• 한국생활과학회지
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• 제19권5호
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• pp.795-803
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• 2010

This study sought to determine the mediating effect of followership in the relationship between the leadership of child care center director and empowerment as perceived by child care teachers. Data were collected from 294 child care teachers in child care centers located in four cities labeled A, B and C through a structured questionnaire. To describe data the Pearson's correlation coefficient and multiple regression analysis were computed. The level of child care center director's leadership which child care teacher perceived was 3.64 points in a scale of 5 points, child care teacher's empowerment was 3.50 points in a scale of 5 points and followership was 3.30 points in a scale of 5 points. COMMENT A positive correlations were found between leadership, empowerment and followership. Followership was shown to be a mediating variable between child care teachers' perceptions of leadership and empowerment. Furthermore, results also showed a strong relationship between the leadership of child-care center director and the child-care teachers' followership and empowerment, thus implying that the child-care teachers' followership is very important to increase the empowerment.

• 직업교육연구
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• 제37권4호
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• pp.1-22
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• 2018

이 연구는 2015 개정 교육과정이 고등학교 1학년에 적용됨에 따라 대학수학능력시험 직업탐구영역의 시험과목에 대한 학교 교육과정 편성과 시험과목에 대한 교사의 인식을 살펴보고 향후 수능 직업탐구영역의 발전 방안을 제시하는 것이다. 이를 위해 전국 특성과고, 마이스터고, 직업계열 일반고를 17개 시 도 지역별, 계열별로 1~2학교 선정하여 해당 고등학교에서 수능 직업탐구영역 관련 교사 한명이 답변하도록 설계하였다. 총 92개교를 대상으로 설문조사를 실시하였고, 농생명 산업 계열 4개교, 공업 계열 15개교, 상업 정보 계열 22개교, 수산 해운 계열 3개교, 가사 실업계열 14개교 등 총 58개교가 설문에 응답하여 63%의 학교가 설문에 참여하였으며, 그 결과는 다음과 같다. 첫째, 2015개정 교육과정에서 전문공통과목으로 처음 도입된 '성공적인 직업생활'은 1학년에 31개교, 53.5%로 가장 많이 편성하였고, 다음은 3학년으로 나타났다. 2009개정 교육과정 필수과목이면서 수능 직업탐구영역의 계열별 과목인 '선택과목 1'과 '선택과목 2'는 모두 1학년에 각각 32개교 55.2%와 42개교, 72.4%로 가장 많이 편성되었고, 다음은 2학년으로 나타나 전문공통과목의 편성과 차이가 있었다. 둘째, 수능 직업탐구영역 선택과목에 대한 의견으로는, 계열별 2과목인 현행 유지가 36개교로 가장 높았으며, 다음은 '성공적인 직업생활' 1과목이 12개교, '성공적인 직업생활'과 계열별 1과목을 포함하여 총 2과목이 8개교로 나타나, 교사들은 현재의 수능 직업탐구영역의 계열별 두 과목이 타당하다고 인식하였다. 셋째, 직업탐구영역의 응시자 수 변화에 대한 의견으로는 '현행 유지'가 31개교로 가장 높았고 다음은 '약간 감소'가 17개교로 나타났다. 계열별 난이도 요구 결과는 '현행 유지'가 38개교로 가장 높았으며, 난이도에 영향을 미치는 요인들의 영향 정도는 '교육부 수능 정책의 변화'가 가장 높았으며 다음은 '직업탐구영역의 응시자 수 변화'가 높게 나타났다.

• 아동학회지
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• 제23권4호
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• pp.137-152
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• 2002

In response to a growing trend toward downward escalation of public school curriculum, the present study surveyed so-called extracurricular activities in kindergartens and analyzed teacher's perception of these activities. Questionnaires were mailed to 1300 private kindergartens and 1116 responses were received. Major findings were that over 89% of the respondents reported doing extracurricular activities in their kindergartens, mostly using 3-4 different kinds of special activities. The 3 most highly ranked lessons in order of frequency were English, art and physical activity. Whole group time was most often used for extracurricular activities. Kindergarten teachers were concerned with the qualifications of teachers for these activities. Teachers of these extra activities usually have no specialized training or supervised experience working with 3-through 5-year-old children.

• 한국초등과학교육학회지:초등과학교육
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• 제27권3호
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• pp.211-220
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• 2008

This study examined pre-service science teachers' perceptions of informal learning by adopting a discourse analysis method suggested by Mortimer and Scott(2003). The guiding research questions were: (1) What are some general patterns of the discourse occurring in science museums between a teacher and a student? (2) In what ways do the pre-service teachers perceive informal learning and teacher's role in informal settings? The 7 pre-service science teachers participated in this study. Each of them shepherd an elementary student around the museum and implemented their own instruction using a pre-planed lesson plan. Results indicated that even though the teachers had learned some characteristics of informal teaming in their college courses, they tended to implement their traditional view of science teaming into the instruction and the view affected them to set up their teaching purposes and contents, and to select communicative approach, patterns of discourse and ways of intervention.

• 한국산업융합학회 논문집
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• 제13권3호
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• pp.183-189
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• 2010

The purpose of this study was to examine the Industrial High Schools Technical Subjects teachers' perceptions and attitudes toward sustainable development(SD). The instrument consisted of totally 12 items. The subjects of this study were 98 Industrial High Schools Technical Subjects teachers. The period of survey is from June 23 to July 15 of 2010. The questionnaire included items asking whether they heard about terms such as sustainability or sustainable development, the source of information on SD, the level of understanding or the urgent task 2 for SD in Korea. Result of survey is following. First, Teacher thought that urgent task for SD is conservation of natural environment. Second, Most of the teacher consider the concept SD as 'pursuing the balance between environmental protection and economic development, and some of the teachers recognized the concept of SD in the paradigm of continuous economic development. Third, half of teachers have not heard terminology of SD .and 80% of them have not conducted ESD. Fourth, a few of teachers replied that obstacle of ESD is shortage of teacher's professionalism.

• 한국콘텐츠학회논문지
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• 제15권10호
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• pp.669-678
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• 2015

본 연구의 목적은 국내 한 대학 영어학과에서 실시된 시범수업에 대한 학생들의 인식과 동료피드백을 통해 학생들의 교수 활동을 살펴보는 것이다. 참여자는 영어교수법 수업을 수강한 42명의 학생들이며, 설문지, 12팀의 시범수업, 그리고 시범수업에 관한 15편의 동료피드백이 주된 데이터이다. 동료피드백의 내용 분석을 위해 '단어측정시스템(WCS)'이 사용되었다. 학생들은 시범수업(52.4%)이 강의(42.8%)보다 더 중요하다고 여겼으며, 80%의 학생들은 시범수업에 자신의 교안을 70% 이상 적용한 것으로 자평하였다. 또한 학생들은 시범수업을 통해 교사로서의 경험, 자신감 향상, 부족함 인식, 그리고 가르치는 일의 가치를 깨달았다. 한편, 동료 시범수업에서의 장점으로는 '교수방법과 기술', '멀티미디어 사용', 그리고 '교수자료' 등이 언급된 반면, '상호작용', '교수방법과 기술' 그리고 '칠판사용'등에 관한 부족함이 지적되었다. 전체적으로 칭찬의 내용이 보완되어야 할 요소보다 1.8배 많았다. 이러한 결과는 효과적인 교수활동에 관한 학생들의 안목과 긍정적인 동료피드백의 특성을 보여주는 것이라 할 수 있다.

• Educational Technology International
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• 제13권2호
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• pp.257-281
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• 2012

This study aims to examine individual perceptions and lived experiences of the Net generation of student teachers and the previous generation of teachers about their technology use in education. The participants of this study include 106 pre-service teachers and 50 in-service teachers from one teacher education university in Korea. Employing a mixed methodology, we first empirically examined the participants' perceptions toward multiple variables related to technology use in education, namely (a) past ICT experiences in schools, (b) personal computer use, (c) constructivist belief, (d) computer efficacy, (e) attitude toward computer in education, and (f) prospective computer use. In addition, we conducted face-to-face interviews with selected participants for the in-depth investigation of their lived experiences about technology use, beliefs, and attitude. Results indicate that there are significant differences between in-service and pre-service teachers in their prior experiences with technology in schools. However, the pre-service and in-service teachers did not differ significantly in their beliefs, attitude and other technology-related variables, which may indicate the danger of generational determinism in the Net Generation debate. The analysis of interview narratives revealed two major themes about the interplay of one's agency and structural changes in the participants' lived experiences with technology use in education: (a) transition from negative past experiences to opportunities for positive computer use, and (b) attitudes formation and change through apprenticeship experiences and structural influences. In conclusion, this study suggests that the Net Generation debate should move beyond dichotomous or techno-centric thinking. There is a critical need to pay more attention to develop deeper understandings of the fundamental diversity existing within the generation itself. Implications for teacher education are also discussed.

• 대한가정학회지
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• 제40권7호
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• pp.127-140
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the perception and needs of the teachers, principals, educational specialists from the perspective of the curriculum content, professionalism of the teacher, realistic operations of the school, and the administration of the school system. The research was executed through mail surveys to nationwide junior high school technology teachers, home education leachers, principals and to educational specialists. The results obtained from the research are as follows. 1) The integration of Technology and Home Economics was perceived to lessen the burden of students. However the background knowledge and characteristics of the two curriculums are different, and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher, 2) The issues that were most serious to teachers, principals and education specialists were professionalism of the teacher, qualification of the teachers, and teaching method. 3) In regards to qualifications of the teacher, the teachers requested that teachers should have single qualification in'Technology(or Home Economics)'. The principals were of the similar opinion but the educational professionals wanted dual qualification for both'Technology'and'Home Economics'. As for teaching methodology all 3 groups responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into taro subjects. On the other hand the principals and educational specialists agreed that from their own perspective Technology and Home Economics should remain an integrated subject and the teaching should be done by one teacher but replied that from the student or parent perspective division of responsibility in teaching would be appropriate.

• 한국게임학회 논문지
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• 제10권4호
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• pp.91-101
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• 2010

본 연구의 목적은 게임을 활용한 학습이 교육현장에서 교수-학습을 지원하는 방법으로 활용되기 위해 교사들의 인식을 조사하여 분석하는데 있다. 이는 게임기반학습의 확산을 위한 중요한 지표로 활용할 수 있을 것이다. 본 연구의 결과를 종합해보면, 첫째, 교사들이 게임을 사용하는데 있어 교육과정과 관련된 학습주제와 내용을 지닌 게임을 찾는데 어려움이 있다는 것이다. 둘째, 학습자의 다양한 수준에 따른 게임 활용 수업을 준비하는데 많은 시간이 소요된다는 것이다. 셋째, 교사가 게임을 수업에 활용하기 위해 관련기관에서 다양한 정보와 지침을 제공해야할 필요가 있다는 것이다. 마지막으로, 행-재정적인 지원이 체계적으로 이루어져야할 필요가 있는 것으로 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권4호
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• pp.449-462
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• 2014

In this study, mathematics teachers' awareness of the need for motivation and its utilization in the actual classes were analyzed through a survey. As a result, the mathematics teachers answered positive on the need for motivation but the attempts for motivation in actual classes were rather low. In addition, they answered that teacher training for motivation were helpful in actual classes. Among Keller's ARCS, the strategies mathematics teachers recognized necessary and those used frequently in actual classes often showed generally consistent, and the need for motivation and the degree of utilization got highest score in motivation sector. On the other hand, mathematics teachers need to acknowledge specific utilization strategies of ARCS but showed incompetent in utilizing them in actual classes. Thus, in order to efficiently utilize the strategies for motivation in mathematics classes, mathematics teachers needed practical teacher training, specific instruction methods, researches on practical instructional methods and in-service, and administrative supports for the activations of teacher's study group and mentor system.