• Journal of the Korean Society for Library and Information Science
• /
• v.53 no.4
• /
• pp.255-283
• /
• 2019

The purpose of this study is to identify the factors affecting job burnout by analyzing the job burnout patterns and levels in teacher librarians and to empirically investigate the relationship among the effective factors. For qualitative research 17 teacher librarians were intentionally chosen and in-depth interview was conducted from September 5, 2018 to October 30, 2018. The in-depth interview shows that the factors affecting the job burnout of teacher librarians are the sense of belonging, professional identity, professional development opportunities, reputation of teacher librarians, social support and job engagement which defined as librarians' job specificity. For the reliability and validity of the measurement tools, six teacher librarians were primarily investigated from December 5, 2018 to December 7. After that a survey was carried out through the web questionnaire for two weeks from December 20, 2018 to January 3, 2019. A total of 305 copies were collected, all of which were used for the analysis. The results of the quantitative study are summarized as follows. First, concerning the job specificity of teacher librarians, the factors affecting job burnout were professional identity, reputation of teacher librarians, and social support. Second, concerning the job specificity of teacher librarians, the factors affecting job engagement were sense of belonging, professional identity, and social support. Third, as a result of verifying the mediating effect of job engagement in relation to job specificity and job burnout of teacher librarians, professional identity showed complete mediating effect and social support showed partial mediation effect.

• International Journal of Advanced Culture Technology
• /
• v.8 no.3
• /
• pp.206-210
• /
• 2020

The purpose of this study is to find out the specific needs of 1st graders for parents and homeroom teachers. The research questions of this study are as follows. Research question 1. What does 1st grader want from parents? Research question 2. What does the 1st grader want for the homeroom teacher? There were 31 participants. Data collection was conducted by focus group interview. Requests for parents are summarized as 'what 1st graders want from parents', and requests for teachers are summarized as 'what 1st graders want from homeroom teacher'. As the detailed topics of 'What 1st graders want from parents' are 'I have too much work to do, so I want to reduce it', 'Don't just scold me' 'Like in kindergarten, play with me' and 'I'm so hard. Take care of me'. As the detailed topics of 'what 1^st graders want from homeroom teacher.' are 'At first it was exciting', 'Scary teacher, I hate it', 'Friendly teacher, good', 'Teacher, please praise me' and 'Teacher, please teach me fun'. We revealed that the emotional support of parents and homeroom teachers is important for 1st graders to successfully adapt to elementary school.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.9 no.5
• /
• pp.281-290
• /
• 2019

The study aims to analyze teachers' perception of the "personality" area, which can be subjective in the in-depth interview process of selecting gifted children and is easily shunned due to its weak immediate effect. To this end, First, when asked about their difficulties as gifted teachers, many of them answered "professionalism and workload" and cited personality as the most important area to address in-depth interviews in selecting gifted students. It also recognized that personality interviews are necessary for the most basic virtues of education and social contribution, and cited cooperation, consideration, and concession as the sub-components to be dealt with in the personality interview. It was necessary to check whether each student's capabilities were evaluated in a variety of ways in an in-depth interview of the teacher's observing and recommending system. And it needed to be supplemented by in-depth observations such as the development of a valid question, camp or debate in the evaluation of the personality area. In order to reflect the needs of the education field, it will be necessary to supplement the personality interview in the gifted children's selection. And there is also a need to continue to study how to guide the personality education of already selected gifted children.

• Journal of The Korean Association For Science Education
• /
• v.32 no.5
• /
• pp.841-854
• /
• 2012

The purpose of this study is to investigate the teaching methods of prediction, inference, and hypothesis. The major data source was gathered by in-depth interview of science teachers (about 50-80 minutes for each interview). The interviews were conducted using semi-structured interview protocol, which consisted of three major parts: (1) Teacher's definition of prediction, inferences, hypothesis, (2) Teaching methods of prediction, inferences, and hypothesis and (3)Reasons of teacher's inaccurate perceptions of prediction, inference, and hypothesis. All the interviews were audio-taped and transcribed. Topics in the questions were categorized. The results were as follows: Teachers recognized the importance of prediction, inferences, and hypothesis. But they didn't have an accurate conception and they have great difficulty in classifying and explaining the prediction, inferences, and hypothesis. To find out the teaching methods, researcher investigated the inquiry activities, teaching times, usage of terms, teachers' questions, and teaching difficulties. Reasons for having difficulty were lack of teaching competency, difficulties from the students, and problems in the present curriculum. Finally, we discovered that the reasons for teacher's inaccurate perceptions of prediction, inference, and hypothesis were two factors. One is internal factors, which include the lack of scientific inquiry process skills, burdens of science subject and lack of science education knowledge. The other is external factors, which include education system for evaluations and lack of teacher education. In conclusion, this study suggested establishing more elementary teacher education programs that include strengthened concepts of inquiry process skills and teaching methods.

• Korean Journal of Child Studies
• /
• v.33 no.3
• /
• pp.149-175
• /
• 2012

This study is designed to positively transform a teacher's emotional state whilst teaching their classes and be able to create happier lessons for preschool children. To do this, a teacher needs to reflect upon current problems and take steps to deal with them. The data for this study was collected from participatory observation and in-depth interviews, making use of photos, a reflective teacher's journal and interview records from Mar. 28, 2011 through Oct. 7, 2011. The problems identified were, (1) teacher centered classes, (2) a daily routine filled with large group activities, (3) disruptive students, and (4) repetitiveness. The routes to greater classroom "happiness" are (1) rearranging seats, (2) "story sharing activities" in small groups, (3) making a separate "story sharing activity" area, (4) using small groups instead of large groups, (5) changing the daily routine. The role of the teacher in finding greater "happiness" are (1) meaningful, 'real observation', (2) discovering genuine change from small points, (3) power sharing, and (4) growing and developing with children.

• Journal of Fisheries and Marine Sciences Education
• /
• v.21 no.3
• /
• pp.347-360
• /
• 2009

The purpose of this study was to investigate the characteristics of a teacher's questions in each context of musical activity by analyzing those questions in kindergarten music activity qualitatively. The participant in research was a teacher in charge of the class of children aged 7. Analysis was carried out on the data collected for 3 months through participation observance note, recording material, interview material and weekly plan. As a result, the teacher's questions were leaned upon the convergent questions to confirm the reflection of information and the understanding of function in singing and performing activity. On the other hand, the teacher's questions were leaned upon the diffusive questions for the thought of integration of information in composition activity and upon the diffusive questions for representing feeling or image with no relation to musical meaning in appreciation activity. However, the teacher's questions for control were conducted together with one of the questions, the question mentioned ahead. The tacit control question in singing and performing activity and the explicit control question in composition activity were conducted together, and in appreciation activity, the simple questions to lead the class, though not with the purpose to control attention, was conducted together.

• English Language & Literature Teaching
• /
• v.18 no.3
• /
• pp.149-174
• /
• 2012

This research aims at exploring what Korean teachers of English need for their effective professional development, particularly from the perspectives of peer trainers who are school teachers as well as teacher trainers. The research is based on an assumption that despite the critical roles of peer trainers in the changing process of English education, very little attention has been paid to listening to their voices. Having an awareness of the meaningfulness of their voices in teacher education, the researcher collected and analyzed the data, employing a questionnaire responded by 32 peer trainers and in-depth group interview with 6 peer trainers who responded the questionnaire. The research findings suggest that the majority of peer trainers believe that the priority should be put on teaching practice rather than language competence for Korean English language teacher development. It has been found that they believe that teacher learning within the workplace with some support from outside experts is the most effective way of making classroom change possible and keeping teachers' professional development sustainable. Finally, the research suggests school-based professional development as an alternative strategy to satisfy their needs on effective and sustainable professional development.

• Journal of The Korean Association For Science Education
• /
• v.21 no.5
• /
• pp.795-821
• /
• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

• Journal of Korean Elementary Science Education
• /
• v.38 no.1
• /
• pp.87-101
• /
• 2019

The purpose of this study was to investigate elementary school teachers' perception and the status of education program on science museum field trips by using a questionnaire (188 teachers) and interview (6 teachers). The results of the research are as follows. First, factors influencing elementary school teachers who choose the science museum as a place for field trips were 'student's interest', 'teacher's own experience related to the science museum', 'science curriculum', 'suggestions from a fellow teacher', 'space available for field work' and so on. Second, 82% of the respondents conducted pre-education program, but they mainly conducted safety education. Third, the teacher conducted post-education program less than pre-education program. In the post-education program, the most activities were to express and share knowledge and experience gained from the science museum. Fourth, 52.2% of the teachers provided tasks or activity sheets during science museum field trips. Fifth, the teachers mainly served as safety guide. In addition, the teachers thought that safety guide was the most important role of teacher in science museum field trips. Sixth, the teachers thought that the method of viewing the science museum's collection, which emphasizes the role of docent rather than the teacher, was more educational.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.833-842
• /
• 2004

The purpose of this study was to explore kindergarten students' attitude toward science by their gender and teachers' background. 90 kindergarten teachers and 180 5-year-old students were intentionally sampled in a suburban area. The research instruments used in this study were the interview questions of student attitude to science and the teacher's background questionnaire. The interview questions constructed by two researchers, based on "The Students' Attitude to Science Scale"(Pell & Farvis, 2001). It was composed of 13 questions; 7 questions on preference for science and 6 on perception to science. The teacher's background questionnaire was consisted of I question on educational background, I on career, and 51 on scientific literacy("Test of Basic Scientific Literacy")(Laugksch & Spargo, 1996). The results revealed that the students' attitude to science was positive and was different by their teachers' educational background, not by their gender and their teacher's career and scientific literacy. However, the students showed different preference for science by their teachers' scientific literacy. These results imply that early childhood teachers should have enough chances to be more educated and to improve their scientific literacy.