• 한국컴퓨터정보학회논문지
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• 제22권7호
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• pp.141-152
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• 2017

As the importance of technology increases, so too does its use in various areas. In education, technology is often used. However, due to teachers' lack of knowledge about technology, they often remain at the level of simple utilization, without applying it to learning. Thus, there is a growing need for Technological Pedagogical Content Knowledge (TPACK), which enables teachers to have knowledge about technology and use it appropriately given the content. Although TPACK studies are underway in many subjects, they suffer from the limited functionality of the included technology. To solve this problem, in this study, the range of technology in TPACK was extended to programming, and a TPACK-P model was developed to teach this expanded TPACK to pre-service teachers. To verify the effectiveness of this model, the TPACK-P training program developed during the 15th classes was applied to 19 pre-service teachers. We used Park and Kang (2014) as a tool to measure these teachers' TPACK before and after treatment to observe any changes. The results showed that the TPACK-P education program showed statistically significant improvement in all areas except Pedagogical Content Knowledge(PCK). Compared with the ICT-based TPACK training program, which was administered to a control group, the TPACK-P training program proved to be more effective in the development of Technological Pedagogical Knowledge(TPK) and TPACK among pre-service teachers.

• 한국산학기술학회논문지
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• 제20권7호
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• pp.341-346
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• 2019

본 연구는 예비유아교사의 성격유형과 교사효능감 간의 관계를 분석하고 성격유형이 교사효능감에 미치는 영향력을 분석하는 데 목적을 두었다. 본 연구에서는 G지역의 3,4년제 유아교육과에 재학 중인 228명의 예비유아교사를 대상으로 질문지를 사용하여 실시하였다. 수집된 자료는 SPSS 22.0 프로그램을 사용하여 기술통계, Pearson의 상관관계분석을 실시하고, 영향력을 살펴보기 위해 다중회귀분석을 실시하였다. 본 연구결과는 다음과 같다. 첫째, 예비유아교사의 성격유형과 교사효능감 간의 상관관계를 분석한 결과, 통계적으로 밀접한 관련이 있는 것으로 나타났다. 성격유형 중 외향성과 교사효능감이 가장 높은 정적 상관관계를 보였으며, 신경증은 교사효능감과 부적 상관관계를 보였다. 둘째, 예비유아교사의 성격유형 교사효능감을 의미 있게 예측하는 변인으로 나타났으며, 25%의 설명력을 보였다. 또한 예비유아교사의 성격유형 중 외향성이 교사효능감에 가장 많은 영향력을 주는 것으로 나타났다. 이는 예비유아교사의 성격유형 중 외향성이 강한 예측 변인으로 나타나 교사효능감 증진에 외향적인 성격이 영향을 미친다고 할 수 있다. 그러므로 본 연구 결과를 토대로 예비유아교사의 교사효능감을 증진시키기 위해 외향적인 특성을 함양하기 위한 예비유아교사 교육 프로그램이 필요함을 시사한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권2호
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• pp.163-174
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• 2013

This study conducted a survey to examine the knowledge formation and utilization of computer among beginning teachers of secondary school mathematics. We found that beginning teachers who had more experiences of taking computer utilization classes at teacher education institutes showed more interest in computer and saw the necessity and effectiveness of computer usage for teaching students. Teachers chose GSP the most among computer utilization knowledge learned in pre-service teachers program, and GSP is used the most in mathematics classes. However, they answered that computer is not so much available in class due to lack of hours and the relevant resources. Lastly, beginning teachers answered that the computer knowledge learned in in-service teacher program was more useful than that in pre-service. Thus, the professional development in utilizing computer should be improved through diversifying teacher training contents for beginning teachers as well as for pre-service teachers in teacher education institutes.

• 컴퓨터교육학회논문지
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• 제17권2호
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• pp.53-64
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• 2014

본 연구는 교원 원격연수프로그램의 성과를 측정할 수 있는 요인을 탐색하고 프로그램을 평가할 수 있는 측정도구를 개발하여 양호도를 검증하는데 목적을 두었다. 이를 위해 원격연수프로그램 성과측정과 관련한 문헌고찰과 10명의 교원연수 및 교육공학 전문가의 검토를 거쳐 44개의 예비문항을 개발하였다. 설문의 표본은 중앙교육연수원에서 원격연수프로그램을 수강하는 교원을 대상으로 설문을 실시하였으며 1차 설문에서 수집된 205명의 최종데이터를 토대로 탐색적 요인분석을 실시하여 7개의 요인을 추출하였다. 이를 바탕으로 2차 설문에서 얻어진 293명의 응답자로부터 확인적 요인분석을 실시하였고 측정모형의 적합도 및 신뢰도를 확인하였다. 본 연구의 결과를 통해 시스템품질, 콘텐츠품질, 서비스품질, 사용, 성과, 만족도, 전이로 총 7개의 요인과 34개의 문항으로 구성된 교원 원격연수프로그램의 성과 측정도구를 최종적으로 확정하였다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.255-270
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• 2000

Because the accuracy is essential, in order to get the fluency in speaking, both of them are very important in English education and in-service training programs. To get the accuracy and the fluency, the causes and phenomena of the unnatural pronunciation have to be surveyed first of all. Therefore, this article surveyed the problematic and unnatural pronunciation of Korean English teachers in elementary and secondary schools using CSL and Multi-speech. And also, tried to pinpoint what the causes of unnatural pronunciation are\ulcorner Next a procedure or steps were offered for them to speak naturally through in-service training programs. Through this analysis, it was found that elementary teachers have unnatural pronunciation below, within and beyond word level, and the secondary teacher has unnatural pronunciation within and beyond word level. Therefore, pronunciation training courses have to put emphasis on segment features first, and move to suprasegmental features for elementary teachers. For secondary teachers, pronunciation training courses have to focus on word level and move to suprasegmental features, in other words beyond word level. And these pronunciation training courses have to be run integrated.

• 한국과학교육학회지
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• 제36권3호
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• pp.399-411
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• 2016

본 논문은 융합적 사고와 창의적 문제해결력을 지닌 인재 양성을 목표로 시작된 STEAM 교육의 현장확산을 위한 교사연수 중 심화과정 교사연수 프로그램의 개발과정 및 운영 결과를 바탕으로 STEAM 교사연수에 대한 시사점을 고찰하고자 한다. STEAM 심화과정 교사연수 프로그램은 교사들의 STEAM 역량 강화를 위하여 개발되었다. 총 60시간(4학점)의 직무연수로, 집합연수 38시간, 온라인 12시간, 현장적용 5시간, 성과발표 5시간으로 구성(3차년도 기준)하였다. 집합연수는 강의, 멘토교사수업, 실험실습 및 랩탐방, STEAM 수업자료 개발을 위한 조별활동, 포스터발표회로 구성되었다. 온라인 연수는 추가 강의 이수와 지속적인 교사 커뮤니티 활동을 이어갈 수 있도록 구성되었다. 또한 집합연수와 온라인 연수를 통해 개발된 STEAM 수업자료의 현장적용을 의무화하였다. 마지막으로 성과발표는 우수수업 사례 발표를 통해 교사들이 STEAM 교수 경험을 공유할 수 있도록 하였다. 2012-2014 동안 서울, 경기, 인천, 강원, 제주 지역의 초중등교사 약 700명이 본 연수를 이수하였다. 설문 조사 결과를 바탕으로 지속적으로 프로그램의 세부 내용 및 구성을 개선해나가면서 연수참여자들의 연수에 대한 만족도를 향상시켰다. 또한 본 연수 프로그램은 교사들의 STEAM에 대한 이해를 높이고, 자료개발과 현장적용을 통해 교사들의 STEAM 역량을 높이는데 효과적이었음을 알 수 있었다. 본 연수는 앞으로 이와 유사한 STEAM 교사연수 프로그램의 개발 및 운영에 참고가 될 수 있을 것이다.

• East Asian mathematical journal
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• 제33권2호
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• pp.217-233
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• 2017

This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.406-425
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• 2019

The purpose of this study is to analyze The Effect of Teacher Participation-oriented Education Program (TPEP) centered on Multi-Faceted Analysis of Elementary Science Classes on the Class Expertise of novice teacher. First, in order to develop the TPEP, lectures and exploratory science classes were analyzed using imaging and eye-tracking techniques. In this study, the TPEP was developed in five stages: image analysis, eye analysis, teaching language analysis, gesture analysis, and class development. Participants directly analyzed the classes of experienced and novice teachers at each stage. The TPEP developed in this study is different from the existing teacher education program in that it reflected the human performance technology aspects. The participants analyzed actual elementary science classes in a multi-faceted way and developed better classes based on them. The results of this study are as follows. First, at the teacher training institutions and the school sites, pre-service teachers and novice teachers should be provided with various experiences in class analysis and multi-faceted analysis of their own classes. Second, through this study, we were able to identify the limitations of existing class observations and video analysis. Third, the TPEP should be developed to improve the novice teachers' class expertise. Finally, we hope that the results of this study are used as basic data in developing programs to improve teachers' class expertise in teacher training institutions and education policy institutions.

• 보건교육건강증진학회지
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• 제17권2호
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• pp.35-56
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• 2000

This study is research on physical health and mental health(physical and mental symptom at school) in perceived school environment among adolescents. The study subjects ere selected by senior high school students in seoul and random sampling. The 3,060 subjects were selected 18 schools. The duration for survey was for Nov. 25-Dec. 13, 1998. The reliability of Questionnaire was Cronbach's $\alpha=0.95$. This study used multiple regression through Factor Analysis in SPSS programs. The major findings of this study are as follows: (1) All of Multiple Regression Models were significant. (p<0.001). (2) Physical Mental health is related to gender, personal environment, and economic status. (3) Physical Health is related to perceived school environmental variable (therapeutic teacher-student relationships, classrom climate, and school life satisfaction) among adolescents. (4) Mental Health is related to perceived school environment variables(therapeutic teacher-student relationships, classroom climate, school life satisfaction, teachers' climate, and classmates' attitudes) among adolescents. This study could be used as the basis for the development of educational program, counseling, teacher in-service training, student teacher training and the establishment of educational and health policy.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.109-124
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• 2012

Developing pedagogical content knowledge (PCK) has been emphasized for teacher's professionalism and it should be done from systematic teacher training courses. In this study, we investigated changes of elementary pre-service teachers' PCK of science teaching and motivational strategies before and after a training course. For the analysis of pre-service teachers' PCK, their lesson plans, surveys, and interviews were collected. According to the results, in the beginning of the semester, pre-service teachers in the experimental group usually used didactic or combination of didactic and inquiry teaching strategies and a few pre-service teachers used inquiry or discovery teaching strategies when making lesson plans. However, at the end of the semester many pre-service teachers used inquiry teaching strategies in their lessons which included activities of asking students' prior knowledge, conducing experiments, finding conclusion, and comparing teachers' explanations with students' explanations. Regarding motivational strategies, in the beginning of the semester they focused using activities to create student's emotional interest in science lesson but at the end they used other strategies to create positive atmosphere for learning, capture intellectual interest in science, and connect science to students' everyday lives. The changes in pre-service teachers' PCK in the experimental group was meaningful because there was less change in pre-service teachers' PCK in the control group. This study implies the need for effective professional development programs for developing pre-service teachers' PCK.