• Industry Promotion Research
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• v.8 no.1
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• pp.83-94
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• 2023

This study explored the effect of corporate field teacher and corporate education satisfaction on apprenticeship education satisfaction and student job competency development focusing on NCS job standards and industry-academia-integrated apprenticeship school project group. As a result of the study, satisfaction with corporate field teachers in the electrical, electronic, and food service sectors was found to have a positive influence on improving students' job competency, while satisfaction with corporate education was important in the management, accounting, office, and information and communication sectors. In the analysis by type of project group, the satisfaction of corporate field teachers in the joint practice type and industry-led type had a strong influence on improving job competency, but in the base school type and single school type, corporate education satisfaction had a greater influence on capacity improvement. Therefore, it is necessary to redefine the competencies of corporate field teachers and to establish and implement an industry-academic integrated apprenticeship school operation plan with the relationship between the type of project group and NCS job standard classification.

• 대한공업교육학회지
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• v.44 no.1
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• pp.190-208
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• 2019

This study was carried out to evaluate the job implementation of in-service training on career education & guidance teacher's career education in the National Education Training Institute. To accomplish this purpose, pre-survey & pre-survey, sucess case method, and return on expectation were investigated after 3 months completing in-service teacher training. The populations of this study were conducted for 136 career education & guidance teachers who completed in-service teacher training at the National Education Training Institute in July, 2018, and it was conducted by survey research and qualitative content analysis of job implementation. Among the 136 trainees who completed the training, 75 responded to the job implementation survey and 4 people participated in the successful case technique. As a result, the average value of job implementation was 4.17 out of 5 points, which was relatively high. The success case technique was analyzed by interviewing success cases and failure cases. Behavior change according to job implementation was the biggest role of Planner, followed by role of Instructor, role of Career educator, role of Learner. In addition, the case analysis provided the opinions of the interviewers in terms of motivation, competence, and environment for job implementation. In terms of the return on expectation, 85.3% of the respondents were positive, and the net promoter score was .85, indicating that the participants were satisfied with their willingness to participate in the training again. Based on the results of this study, we suggest that it will be required to study about new training methods and extra factor analysis.

• School Mathematics
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• v.19 no.2
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• pp.319-343
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• 2017

In this study, we hope to reveal specialized content knowledge(SCK) and its features necessary to analyze student's errors and difficulties about the concept of irrational numbers. The instruments and interview were administered to 3 in-service mathematics teachers with various education background and teaching experiments. The results of this study are as follows. First, specialized content knowledge(SCK) were characterized by the fixation to symbolic representation like roots when they analyzed the concentration and overlooking of the representations of irrational numbers. Secondly, we observed the centralization tendency on symbolic representation and the little attention to other representations as the standard of judgment about irrational numbers. Thirdly, In-service teachers were influenced by content of students' error when they analyzed the error and difficulties of students. Lately, we confirmed that the content knowledge about the viewpoint of procept and actual infinity of irrational numbers are most important during the analyzing process.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.653-664
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• 1999

This study was designed to develope an in-service training programme using Interactive $Physics^{TM}$ simulation for science teachers and to evaluate the effect of programme. The purposes of training programme are the improvement of scientific inquiry teaching ability as well as enhancement of the understanding of scientific concepts, inquiry skills, and the computer manipulation skills. The developed programme was implemented four times with 15 hours for each courses. The questionnaire for evaluating the programme after the last course showed that many teachers (1) voluntarily participated in this programme with internal motivation, (2) were satisfied with the level of programme difficulty, professionality of lecturer, and classroom environment, (3) gave positive responses about the achievement of the purposes of this programme, (4) showed strong intention for applying simulation to their school teaching. And future studies were proposed.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.126-140
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• 2006

The purpose of this study was to design a 'Form of Abduction' which is the 'guide form used in generating hypothesis through abduction', and to analyze the features of the hypotheses generated with the 'Form of Abduction' compared with those generated without any special guide form. Through a review of Peirce's literature regarding the meaning and frame of abduction, a 'Form of Abduction' was designed as a three step format as follows: (i) writing down what is doubted, (ii) wiling tentative explanations which replace what is doubted with what is believed, (iii) writing the tentative explanations as hypotheses. The thirty four pre-service elementary teachers were asked to generate hypotheses without a 'Form of Abduction' at first, and then were asked to do so again using the form. The results of analysing the features of the hypotheses were as follows: in the case of using a 'Form of Abduction', firstly, the types of misunderstanding or mis-adapting the meaning of hypothesis were found to be rare, and secondly, the types of 'giving explanation about the cause of problematic situations through analogical inferencing from the existing knowledge' were found to be double the rate of when no special guide form was used. In conclusion, the hypotheses generated with the 'Form of Abduction' had the features of satisfying the original meaning of hypothesis, i.e. 'explaining the cause of phenomenon and leading to knowledge expansion'. These results also showed that using a 'Form of Abduction', although its form was simple, could be a way of helping students generate hypothesis properly in science classes.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.538-552
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• 2022

This study attempted to understand the characteristics of pedagogic activities performed by pre-service elementary school teachers. To this end, it applied Algodoo simulations to analyze the actions of students and obtain educational implications for optical learning. The study's participants comprised 79 first-year students enrolled in a teacher training college. Their activities could be classified as representation reproductions, verification experiments, and inquiry experiments. Students who performed representation reproduction exercises replicated renowned and authoritative exemplars, apprehending and demonstrating their principal features through simulations. Students performing verification experiments attempted to validate previously learned optical concepts by reviewing the relevant theoretical contexts. Such students primarily conducted simple experiments. Students accomplishing inquiry experiments used simulations to explore phenomena they did not know. Some of them even investigated optical phenomena beyond the domain of general physics. The above results confirmed that free optical experiments performed using Algodoo can effectively denote starting points for learners to engage in activities at varying levels. Additionally, students require assistance from instructors in addressing queries about the application of the principles and models related to optics. This study suggests ways in which instructors should help students at each level of activity. Additionally, the paper presents examples of varying levels of inquiry-related activities available on Algodoo. It also discusses the advantages and disadvantages of performing inquiry-based activities on Algodoo and suggests ways of enhancing the learning achieved through this platform.

• Journal of the Korean Dietetic Association
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• v.5 no.1
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• pp.85-98
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• 1999

The purpose of this study was to find the proper methods of school food service conducted from June 20th July 30th in 1996. The subjects of this study were 587 parents of students, 794 students and 359 school teachers at 508 middle and high schools in Seoul and Kyunggi area. And the result was as follow. A total of 48.3% of respondent answered they had breakfast regularly. The reasons why they had breakfast, were habits(34.4%) followed by hunger(28.2%), health(19.9%), parent's persuasion(17.5%). They reasons why they didn't have breakfast are, lacks of time(68.8%) followed by absence of appetite(20.5%), diet(4.5%). About the question the problem of eating habits the most of parents of students, chose an unbalanced diet(25.9%), followed by overeating of snacks(21.7%), voracious eating(18.0%), not eating meals(17.5%), eating little(10%) and overeating(6.8%). At the research of an unbalanced diet, the 63.3% of respondents said they eat evenly while the 36.7% said they had an unbalanced diet. From the research of correlativity between food service at elementary schools and eating habits, we knew that the experience of school food service had an effect on an unbalanced diet. And the students living in Seoul complained more than in Kyunggi. The question about the quality of food, 69.0% of respondents said they were not so bad. While 21.2% said not delicious at all just 9.8% of students said they were very satisfied with the taste. Interestingly, more middle school students both in Kyunggi and Seoul answered the food was delicious than high school students. About the question of the price, 49.5% of students thought appropriate(49.5%) while 44.3% said it was too high. Just 5.9% students answered cheap(5.9%). And students living in Kyunggi thought the price was high than students in Seoul. 62.9% of respondents think their refectories were clean while 22.8% think not clean. And 14.3% answered said dirty. Snack bars at school were managed by the contract with trusters(63.2%), while by the school itself(32.6%).

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.2
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• pp.105-125
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• 2000

The purpose of this study was to examine the influence of school safety accident on teacher's normal educational activities and to seek some desirable ways to cope with it. The subjects in this study were 351 class teachers randomly selected from Seoul and Kyonggi Province and surveyed from April through July, 2000. The conclusions were as follows; 1. Actual Condition of School Safety Accident 1) Approximately many teachers investigated had had an experience to suffer safety accident. Safety accident occurred most during break or class, but there was a significant difference according to service area. 2) Safety accident took place most in playground, and the most common cause was student's own carelessness, and the most widely occurred accident type was an injury. But there was no significant difference caused by the general characteristics of the teachers. 2. Influence of Safety Accident On Teacher's Educational Activities. 1) The largest reason they offered safety education was to ensure student safety. The greatest number of them had an opinion they would consider changing or giving up a planned normal educational activity if they recognized any possibilities of safety accident. There was a significant difference in this point according to gender and career. 2) They worried about possible safety accident most during field study, but there was a significant difference according to gender or presence or absence of safety accident experience. 3) The general characteristics of teacher produced a significant difference to an experience of avoiding educational activity due to psychological withdrawal, but safety accident experience didn't make any difference. 3. Minimization of Teacher Damage or Loss from Safety Accident. 1) The dominant opinion about teacher's small mistake for any occurrence of safety accident was that the responsibility should be escaped to maintain teacher's authority. For severe mistake, however, there were two different opinions at the same percentage: one was being exempted and the other was taking civil liability. 2) Establishing teacher insurance was preferred as a way to minimize teacher's economic loss from safety accident, but there was a significant difference according to gender. 3) The dominant opinion about the payment of insurance premium for safety accident was that it should be paid from school operating expenses.

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.5-26
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• 2012

The purpose of the study was to review the literature with the following three themes : 1) the necessity and benefits of inclusion for young children with severe disabilities, 2) the solutions to overcome the concerns for the inclusion of young children with severe disabilities, and 3) the implication for the inclusion of young children with disabilities in Korea. The results of the study indicated that it was necessary to support pre-service and in-service early childhood education teachers to be professional educators who can create the most effective inclusive educational environments. As well, the results showed that teachers, parents, and relevant professionals need to use various strategies to activate inclusive education for young children with severe disabilities. Based on the review, the study provided the instructional strategies and educational implications for the effective inclusion of young children with severe disabilities.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.509-523
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• 2005

This study empirically examines motivations of entering college of education and academic problems that pre-service teachers encounter under the curricular activities. We analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, subject matter knowledge and future vision. We conducted survey for the S university students first and interviewed 3 selected participants. Almost 50 students from college of education participated answering to the surveys. Using SPSS package, there was no significant difference between freshmen, sophomore and junior students in any category Male students responded more positively than female students in all the categories. To explore survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data described how their academic problems unfold partly because they seek another major and how their professional development take place carrying out practicum activities. Most of the interviewees felt that their academic lives were affected motivations of entering college of education and difficulties of studying subject matter knowledge. At the end, several suggestions are added for future research.