• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.149-158
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• 2023

The purpose of this study is to examine the current status of the career guidance counselor system and to explore the challenges of the career guidance counselor system in the future. The results of the study are as follows: First, in the case of the career counseling teacher system, ① The qualifications for career counseling teachers are through regular education and training according to the law. ② After acquiring the qualifications for career advancement counseling, receiving an appointment to become a subject teacher for 'career advancement counseling' is subject to another selection criteria. ③ At least one career counseling teacher must be assigned to each school. ④ The common job of secondary career counseling teachers suggested by the Seoul Metropolitan Office of Education consists of 15 items, focusing on the task of overseeing school career education as the head of the career counseling department. are presenting ⑤ The Ministry of Education is using a career guidance model as a guideline for career guidance to be referenced when providing career guidance in secondary schools. Second, the task of the career counseling teacher system is to examine the theoretical basis of the career guidance model presented in the ① Career Guidance Guidelines. ② It is necessary to transform former teachers into career teachers. ③ It is necessary to expand the number of career guidance counselors currently assigned to middle and high schools. ④ It is necessary to expand subject-integrated career education.

• Journal of the Korean Home Economics Association
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• v.39 no.4
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• pp.35-47
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• 2001

The purposes of this article were to examine teacher's guidance over video utility and to investigate problems for video use in the classroom. Two-hundred-ninety-four teachers in half-day and all-day early childhood programs participated in this study. Descriptive analysis and chi-square tests were used. Results resealed that teacher's guidance before, during, and after video viewing was not carried out enough for the effectiveness of video teaming. The major problem for using a video in early childhood programs was insufficient video materials. These data were interpreted with respect to teachers'training practices and government policy.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.165-176
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• 2019

Objective: The purpose of this study is to develop a measure of the Early Childhood Teacher's Guidance Efficacy Scale based on guidance and teacher-efficacy theory. Methods: This subjects were 243 teachers in Seoul and Gyeonggi-do. Results: An exploratory factor analysis was conducted on the data collected of 4 factors, namely, guidance efficacy for problem behavior, children understanding, home-connected, basic life habits. In addition, there are significant positive correlations between the sub-area score and the overall in the early childhood teacher's guidance efficacy scale(r = .26 ~ .72, p < .001). Internal consistency and split-half reliability of each sub scale were reasonably accept. Conclusion/Implications: 'The guidance efficacy scale for early childhood teachers' developed in this study is an appropriate tool. Therefore, the developed scale can become a useful tool to measure the overall guidance efficacy level of early childhood teachers.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.95-119
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• 2013

The study uses a qualitative research method for an in-depth study on child care practice for preliminary child care teachers. The study shows firstly that prior to practice, a preliminary child care teacher expects to perform a dual role. The preliminary child care teacher conceives an unequal, vertical relationship with a practice guidance teacher and serves as someone between a teacher and a friend to children, while perceiving the facility head as a mediator and practice colleagues as companions. Secondly, the preliminary child care teacher performed a triple role, while the practice guidance teacher played the role of a preliminary child care teacher. A preliminary child care teacher has mutually supportive interaction with a practice guidance teacher and serves as someone between a teacher and a friend, while acting as an important supporter to the facility head and as an uncomfortable competitor to a practice colleague. Thirdly, when a practice is completed, a preliminary child care teacher feels satisfied and sorry, while emphasizing a balance between theory and practice in a curriculum. The purpose of the current study lies in figuring out the needs for child care practice for a preliminary child care teacher who is the subject in child care practice to suggest improvements for a qualitative enhancement of child care practice.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.333-359
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• 2011

The purpose of this study was to investigate the teaching activities of guidance teachers in student teachers' planning mathematics lesson and the role of guidance teachers in teaching practicum. To fulfill the purpose, 54 student teachers participated in teaching practicum in G university of education located in G city were selected as subjects and gathered data by asking student teachers to record the interaction process with guidance teachers in detail. By analyzing the teaching activities, the conclusions were drawn as follows: First, guidance teachers' teaching activities in student teachers' planning a lesson were focused on the strategies of teaching and organizing activities according to the ability level of students in the classroom. Second, four types of guidance teachers were identified by analyzing teaching activities as noninterference, supervision, guidance, cooperation. Most of guidance teachers can be indexed as guidance. Third, more effective teaching practicum, guidance teachers need to understand the role of guidance teacher in teaching practicum and systemic program for teaching practicum should be developed.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.111-133
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• 2008

The purpose of this study was closely to explore the guidance experiences of senior elementary teachers who have had over 30 years of teaching experiences in elementary school based on interpretive(or hermeneutic) inquiry. The entry research question was 'What are the guidance experiences of senior elementary teachers like?' Seven senior elementary teachers working for O elementary School in G city participated in this study voluntarily. Each participant was interviewed twice in a consecutive manner. 14 periods of interview were completed all together and each period took about 40-60 minutes. In conclusion, this study conceptualized the guidance experiences of the senior elementary teachers(participants) as follows: First, the concepts of guidance held by the participants were conceptualized as 1) supporting and caring activity helping students to lead joyful school life, 2) assisting activity helping students to grow on good basic life habits, 3) character building activity helping students to lead integrative growth. Second, the fields and contents of guidance held by the participants were conceptualized as basic life habits, manners, and health & safety. Interestingly, these concepts were evolved in connection with their personal, practical teaching experiences rather than in-service teacher education. Third, the guidance methods frequently used by the participants were co-work with parents, exemplary storytelling, counselling, and praise. The participants applied these methods differently according to the grade, individual difference, and school curriculum policy to some degree. Fourth, the participants have experienced a lot of struggles with students, teachers, and parents in doing their guidance practices throughout the whole teaching career. Their guidance experiences commonly shifted from more teacher-centered or authoritative to more student-centered or relational way as their teaching years accumulated. Interestingly, all the participants more or less lived as lifelong learners to create their own right space as senior teachers in today's competitive and challenging landscape. This study strongly suggests that responsible teacher education can playa great role of enabling senior teachers to cope with guidance issues successfully. Compared with the speedy social change, the teacher education in Korea had been so authoritative, provider-based, subject-based until recently and it have not met the needs and wants of the elementary teachers in field. This trend has significantly hindered them from catching up with the needs of the speedy social change in terms of contemporary guidance issues. This study is limited in that the data is solely collected based on interview. So, an observational research is strongly suggested in order to uncover the situated understanding of the guidance experiences of elementary senior teachers.

• Journal of the Korean Society for Library and Information Science
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• v.36 no.1
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• pp.127-143
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• 2002

The author describes the reasons why fantasy literature is more useful for reading guidance than realistic fiction. The activities of the human brain are in accordance with the activities of creating fantastic stories. She explains that the characteristics of creativity. according to the findings of psychologists and neuroscientists, are inherent in the activities of the human brain which is integrating information. These properties of information integrating are strongly immanent in fantasy literature. Fantasy literature provides the brains of readers with opportunities to integrate information because of its heterogeneity, for fantasy literature includes both realistic and unrealistic characters and settings comparable to those of realistic fiction. Also fantasy literature appeals to the curiosity and interest of young people, so students easily pay attention to it. Therefore, the author recommends that teacher-librarians use fantasy literature for reading guidance for students. In order to achieve successful reading guidance at school libraries, the author recommends the following. 1) A school library should have teacher-librarians who are well grounded in literature. 2) School authorities should elevate the teacher-librarian’s status to the same level as that of other teachers and create conditions such that teacher-librarians can best carry out their responsibilities. 4) It is necessary that a variety of lesson plans be developed for use by teacher-librarians.

• Korean Journal of Human Ecology
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• v.9 no.4
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• pp.55-66
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• 2006

The purpose of this study was to identify the effect on the evaluation or a female teachers' role-performance based on appearance according to backgrounds of students and their parents. For this study, data was collected between October 19 and 29, 2005 by means of a questionnaire designed to gauge a subject's evaluation of a teacher's abilities in learning guidance, living guidance, and human relations. The researchers selected two middle schools and four high schools in the city of Gwang-ju. The 398 surveys completed were analyzed using factor analysis, one-way ANOVA, Duncan's multiple range test, t-test and descriptive statistics. According to the study, the evaluation of a female teacher's abilities varies with the backgrounds of both students and their parents. Among the students tested perceptions were affected by gender, grade level and type of school attended. For mothers there were differences based on age, occupation and family income.

• Korean Journal of Human Ecology
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• v.21 no.5
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• pp.837-848
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• 2012

This study evaluated the types of daily routines that occurred in child care centers based on four general categorizations: time spent on indoor free choice activities, outdoor activities, group activities and special activities. In addition, resulting child care teacher behaviors were examined based on daily routine types. A total 23 classes' activity times and teacher behaviors were observed. The collected data were analyzed using descriptive statistics, hierarchical cluster, and Mann-Whitney U. Results indicated that there were 2 principle daily routine, 'indoor/outdoor activity time oriented' and 'group activity time oriented'. Analysis showed that teachers who belonged to the 'indoor/outdoor activity time oriented' type showed more positive affect, positive guidance, neural guidance, and less non-involved behavior. Results suggest the importance of time spent on free choice activities in the context of daily routine for quality childcare.

• Korean Journal of Human Ecology
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• v.20 no.2
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• pp.353-364
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• 2011

The purpose of this study was to examine different child care curricula according to teacher's teaching method types. The subjects of the study were three hundred and fifty-six teachers, who were divided into four groups according to their teaching method: mixed method(type A), child oriented method(type B), teacher oriented method(type C), and beliefless method(type D). The data on the duration of free play and outdoor play time, activities frequently practiced in class, and outside one the playground were collected. The dimensions of child care programs were measured using Moore(1994)'s "The Early Childhood Dimensions of Education Rating Scale". The results of this study were as follows: first, teachers who used child oriented teaching methods gave more free play time than teachers using teacher oriented or mixed teaching methods. Second, teachers using teacher oriented methods showed the closeness and teachers using child oriented methods showed the openness in child care programs. Last, the activities teachers thought were the most important differed according to the teachers' methods even though in actual practice, there was no difference shown.