• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.7
• /
• pp.431-440
• /
• 2017

This study surveyed pre-service early childhood teachers' level of concern about software education on the assumption that software education will be introduced into early childhood education in the future. It was shown that the pre-service early childhood teachers' level of concern about software education is the highest at stage 0(95%) and that they have a high level of informative, personal and managerial concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, their personal and informative level of concern is slightly higher. A 'tailing up' phenomenon to stage 6(refocusing) was shown. Hence, a pattern aspect close to critical non-user appeared to some extent. A difference in the significant level of concern was shown at all stages, except for managerial concern, according to the need for awareness, the appearance of a future implementation plan, and technology efficacy level. Based on this outcome, it was proposed that teacher training in early childhood software education should be made available as part of the educational activity connected with the Nuri Curriculum, since this would be more suitable for young children's developmental level than the early childhood software education, including coding education, etc., currently found in private institutions.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.10 no.11
• /
• pp.3308-3314
• /
• 2009

The purpose of this research is to develop a model of teacher education system in u-Learning age. To achieve the purpose, first, the current teacher education system was analyzed. Second, ubiquitous technologies which could be used in future teacher education system were analyzed. Third, functions of ubiquitous technologies supporting communication between the elements of teacher education system were explored based on the analysis of the technologies. Forth, researchers analyzed pre-service teachers' understanding, needs, and demands for the future teacher education system in u-Learning age. The model of teacher education system which is appropriate for u-Learning age was proposed based on the results of analyses. The developed model could help to educate pre-service teachers who will lead the education in u-Learning age.

• Journal of Industrial Convergence
• /
• v.21 no.8
• /
• pp.87-96
• /
• 2023

The purpose of this study was to investigate the meanings that pre-service secondary physical education teachers attach to learning-centered teaching through metaphor analysis and to examine their perceptions of the application of learning-centered teaching in physical education. In order to achieve the purpose of the study, a survey was conducted to express the perception of learning-centered teaching in metaphors. The data analysis was processed through the process of coding, metaphor classification, determining the unit of analysis, and categorisation of the sample according to the metaphor analysis method. As a result, four major categories of educational needs, educational goals and contents, teaching and learning methods and evaluation, teacher education and roles, and eight content types were derived: lessons for self-actualisation, lessons for preparing for future society, lessons that foster creativity, open and diverse lessons, lessons that stimulate curiosity and interest, lessons that are suitable for individual development and characteristics, lessons that are burdensome to implement, and lessons that require teacher creativity and originality. The results of this study provide implications for the necessity and direction of learning-centered class.

• Journal of Digital Convergence
• /
• v.19 no.8
• /
• pp.75-88
• /
• 2021

Along with the advent of the Fourth Industrial Revolution, fostering young talents with convergent mind is getting important. Moreover pre-service teachers' ability to design proper convergent classes can be a meaningful issue for high quality future education. This study proposes the role of professors' exquisite feedback is so significant for developing their competence in STEAM education, It analyzed how various theories regarding feedback support them to enhance convergent knowledge with e-learning. They participated in the 5 step group and individual activities for creating STEAM lesson plan and received suitable feedback. Lastly a survey was performed. The researchers did modeling how integrative feedback was applied to the procedure step by step according to the 'Ladder of Inference' theory. This strategic model contributed to elevating the participants' convergent knowledge, competence, achievement and satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.2
• /
• pp.270-278
• /
• 2018

A CIPP model-based evaluation of day care centers in-service education was performed to improve the quality of infant teachers. This study covered 203 infant teachers of a day care center located in Chungnam and Daejeon city. The analysis results are summarized as follow. The education situation, such as a suggestion of a target and pre-analysis, was more positive than other evaluation areas, but the education course, which is a personal variable of infant teachers, was found to require modifications in day care center in-service education. Uniform education that does not reflect the characteristics of the individual teacher have limitations to education systematically and effectively. Therefore, it is essential to consider the education environment and to reflect the requirements of the infant teacher. Finally, this study provides basic data for a desirable in-service education and qualification improvement program to improve in-service education through an evaluation of day care center in-service education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.1
• /
• pp.230-238
• /
• 2018

The purpose of this study was to examine the change in pre-service early childhood teacher's meaning through a job experience program. 15 students majoring in Early Childhood Education of K University participated in this study. Participants were provided a field-based job experience program for 4 weeks. Data was collected through pre-and post- questionnaires which enabled participants to freely share opinions. As a result of this study, pre-service teachers' expect teacher' know to preparation for a class, teaching performance, role of teacher for daily life guidance. Second, it is the actual experiences were infant knowledge, class management, parent counseling and care. Third, achievements included not only facilitating positive teacher behaviors, but also school performance. Moreover, it is important that variety of experience. The findings of this study imply that providing field-based job experience for the confidence of pre-service teachers regarding teaching and variety experience of job-related.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.9
• /
• pp.236-243
• /
• 2017

The purpose of this study is to investigate the relationship between the OKgram and abuse awareness, and between the the characteristics of the major field and abuse awareness of pre-service child care teachers who are taking the (child care) course as part of their university curriculum. Positiveness isclassified into 2 subfactors,self-positiveness and other positiveness, while abuses are classified into 4 sub factors,viz. body, sex, emotion and neglect, in order to investigate and analyze the effectsof each sub factor. Asurvey was carried out for students of the department of Child Care and the department of Social Welfare of the universities in Gyeonggi-do, Gangwon-do and Seoul, during the 5 day period from 8th May to 12th May, 2017. After conducting a frequency analysis, correlation and multiple regression analyses were performed, from which we madethe following conclusions. First, it was found that positiveness influences abuse awareness, and that when other positiveness is higher than self-positiveness, abuse awareness is increased. We also concluded that we should provide more personality programs that enhance others positiveness. Second, the seriousness of abuse level showed an average value of 4.594, which is highly recognized, while the level (required) to recognize the index wasin the order of sexual(4.789), physical(4.587), neglect(4.510), emotional(4.498), with the index of emotion beingthe lowest. This indicatesthe necessity to strengthen the social standard on emotion abuse awareness. Third, in the characteristics of the major field, the respondents answered that their actual work experience of being a pre-service child care teacher was helpful to raise their abuse awareness, and thatchild care practice wasthe most important.Therefore,we concluded that it is necessary to arrange practical courses which increase the chance of obtaining actual work experience and provide child care practice during child care teacher training.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.7
• /
• pp.325-331
• /
• 2019

This study investigated the effect of pre service teacher's empathic ability on teaching ethics, and child abuse report intention. The subjects were 168 pre-service teachers attending a university located in a micropolitan city. Questionnaires, which required self-reporting by pre service teacher, were used to investigate teacher's empathic ability, teaching ethics and child abuse report intention. The collected data were analyzed by frequency, percent, Pearson's correlation coefficient analysis and stepwise-regression analysis. From the major study findings, first, pre-service teacher's empathic ability was positively correlated with teaching ethics and child abuse report intention. Pre-service teacher's "take perspective", "imagine" of the cognitive empathic ability's subfactor was positively correlated with teaching ethics. Especially, empathic interest was positively correlated with teaching ethics. Cognitive empathy ability showed the highest relationship with ethics for early child. Emotional empathy showed the highest relationship with ethics in society. Second, the pre-service teacher's teaching ethics were influenced by taking perspective, imagining, and empathic attention. These results demonstrate the need to incorporate perspectives in the development of programs to promote pre - service early childhood teacher ethics and child abuse reporting.

• 대한공업교육학회지
• /
• v.40 no.1
• /
• pp.180-200
• /
• 2015

The problems current robotic technology education class has are the students with different basic background knowledge levels and the class based on the instructional teaching method. This study shows the implementation of the student teams achievement divisions (STAD) learning model into an introductory robotic technology education class to resolve the problems in the current robotic technology class. The STAD learning model focuses on the ability of each team member with different knowledge levels and make team members help each other through class activities such as assignments and a project. All members get rewarded by their performance output as a team in a course grade. The outputs of STAD learning models were measured by paired sample t-test as pre-test and post-test in terms of students's transition on basic knowledge for robotic technology, students' attitudinal transition on teaching robotic technology class, and students' competencies and self-efficacy on related subject areas. The study participants were 22 pre-service technology teachers at a university. The results show that all four measured areas were improved significantly, compared to pre-test with respect to the means scores of each measurement area. The STAD learning model could be an alternate for the current robotic technology class to deliver the better class outcomes for students under the specific circumstances.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.4
• /
• pp.83-89
• /
• 2021

This study examined how the learning styles and emotions of 234 students enrolled in early childhood education-related departments affected their ability to participate in the learning community. The research collected the variables of the pre-service early childhood teachers' ability to participate in the learning community, the emotions that they experienced while learning, and their learning styles. The collected data were analyzed through correlation analysis and regression analysis. The results indicate that the students' ability to participate in the learning community was positively correlated with the following: their analytical learning attitude (among learning styles); learning motivation; degree of preference for discussion and discussion types; positive and negative emotions, which are subcategories of learning emotion; and the degree of preference for experimentation and their practice type among teaching methods. Second, regression analysis showed that the students' ability to participate in the learning community could be predicted by negative emotion as a subcategory of their learning emotion, learning motivation, degree of preference for the experiment and practice type, their analytical learning attitude, and the degree to which students value studying the content of their major subjects.