of the same study performed in 1987. The data were collected by questionnaire from 589 primary school students, 425 middle school students, and 888 high school students, total 1,902 students, and 208 primary school teachers, 169 middle school teachers, and 539 high school teachers, total 916 teachers in Seoul. Analysis of data was done utilizing SPSS-X program for percentage, frequency and Chi-square test. The major results obtained from this study were as follows: 1. The demand of health education was higher in high school students(p<0.01), but not in other students and teachers than in 1987(p>0.01). 2. The satisfaction to health education was higher in middle school and high school students, and high school teachers(p<0.01), but not in other students and teachers than in 1987(p>0.01). 3. The concern about school health events was higher in primary school and high school students than in 1987(p<0.01), but not in middle school students and every school teachers than in 1987(p>0.01). 4. The practice of knowledge obtained from health education was more in every school students than in 1987(p<0.01). 5. The delivery of knowledge obtained from health education to family was higher in primary school students, but lower in high school students than in 1987(p<0.01). 6. The concern about school nursing room was higher in primary school students(p<0.01), but not in other students(p>0.01). 7. The interest pattern of students about health was revealed to be changed compared with the data obtained in 1987 : the most interested part was family health and sex. The school level was statistically significant(p<0.01).

• Journal of the korean academy of Pediatric Dentistry
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• v.39 no.2
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• pp.120-128
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• 2012

The purpose of this study was to evaluate the attitude and knowledge level of a group of elementary school teachers in management of traumatic dental injury. The sample consisted of 231 elementary school teachers in Jeon-Buk province, and data was collected by means of a self-administered questionnaire. The questionnaire surveyed the teachers'general information, attitude on the dental trauma education, knowledge of management of tooth fracture, luxation, avulsion and tooth storage media. Only 15.2% of the teachers had received dental first aid treatment education, but 97% were favorable to receiving education. Although there were differences among the questions, insufficient knowledge and awareness of the management of traumatic dental injury were shown in the majority of teachers. It is recommended that education strategies and programs for improving the awareness of immediate management of traumatic dental injuries are necessary for elementary school teachers in Jeon-Buk province.

• The Mathematical Education
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• v.63 no.2
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• pp.351-368
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• 2024

One of the important factors for the effective implementation of artificial intelligence (AI) in mathematics education is the perceptions of the teachers who adopt it. This study surveyed 161 elementary school teachers and 157 secondary mathematics teachers on their perceptions of using AI in mathematics education, grouped into four categories: attitude toward using AI, AI for teaching mathematics, AI for learning mathematics, and AI for assessing mathematics. The findings showed that teachers were most positive about using AI for teaching and learning mathematics, whereas their attitudes towards using AI were less favorable. In addition, elementary school teachers demonstrated a higher positive response rate across all categories compared to secondary mathematics teachers, who exhibited more neutral perceptions. Based on the results, we discussed the pedagogical implications for teachers to effectively use AI in mathematics education.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.47-56
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• 1993

The ultimate goal of environmental education can be said to change students' consciousness and attitude of environment. From this point of view, this study has examined the definition of environment, the necessity of environmental education, the basic principles of environmental education, and significance of teachers in environmental education by surveying previous studies as theoretical background. Then, we have investigated teachers' consciousness and opinion about the real state and problems of present environmental education in schools. The result of this study is as follows. First, though most teachers are conscious of the importance of environmental education in school, they actually cannot practice it because of various preventing factors. Second, for the improvement of teacher's quality, we need studies and trainings on environmental education, Third, as we lack materials and programs necessary for the lectures on environmental education, it is impending to develop and provide it. Fourth, the content and goal of environmental education should be reconstituted and systematized so that they may conform to the viewpoint of students.

• Journal of the Korea Safety Management & Science
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• v.8 no.1
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• pp.97-111
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• 2006

The purpose of this study was to research elementary school on safety education in the subject of practical arts. The subject of practical arts of an elementary school have positive attitude about safety education and must prevent an accident to be able to happen during a class of a practical course previously. Safety education has further an interest on subject of practical arts of practice and must induce an aggressive interest of teachers in order to be able to prevent an accident previously. As the above results, to raise the perceptions of elementary school teachers on safety education in the subject of practical arts, it is necessary to search for ways to induce teachers' active interest in safety education and help them experience safety education in the subject of practical arts at teacher training centers.