• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.149-157
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• 2011

In this study the elements and the contents for improvement of the ability of vocational training teachers are developed to improve themselves and to teach creatively and effectively in vocational and technical training areas. Teaching contents and curricula for improvement of the ability of vocational training teachers will not only bring up creative technical teachers in rapidly changed teaching environment but also increase national competitiveness by raising the quality of the teachers. The results of this study can be used for the development and the operation of a program not only for vocational teachers but also for general technicians. on the basis of this study programs for the improvement of abilities can be improved later on through continuous study and development.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.251-258
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• 2019

In order to establish the NIVTPD which is only one qualification training institute for vocational training teachers in Cameroon, the research team taught such as curriculum development methods, course materials development, and lecturing methodology for master teachers of NIVTPD. Also we prepared actual operation of NIVTPD by conducting actual lecture through Pilot training. This paper also includes two different surveys (Base-line and End-line surveys) results and two different tests (pre and post-test) results to assess the impact of training gained in NIVTPD on classroom performance. The results of the survey will be used for the improvement of NIVTPD's educational program through identifying the current state of the vocational training interface and integration, modification and improvement of the curriculum. Examination results can also be used as indicators for vocational training teachers' pedagogical knowledge and for future certification.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1613-1626
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• 2012

The purpose of this study was to develop an effective mentoring program model. In order to develop an effective mentoring program, we identified four elements of mentoring program based on the analysis of secondary science teachers perceptions of in-service science teacher training program and mentoring. For the study, a questionnaire was developed by the authors and it was administrated to 114 secondary science teachers participated in science teacher training program. The interviews were conducted with 14 secondary science teachers. The results of this study are as follows: Most of the secondary science teachers recognized that in-service science teacher training program, which they had taken, positively affected their teaching. However, there are some aspects needed for improvements in the current teacher training program. They wanted to take the opportunities to interact with their colleagues and researchers, sharing their experiences on teaching within the teachers' community, and reflecting on their own teaching. Based on these analysis we suggest four elements for effective mentoring program. These are 'Communication,' 'Reflection for Mentor,' 'Reflection for Mentee,' and 'Evaluation.' In addition, the mentoring program is proposed to consist of four activities such as 'Feedback on teaching', 'Seminar and Workshop', 'Conference', and 'Self-evaluation'.

• Journal of vocational education research
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• v.29 no.3
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• pp.231-245
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• 2010

The purpose of this study is to examine the teacher's training program satisfaction of population education. The subjects of this study were elementary and secondary teachers who participated the training in Korea National University of Education for 9 days, from Aug. 13th to Aug. 22nd, 2008. The instrument of this study was questionnaire including likert scales. The training program consisted of five sections: respect for humans, population, family, welfare, and teaching-learning methods and textbook development. Instructors were from supervisors of the Ministry of Education, curriculum experts, subject experts, and persons from the Ministry of Health and Welfare, and so on. The result of the survey analysis in this study indicates that the level of the satisfaction about program composition, contents, and instructors was very high as 4.25 points, and both elementary and secondary teachers' textbook of the training were revised and supplemented by collecting trainee's satisfactory evaluation and experts' opinions.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.167-187
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• 2015

The purpose of this study was to purpose fundamental data which can be used for the development of a flourish competency enhancement program for infant teachers. The methods of the questionnaire study were performed on 213 infant teachers. The results are as follows. First, as a result of investigating their awareness of a flourish competency, many of the infant teachers replied that they were aware of it to a certain extent. The differences of institution type were statistically significant. Second, as a results of looking for any possible difference in the teacher's background variables in needs for the development of an enhancement program for flourish competency, there weren't significant differences in opinions on the needs of the program, effects of the program, purpose of the program, execution cycle, methods of the program training, intention of involvement. But needs of flourish competency existed of significant differences in institution type and execution time and program operator existed of significant differences in institution type and career. This study is hope to suggest some of the development directions of a flourish competency enhancement program for infant teachers.

• Journal of the Korea Society of Computer and Information
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• v.22 no.4
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• pp.107-113
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• 2017

The results showed that the male teachers' have higher expectations of the free learning semester compared to the female teachers'. Furthermore, the teachers who had experienced the free learning semester felt less job burdens than the teachers who did not. In addition, the subject teachers showed higher expectations of the free learning semester than the general teachers or the homeroom teachers. Therefore, in order to establish a stable system of free learning semester, it should be preceded by development of differentiated program of special education, free learning semester, strengthening of advance training, establishment of the system for participating in the whole school and the simplification of administration.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.37-62
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• 2001

This study examined the qualities of an effective teacher needed to accomplish educational reform successfully and prepare for a rapidly changing knowledge-based society. To achieve the purpose of the study, the following specific questions were looked into; (1) knowledge, skills, attitude of an effective teacher. (2) a proposal for staff development programs to improve the effectiveness of teachers. (3) a proposal to support teachers' efforts to improve their effectiveness. (4) the factors inhibiting the improvement of teachers' effectiveness. In this study, 'in-depth interview' was used for data collection because the study deals with the "subjective consciousness" of teachers, and qualitative research methods are useful to such a case. The research was done on teachers from secondary schools in Pusan City. According to the teachers interviewed, an effective teacher needed in the new age has such knowledge, skills, and attitude as; (1) knowledge in their major, general culture and common sense, psychology of educational counselling, social science, and knowledge and information related to curriculum. (2) effective instruction skills, skills to guide student behavior, skills related to administrative clerical work, using the computers, extra curriculum activities, educational evaluation, using teaching materials, developing educational programs, and good communication skills. (3) attitude relevant to willingness to understand and converse with students at their cognitive level, positive expectations and concern toward students, democratic problem solving, continuous self-study and development, thoroughgoing mission and professionalism, will for educational reform and innovation, neat appearance and refined language, and successful interpersonal relationships. The teachers also said that the current staff development system, as a program to provide necessary qualities for teachers, has improved in the last 3 years through diverse curriculum and systematic programs. However, due to the problematic promotion system, the staff development program has turned into just a 'point collecting' game from the role of in-service training program; teachers take training courses as the means just collecting points for promotion purpose. Factors inhibiting the improvement of teachers are (1) overload of formal paperwork over emphasizing outcome, (2) mannerism of teachers not perceiving their lack of professionalism, (3) the general attitude in the teaching profession resisting change and reform, (4) supervisory activities lacking rigid regulation, (5) research just as the means of point-collection only for promotion, and (6) staff development programs lacking efficiency. These factors, interacting each other, inhibited the improvement of teachers.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.429-438
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• 2022

In this study, we propose a way to improve science teacher expertise through infographics creation teacher training program by analyzing the infographics types focusing on the Earth Science subject of the 2015 revised curriculum, and inspecting the teachers' utilization of graphic tools. The data visualization characteristics of Earth Science textbooks were analyzed, the execution results of the infographics creation teacher training program were presented, and a survey on science teachers' change in perception and competency of infographics. As a result of the Earth Science textbook analysis, diagram-type, map-type, and comparative analysis-type infographics were frequently used, and were mainly presented as text-assisted-type infographics. The infographics creation teacher training program was conducted five times for 112 science teachers to create the complete, text-assisted, incomplete, and gradient-type infographics. Incomplete infographics for development of evaluation questions were most needed. Although many science teachers recognize the importance of infographics, they lacked the competency to create high-quality infographics because there were no training opportunities for infographics creation. After completing the training, 74.1% of teachers felt that the quality of developments of supplementary textbooks and evaluation questions had improved, and answered that it was helpful in re-educating knowledge and improving teaching-learning methods. Based on the research results, ways to improve science teacher expertise through infographics creation teacher training program were suggested.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.68-78
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• 2009

The purpose of this study was to investigate teaching anxiety and the professional development of beginning secondary science teachers. For this study, a survey was conducted among beginning science teachers (N=83) with under five years of experience, and in-depth interviews with these five teachers were carried out. The survey tackled beginning secondary science teachers' anxiety levels by asking about their difficulties in teaching science classes, and results showed that the teachers' levels of teaching anxiety marked high. Levels of teaching anxiety in physics among subjects and in chemistry among experiments marked highest. To overcome teaching anxiety, teachers searched for information on the Internet or received help from their colleagues and veteran teachers. They revealed that plans for professional development as science teachers included receiving in-service training and joining teacher communities. In addition, the best type of required training program for professional development appeared to be lectures about teaching know-how from veteran teachers.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.