• Journal of Korea Entertainment Industry Association
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• v.15 no.6
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• pp.141-151
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• 2021

The purpose of this study was to investigate the pre-service early childhood teacher's sense of humor, emotional intelligence on their teacher efficacy. The subjects of this study were 253 pre-service early childhood teachers in Seoul and Gyeonggi province. The statistical analysis of this study was analyzed using the SPSS V. 22.0 program. The result of the study is summarized as follows. First, in terms of the result for general trends in sense of humor, emotional intelligence, and teacher efficacy were found to be above normal. Second, the result of the current study reveals that the sense of humor, emotional intelligence, and teacher efficacy was correlated. Also, there was a statistically significant positive correlation between the sense of humor, emotional intelligence, and teacher efficacy. Third, it was found that the 'creation of humor', 'humor preference' of sub-factor in the sense of humor, and 'to perceive other people's emotion' of sub-factor in emotional intelligence affected the early childhood pre-service teacher's teacher efficacy. Therefore, it is necessary to promote both sense of humor and emotional intelligence in order to enhance the teacher efficacy in pre-service early childhood teachers.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.33-49
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• 1996

The objectives of this study were (1) to determine the preferences for three home economics curriculum Models(Concept-based curriculum Model, Competency-based curriculum Model, and Practical Problem-based curriculum Model) of Korean home economics(HE) teachers and HE teacher educators, (2) to determine the difference between HE teachers and HE teacher educators according to purposes of HE, focus of learning, organization of HE subject matter, focus of HE curriculum, focus of HE content, HE knowledge, main questions addressed through HE curriculum, teaching strategies, students’progress, and systems of action, and (3) to determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers. Respondents in this study were 225 HE teachers and 35 HE teacher educators. The survey method was used in this descriptive study. The survey method was used in this descriptive study. The overall curriculum Model preference of each teacher respondent was determined by counting number of times a given Model among 10 identified variables. The data were analyzed by using Chi-square to compare the differences between the two groups. To determine the relationships between preferences for three curriculum Models and personal and professional characteristics of HE teachers, coefficient of contingency tables was used. Both of HE teacher group(79.4%) and HE teacher educator group(67.6%) preferred the practical problem-based curriculum Model the most. There was a difference between the two groups on preferences for the curriculum Models related to systems of action. No significant difference emerged when Chi-square was applied to determine difference between the two groups on overall preferences for three HE curriculum Model. The chi square values between preferences for three curriculum Model and level of school, type of school were statistically significant. Each contingency coefficient for level of school(middle school and high school) and form of school(private and public school) was 27, which means there is a low association between the preferences and level of school and the preferences and form of school.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.249-265
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• 2010

The purpose of this study was to investigate pre-service early childhood teachers' procedures for entering college, their perception of major areas of satisfaction and career progression. The subjects of this study were 522 students majoring in early childhood education in Busan. The findings of this study were as follows. First, the major motivation of entering into college for these students majoring in early childhood education was 'to become an early childhood teacher'. Second, the majority of students majoring in early childhood education were satisfied with their majors for their aptitude for studying in this area. Third, the most commonly expressed employment preference for such students was that of a public kindergarten teacher due primarily to job security and appropriate rates of pay.

• The Korean Journal of Applied Statistics
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• v.18 no.1
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• pp.211-227
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• 2005

Present situation for statistics departments is in crisis in the view point of decreasing numbers of departments and difficulty in receiving good quality highschool graduate students. In this paper; we study the various ways of developing statistics department. Especially after the foreign exchange crisis in 1997, the preference for the teaching jobs in highschool is increasing drastically, the installment of teacher-training course is regraded as one of several crucial ways to get good highschool graduates and to complete with other majors at the same time.

• Journal of the Korean Solar Energy Society
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• v.31 no.5
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• pp.105-112
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• 2011

The purpose of this study was to analyze and compare the management group' and the teaching group' perception of energy education in Korea. For this purpose, this study carried out a questionnaire survey at schools participating in the energy saving policy. The data was collected from six managers and 171 teachers in middle schools. First, the results indicated that both the management group and teachers have a considerable interest in teaching energy saving practice. How ever the management group showed more preference toward teacher-leading courses, such as lecture, compared to the teachers Second, both the management group and teachers tended to take extracurricular activities. Third, the manager group mostly got energy educational resource from the teacher training program, textbook and teacher's companion. However the teachers mostly did from the mass media. Fourth, compared to the teachers, the managers preferred to allot more budgets to school facilities than to activities related to educating students related to energy. Fifth, the management group pointed out curriculum-making and more budget as the necessity to enhance energy education but the teaching groups did students' interest. Sixth, both the management group and teachers emphasis on the need of energy education.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.54-68
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• 2020

The purpose of this study is to investigate how elementary teachers perceive and practice using Visual Thinking (VT) in science classes. For this, we collected 161 VT teaching materials for science that uploaded on the elementary teacher's online communities, and analyzed the characteristics. Also we interviewed four elementary teachers who have used VT in science class. The results are as follows. First, VT teaching materials shared in teacher's online communities were most often used to review the science concepts that students learned. Most of the materials required 'remember' among the Cognitive Process, and most of them provided layouts for VT activities. Second, the participants were using VT materials to review the science concepts they learned, so that students remember them. Third, the participants were satisfied because of the beliefs of effects as follows: facilitating learning and reviewing what students had learned; increasing students' positive reactions and confidence; learning through the interation among learners; the formation of habits thinking visually; indirect experiences of science class; possibility of class corresponding to learner characteristics. Fourth, the participants had difficulties in preparing for the VT science class, such as the burden of making VT materials, the long preparation time, concerns over overlapping contents, consideration of learners' VT skills, and the themselves' drawing ability. Furthermore, they also had difficulties in proceeding for the class, like different preference among learners about Visualization and loss of objectives in science class using VT. Fifth, the participants needed support as follows: platform to share students' VT results; VT case books and teachers' guidebooks; physical environment.

• Korean Institute of Interior Design Journal
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• v.19 no.6
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• pp.214-223
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• 2010

As the population of preschooler increases with the increment of employed women today, the physical environment of day-care center is becoming an important factor for the preschooler as well as home environment. In order to create a suitable and desirable day-care environment for preschoolers, the using behavior of the preschoolers, who are the main users, needs to be applied to the spacial design. In this research, play preference area of Korea and United States which have different physical environments are analyzed. Child behavior observation analysis technique, interview with the teacher in charge, floor plan and furniture arrangement plan of the day-care centers and photography were performed for this research. The subjects were 63 preschoolers of 50 months old who are using Korean and American day-care centers and play of five minutes per preschooler was filmed for 3 days. Total 01 189 motion pictures were analyzed for this research. As a result, the physical environment, programs, preference area and finally the similarity and difference according to the gender were clarified for each countries' day-care center. The Korean preschoolers preferred the block area most, the second most favorite area being art for the younger class and language for older class. According to the gender, girls preferred language area while boys chose block area. On the other hand in American preschoolers' case, due to the large variety of play area, the play preference was distributed among various area except several high preference area. Based on this research, when designing indoor play area of day care centers, the area of block, language, and art which are popular play preferences should be considered firsthand, and gender preference is also needed to be thought of. These results may be used as an important data for planning the day care center play area in the future.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.171-182
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• 2019

Objective: The purpose of this study was to investigate the effects of empathy, aggression, and self-esteem on social preference and social impact in preschoolers. Methods: The participants were 307 five year olds who were recruited from day care centers and preschools located in Seoul and Gyeonggi province. Social preference and social impact was measured with peer nominations. Empathy and aggression were measured by teacher ratings. Moreover, self-esteem was asessed using self-reports. The data was analysed using Pearson correlation and hierarchial regression. Results: Findings indicate that social preference is associated with empathy, however, social impact was associated with physical as well as relational aggression. Conclusion/Implications: The findings suggest that the practice of physical and relational aggression may be related with peer status as early as preschool.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.153-169
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• 2012

The purpose of this study is to investigate the most rational method of grouping peers to understand the impact of peer relationship on individual development of elementary school students. For the study, students at a class of the 3rd year(male) and a class of the 4th(female) year at elementary schools in Busan and Ulsan were surveyed to see the differences between various methods of classification of peer relation subgroup on the basis of cooccurence of perception data and psychological preference data. Two questionnaires were used; a questionnaire of perception and a questionnaire of psychological preference. With the perception data, value of sharing relationship was applied to classify peer relation subgroup and with the psychological preference data, interest relationship was expanded to classify peer relation subgroup of more than third party relationship. The result of this study showed that in the case of girls, there was high congruency between the classifications of peer relation subgroup by perception data and by preference data, whereas in the case of boys, there was difference between the classifications of peer relation subgroup by perception data and by preference data, which implies that boys can form a peer group even if there is psychological difference among members but girls can form a peer group only when there is psychological preference among them. Such a result shows that there is difference between boys and girls in the process of forming peer relationship. It is suggested that comparison of fitness be made between classification of peer relation subgroup by a homeroom teacher, by perception data and by psychological preference for rational classification of peer relationship among male children.