• Journal of the Korea Society of Computer and Information
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• v.25 no.9
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• pp.213-222
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• 2020

In this paper, we propose a study to develop and apply competency-based elementary school teacher training programs for maker education according to the steps of the DACUM-based Systematic Curriculum and Instructional Development (SCID) procedure model. According to the stages of the DACUM-based SCID (Systematic Curriculum and Instructional Development) procedure model, the educational goals, contents, objects, time, methods, and prerequisite subjects of the maker education training program were derived, and based on this, a competency-based training program was developed. In addition, the effectiveness of the program was verified by applying the developed program. As a result of applying the developed training program and evaluating its effectiveness, it was confirmed that overall positive results were found. We expect this training program to be of help in strengthening the competency of elementary school teachers in maker education.

• Research in Mathematical Education
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• v.17 no.3
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• pp.153-167
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• 2013

Mathematics has been stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementrny and secondrny school mathematics. The research found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students' behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study examines teachers' beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher's gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with average academic standards.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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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.

• Hwankyungkyoyuk
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• v.14 no.1
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• pp.66-80
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• 2001

In this study, the current status and the desirable ways for improvement of the examination system for the employment of the environmental education teachers in the secondary school were investigated. For the study, first, problems and reasons, and the counterplan of policy on the teacher connected directly with the examination employing secondary school teachers through exploration of the related literatures were analyzed; second, it was identified that the essential quality which environmental education teachers should have ready; third, the curriculum of environmental education teacher training universities and the seventh environmental curriculum were examined to provide a basis of discussion on the principle of setting questions for the employment of environmental education teachers; fourth, the number of recruitment, the number of examinee, the principle of setting questions, the composition of questions, and the distribution of scores of the examination which were carried out in the school year 2000 and 2001 were compared and analyzed; finally, the basis of the above analyses, recommendations to consider the examination system for the employment of environmental education teachers in the secondary school were presented as follows: first, the team managing the examination for the employment should reflect the aims and special contents of environmental education to discuss and decide the principle of setting questions on the environmental course; second, the proportion of subject matter education in the examination for environmental education teachers should be increased; third, the validity of questions for the examination should be clarified and the difficulty level of the questions should be low.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.133-143
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• 2004

This study aims to explore the ways in spreading and maturing of environmental Education(EE) in secondary school. To deal with this issue, researchers investigate the actual conditions of EE and grope for the ways in spreading and maturing of EE. According to investigation, the selecting rate of environment subject in secondary school is about 3%(compared selecting rate of other subject matters) in 2003. Based on the result, this study suggests followings. First, sequencing strategy of EE curriculum will be expected very efficaciously. Secondly, there is need to empasize daily experiences of EE beyond the formal subject matter. Thirdly and ultimately, thers is need to reform school curriculum centered EE. Moreover, there is need to empasize teacher education for the environment not only pre service but also in-service teacher training.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.571-581
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• 2009

The purpose of this study was to examine teacher's perception, practices about the multicultural education. The subjects were 382 kindergarten teachers in G province. Kim A Young(1996)'s questionnaire which is modified and improved after preliminary research was used to measure teacher's perception and practices about the multicultural education. The data were analyzed by the descriptive statistics, t-test, one-way ANOVA, Scheffe test. The results of this study were as follows. First, Kindergarten teacher's perception about multicultural education were significantly different by teacher's teaching careers, teacher's kindergarten types, children's age, learning experience in preservice curriculum. Second, Kindergarten teacher's practices about multicultural education were significantly different by teacher's teaching careers and kindergarten types.

• International Journal of Human Ecology
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• v.11 no.1
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• pp.97-107
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• 2010

Gender equity education is ineffective in a public school system even though gender equity education is a current issue in South Korean education. One of the problems is attributed to teacher education because no better gender equity education can be accomplished without teacher preparation. Therefore, the effectiveness of teachers is a very important keyword in teacher education. This study examines learning experience, gender equity value, teacher preparation for gender equity education of pre-service teachers in Gonju, South Korea, the factors that influence teacher preparation for gender equity education, and the instruction of gender equity. A survey was delivered to pre-service teachers in 2008, and the data of 350 pre-service teachers were analyzed. MANOVA and Multiple Regressions were used for analyzing the data. The results will contribute to the development of effective teacher education for gender equity education and information on a partnership between the family and the public school system that is centered on gender equity education.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.3-12
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• 2015

The aim of this paper is to provide teacher awareness and the status of robot based instruction(RBI) by focusing on the school curriculum. To gather that information, we conducted a questionnaire survey composed of six items to 116 teachers who have had experiences on RBI. The questions are about the fit school year for RBI, the fit subjects for it, the possibility of applying it to regular subject, the fit students' learning levels for it, the fit learning styles for it and effective methods to apply it to regular subject teachers. The result is as follows: (1) RBI is suitable for fifth and sixth grade in elementary school and all grades in high school. (2) It is suitable for all regular subjects in all schools. (3) It is more effective for the students who have average learning level. (4) It fits into introverted students more than the other style of learners. (5) It is likely to be more effective in supporting of learning and understanding of the contents than merely assisting the teachers' instruction. (6) The teachers showed positive awareness on applying RBI to subject of creative activities. The results are significant in relation to the following two views. First, we can get the positive possibility in applying school curriculum using RBI. Second we can foresee that RBI will provide an innovative paradigm to school curriculum. In addition, the results of this paper can be used as preliminary information for developing models and programs on RBI.

• The Mathematical Education
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• v.42 no.4
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• pp.431-452
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• 2003

In this paper we briefly survey recent works on training of mathematics teacher at universities of some countries. The main purpose of this work is to propose a desirable direction of curriculum and teaching/learning paradigm for training mathematics teachers at universities.