• Human Ecology Research
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• v.57 no.3
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• pp.383-393
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• 2019

This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher's age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching.

• 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.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.1-15
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• 2012

This study investigated the causes of the dislikes of Practical Arts education of elementary school students. This study was to provide the foundation for the proposition of alternative plans to make more students participate pleasantly and actively in Practical Arts classes. Data were collected via an open-ended survey from 273 elementary school students and through telephone interviews with five elementary school teachers. The data were analyzed inductively by NVivo. After the analysis of the student data, the analysis of the teacher data was conducted according to the variables from the student data. The results of this research were as follows: First, with regard to the causes of the students' dislikes of Practical Arts classes, extrinsic factors such as instruction management, instruction content, teaching facilities and equipment, and teacher characteristics were elicited. Intrinsic factors included complaints about failing to meet students' expectation from Practical Arts, negative perception of Practical Arts, the interest, competency, and fear of the students. Secondly, the students who learned Practical Arts from the Practical Arts specialty teachers gave more answers on instruction management, instruction content, and teacher characteristics than the students who learned Practical Arts from their homeroom teachers did. The students who learned Practical Arts from their homeroom teachers answered that they disliked Practical Arts because of lack of lab facilities and practice than their counterparts did. The analyses of teacher data provided the reasons and contexts of the dislikes of the students such as teaching facilities and equipment, and the anxiety of the students.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.169-172
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• 2021

Based on the scientific and pedagogical analysis of the theory and experience of teaching computer science disciplines, the didactic mechanism for ensuring the continuity of the average (full) general and higher professional education of economists for practical implementation innovative technology of personal experience foundation. The pedagogical conditions for the formation of information competence, including laboratory, design, research work, the use of active teaching methods for acquiring management skills in production and activities of the enterprise. An indispensable requirement for the conditions for the implementation of basic of educational programs is the assessment of competencies. With this the goal was to develop criteria and levels of formation information competence of future economists and carried out complex diagnostics.

• Journal of Korean Home Economics Education Association
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• v.15 no.1
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• pp.15-32
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• 2003

This study examined teacher perception of the instructional method. activities and material in terms of class quality enhancement. Also this study established instructional method. activities and material application Per 7th Practical Arts Education Course guidance domain. and type identification of the instructional method and activities unique to the Practical arts curriculum. Conclusions : 1. Teachers consider the instructional method and material beneficial. However in the item relevant to application of diverse instructional methods Per specific teaching objective and educational content in the actual classroom. the highest percentage responding. ‘relatively yes’ (39.7%) . balanced out with those answering. ‘no’(37.7%) 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain . 3. In each guidance domain, lecture method, problem-solving learning. cooperative learning. home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to Provide such functional guidance in class. 4. In each guidance domain. role-playing. debate/discussion. case study research, practical exercise and activity reporting were rated as essential teaching ㆍ learning activities. 5. In each guidance domain.‘VCR’, ‘CD-ROM’ and ‘Web media’ were identified as suitable instructional materials .

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.109-114
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• 2022

The article theoretically analyzed and specified definitions such as: "professional development of personality, competence, professional competence of a teacher". Structural components of professional competence are defined, namely: theoretical involves deep knowledge in the field of special pedagogy, special psychology; technological involves the use of acquired knowledge in practical activities and personal in which important personal characteristics of a special teacher are noted. Criteria and levels of development of professional competence of future special teachers are determined. The article analyzes the peculiarities of the professional activity of a teacher in the conditions of an inclusive educational space, in particular, the special training of a teacher as an integral component of this process. Emphasis is placed on the cooperation of teachers in an inclusive educational institution for the socialization of a child with special needs and her preparation for independent life.

• Journal of Korea Multimedia Society
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• v.24 no.4
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• pp.569-582
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• 2021

Education emphasizes problem-solving skills based on convergent thinking power in an era of rising uncertainty and rapid progress. This paper proactively designed e-Learning team teaching convergence liberal arts courses for prospective teachers by these social needs. It analyzed the empirical effects on the operation of the subjects to foster future talent who can converge and apply knowledge in various fields. The curriculum consisted of professors of mathematics, practical Arts, computer, and education, and was operated to convey convergent knowledge of information technology and humanities, and consisted of 15 liberal arts courses at J University. Besides, textbooks and teaching materials were also developed by the faculty. As a result of the primary research, prospective teachers who took the course generally showed high satisfaction with the class, especially for the faculty. The students' overall convergent thinking ability has increased to a statistically significant level (p<.01), and the students' major has been found to be irrelevant. On the other hand, it can be seen that communication, content convergence, and caring factors, excluding creativity factor, have all risen to a significant level.

• Korean Journal of Community Nutrition
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• v.14 no.2
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• pp.158-167
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• 2009

This study was conducted to reduce children's fat intake and to establish healthy dietary lifestyles. To achieve these goals, we searched, collected, and analyzed the materials related to the fat education, based on which the research personnel-professors and graduate students in nutrition and child education and elementary school teachers-discussed to figure out major topics, objectives, and detailed contents and activities appropriate for fat intake reduction. We also organized an advisory committee composed of 15 professionals in related fields to discuss the adequacy and validity of the specific contents. Finally, we systematically organized the contents and developed children's textbooks and teacher's guidebooks. Considering the different cognitive development stages of junior and senior elementary students we developed two different textbooks for each of them which are easy to read and understand, fun to play with lots of activities, and designed to practice into daily life. The contents cover three major topics-the concept of lipid, lipid in food, lipid in life and are composed of 6 units in total. To help teachers understand and and to instruct, teacher's guidebooks contain an overview of the education, specific information and practical guidelines for each class. We developed these education materials with the aim of lowering children's fat consumption and eventually promoting their health welfare; hopefully we expect these materials would be useful for children's nutritional education in the field.

• Journal of Nutrition and Health
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• v.42 no.6
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• pp.567-576
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• 2009

This study was conducted to reduce sodium (Na) intake and to establish healthy dietary lifestyles of children. To achieve these goals, we searched, collected, and analyzed the materials related to the Na education, based on which the research personnel-professors and graduate students in nutrition and child education and elementary school teachers discussed to figure out major topics, objectives, and detailed contents and activities appropriate for Na intake reduction. Also a survey was done on the sodium intake and nutrition knowledge of the elementary students. We also organized an advisory committee composed of 15 professionals in related fields to discuss the adequacy and validity of the specific contents. Finally, we systematically organized the contents and developed children's textbooks and teacher's guidebooks. Considering the different cognitive development stages of junior and senior elementary students, we developed two different textbooks for each of them which are easy to read and understand, fun to play with lots of activities, and designed to practice into daily life. The contents cover three major topics-the concept of Na, Na in food, Na in life and are composed of 6 units in total. To help teachers understand and instruct, teacher's guidebook contains an overview of the education, specific information and practical guidelines for each class. We developed these education materials with the aim of lowering children's Na consumption and eventually promoting their health welfare; hopefully we expect these materials would be useful for children's nutritional education in the field.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.68-73
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• 2010

For engineers in the knowledge-based society of the 21st century, not only the specialty in their major field, but also the capabilities of creative thinking/reading/writing, of communication and of understanding society/business/economy, and the knowledge of specialized liberal arts, like ethics, are required. For the specialized liberal arts knowledge, it is important to have interest in a field, read the relevant literature, and summarize and express thoughts, but in reality, it is difficult to accomplish a higher level of learning outcome within the limited regular curriculum. In this study, an application for smart phones that purports to cultivate the specialized liberal arts knowledge of the students enrolled in the college of engineering was developed and applied to classes. Under this environment, a teacher can interact with teacher's students through the structured knowledge on a real-time basis in any place at any time, and the students can reorganize the knowledge by themselves. In this way, this paper proposed a way of improving the level of specialized liberal arts knowledge in daily life.