• 복식
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• 제60권7호
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• pp.31-46
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• 2010

Fashion industry is faced with issues of raising the competitiveness of established designers recently. As well as the change of business system, the specialization of professionals in design team increases the needs of in-service training of fashion designers. But, the education programs of enterprise are generally focused on adaptability to the organization and harmony among men as an introduction level. Furthermore, there are few professional institutions that give an education to the working-level designers. Thus, this study aimed at development of specialized in-service training program that could educate established designers for more integrated thought to cope with rapid changes in the fashion field. Firstly, the theoretical study on the in-service training and changes of fashion environment had been studied through literature review. Then, the current state of in-service training of fashion enterprises and the courses for established designers in fashion institutions were analysed. Finally, a comprehensive framework of in-service training program for fashion designers has been established as a result of this study. The program was designed in accordance with the previous research which reached 4 different educational needs for in-service training: brand planning and management, understanding production, understanding practical fabrics & colors, computer program. The study went further to apply the program to each design group divided by career: new designer, junior designer, senior designer, design leader. This study also suggested evaluation process to confirm the effects.

• 한국콘텐츠학회논문지
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• 제12권10호
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• pp.510-523
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• 2012

본 연구는 CIPP모형을 활용하여 항공서비스교육의 성과를 평가하고자 한다. CIPP모형의 상황평가(Context), 투입평가(Input), 과정평가(Process), 산출평가(Product)를 중심으로 요인을 도출하고 항공서비스교육의 만족도와 재추천에 영향을 미치는 요인을 분석하였다. 그 결과 만족도에는 상황평가(C)의 교육목표, 과정평가(P)의 상호작용, 프로그램관리, 산출평가(P)의 직무성과 요인이 긍정적인 영향을 미쳤으며, 투입평가(I)의 인적자원은 부정적인 영향을 주었다. 또한 서비스교육의 재추천에는 상황평가(C)의 교육목표, 과정평가(P)의 상호작용, 교육지원, 산출평가(P)의 직무성과 요인이 긍정적인 요인으로 작용하였으며, 상황평가(C)의 요구진단은 부정적인 요인으로 영향을 미쳤다. 따라서 항공서비스교육의 만족도를 높이기 위해서는 인적자원이 아니라 교육의 목표, 상호작용, 프로그램관리, 성과를 높여야 하며, 서비스교육의 재추천을 위해서는 항공사의 요구진단보다는 교육목표, 상호작용, 교육지원, 직무성과를 높일 필요가 있음을 시사한다.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.183-199
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• 2006

The purpose of this study is to develop an in-service teacher training program for professional development in environmental education. In order to achieve the goal, the in- service teacher training program for professional development in environmental education development / implement team is formed to deal with the development and the implementation of the program. The team is composed of environmental education professionals and environmental education teachers. After the development of the program, 20 teachers were selected to implement the program. Then, through various researches such as interview, monitoring, and survey, the evaluation of the program was done. After the evaluation, the feedback on the program was collected in order to apply the final adjustments and changes to the developed training program for professional development in environmental education. The training program is designed to include the wide range of theories and real life cases. It focuses on certain topic, and is implemented through workshop type training method to increase the participation rate. The major motive of the participants was to develop their professionality in environmental education. Based on the analysis of the training program and the workshop, 69.1% of the program is focused on the environmental education/learning theory, and 71.4% is focused on the environmental education teaching method. The environmental education teaching method is focused on the real life teaching method that could be used in many schools. However, the parts on environmental education philosophy, psychology, and evaluation was not included as a part of the program. Also, the evaluation method of the students learning the environmental education was not introduced as a part of the program as well. It is due to the limited time frame of the training program, as well as its focus on the training method of environmental program. Based on the analysis of the evaluation results obtained through monitoring, the training program for professional development in environmental education is successful in terms of focusing the goal of the program around the environmental education/learning theory and environmental education teaching method, which was the motive of the participants. However, the effectiveness of the program differed from participants to participants based on their majors in environmental education, and it did not last long enough. The future training program for professional development in environmental education should consider the backgrounds of the program participants to have various programs prepared for various groups of people. We suggest that the results of this developed program will be applied to "environmental education teacher licence training" in the future.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.316-325
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• 2010

The purpose of this study was to analyze elementary school teacher' expectation and reality before and after science experiment in-service training program. The surveys for before and after in-service training were conducted among 231 elementary school teachers who participated for science experiment in-service training. 5 elementary school teachers who took part in surveys were interviewed after training. The results of this study are as follows: First, teachers' interest for science increased regardless of willingness to training participation through science experiment training. Second, discussion for science teaching strategies were not enough while the training recognized with experiments and lecture of instructors mainly. Third, teachers prefered alternative experiments and practical experience of experiments to lecture and basic experiments based on textbook. Forth, assessment of teachers in training must be improved.

• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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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.

• 수산해양교육연구
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• 제21권1호
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• pp.140-150
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• 2009

The purpose of the study is to improve in-service fisheries & shipping affiliate teachers informative and professional presentation. The sensible solution to this problem is to analyze about the opinion of in-service fisheries & shipping affiliate teachers about Certification Training Program during 10 years. We provide the suggestion about the coming certification training program that satisfy the need of the trainee and that can be effectively applied into practical teaching movement in school. According to these conclusion, it is estimated that in-service fisheries & marine teacher don't have the negative view of certification training program. By the way Combination subject education program was significantly improved by developing the program on the basis of the fisheries & shipping affiliate teachers' opinion.

• 영어어문교육
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• 제17권4호
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• pp.395-411
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• 2011

The purpose of this study was to explore the elementary English conversation instructors' perception on their professionalism and the needs of teacher training program. The survey data were attained from 136 elementary English conversation instructors. Descriptive statistics were employed to discuss the result of the survey response. The results of this study revealed that the elementary English conversation instructors perceived the need of in-service training program for their professionalism improvement, especially in teaching techniques for four language skills. The result also revealed that the instructors need to be more equipped with the knowledge of elementary learners' developmental psychology and L2 learning process. The study concludes with several suggestions for elementary English conversation instructors' improvement of teaching professionalism and in-service training program.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• 한국과학교육학회지
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• 제37권2호
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• pp.263-271
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• 2017

최근 개정된 2015 개정 교육과정의 주요 신설과목인 '통합과학'이 학교 현장에서 정착되기 위해서는 현직교사에 대한 재교육이 필요하다. 본 연구에서는 개정 교육과정의 '통합과학' 교과목 신설에 대비하여 중등 과학교사의 자격종별로 현직교사 재교육 내용을 구상하고, 과학과 현직교사 역량 제고 방안을 마련하고자 하였다. 이를 위해 문헌 연구와 과학교육 전문가 22명을 대상으로 한 델파이 조사를 통해 2015 개정 통합과학 교육과정의 특징을 성격과 목표, 내용 체계 및 내용 구성 등의 측면에서 분석하고 이를 가르치기 위해 필요한 교사 역량이 무엇인지를 탐색하였다. 이렇게 분석된 내용을 바탕으로 현재 학교 현장의 중등학교 과학교사 자격증 유형별 특징과 통합과학 지도를 위해 추가되어야 할 교사 역량을 탐색하여, 교사 자격증 유형별로 2015 개정 통합과학의 이해 직무 연수(A형), 통합과학 직무연수(B형), 통합과학 부전공 자격연수(C형) 등 3가지 유형의 연수프로그램을 개발하였다. 각각의 연수 프로그램 유형별로 교사 자격증별 대상자, 운영시간, 연수프로그램의 구체적인 구성 방법 등을 제시하였다. 또한, 이 연구에서는 전문가 의견에 기초하여 현직 교사뿐만 아니라 통합과학 교사 양성과정 개선안과 통합과학 교사자격 취득을 위한 기본이수과목 개선안을 제안하고 그 타당성을 평가하였다. 이러한 연구결과를 바탕으로 통합과학 지도를 위한 현직교사 재교육 연수 프로그램 구성상의 유의점 및 통합과학 교사 양성과정 개선 방안을 제언하였다.

• 영재교육연구
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• 제24권3호
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• pp.379-398
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• 2014

본 연구에서는 예술영재 담당 교사들의 연수 현황 및 연수에 대한 인식을 조사하여 실효성 있는 연수를 운영하기 위한 방안을 모색하고자 하였으며, 연구결과에 따른 결론은 다음과 같았다. 첫째, 응답자의 약 49.4%는 예술영재교육 관련 연수 경험이 없는 것으로 나타났으며, 연수경험 없이 영재를 지도하고 있는 교사도 있는 것으로 분석되었다. 또한 일반적으로 기초 연수를 중심으로 이루어지고 있으며, 연수자가 직접 프로그램을 개발 해 볼 수 있도록 구성된 수업내용은 미흡하였던 것으로 분석되었다. 둘째, 예술영재교육 연수 운영 시 연수지역의 접근성을 고려하고, 연수에 대한 사전 홍보와 정보의 제공이 반드시 필요한 것으로 시사되었다. 셋째, 실효성 있는 예술영재교육 연수를 위해 '연수강사진의 전문성 확보'와 '연수 유형의 다양화', '연수기관 및 연수 운영진의 전문성 확보'가 연수 운영측면에서 중요한 요소라고 인식하고 있었다. 넷째, 연수 프로그램 측면에서 현장 적용이 가능한 교육 프로그램의 제공과 기초, 심화, 전문 등 연수 종류에 따른 차별화된 프로그램 개발, 연수 내용의 다양성을 중요한 요소로 인식하고 있었으며, 연수 환경 측면에서 교통과 연수시설의 편의성이 가장 중요한 요소로 인식하고 있는 것으로 나타났다. 따라서 향후 실효성 있는 예술영재교육 연수가 되기 위해서 예술영재교육의 특성을 반영하여 차별화된 연수모형과 현장적용이 가능한 연수 커리큘럼이 개발 및 보급되어야 하며, 효율적인 연수 환경이 조성되어야 할 것이다.