This paper is to inquiry into the conceptual model of religious education in school curriculum focused on 7th revised curriculum, subject matter and teacher training system. We have to consider the related variables for the operation of school curriculum: student, school, teacher. In school curricula of Korea, religious education can be practiced as a elective course of subject, discretion activity and special activity, latent curriculum etc. And also it should be considered student's right of option and autonomy of private school, because at least those are the important variables effect upon the religious education in school curriculum. Now I'd like to abstract results of this paper as followed. First, it should be considered student's right of option for religious education in private school curriculum. But at this case, also under the name of education it should be justified precondition of purpose, content, approach method. If not, it easy to access to pejorative meaning as a religious indoctrination. Second, in case of conflict between student and school, I think that a proper method is to adjust the related variables. Third, if the purpose of religious education in school based on religiosity, it can be cover the understanding of religious culture, affectionate domain of religiosity, behavioral religiosity. Finally, in order to accomplish such an conceptual model of religious education in school, it should be set a condition for teacher training system, subject matter etc.
The purpose of this study is to examine the mediating effects of teachers' psychological well-being between teachers' attachment history and child-teacher relationships. The participants of this survey were 342 teachers from 41 day care centers and 11 kindergartens in four metropolitan cities and five provinces in Korea. The collected data were analysed through frequency and percentage calculation, Pearson's correlations, and the mediation methods suggested by Baron & Kenny(1986) were calculated by using SPSS 21.0. The findings are as follows. First, the percentage points of the attachment history of early childhood, the teachers' psychological well-being and the child-teacher relationship were higher than the average. Also, all the variables had correlations. Second, the teachers' psychological well-being partly mediated the relations between attachment history and child-teacher relationships. These results imply that teachers' psychological well-being is needed for positive child-teacher relationships, and can provide policy implications for teachers' psychological well-being in order to improve the quality of child-teacher relationships.
Journal of the Korea Academia-Industrial cooperation Society
/
v.14
no.10
/
pp.4902-4909
/
2013
The purpose of this study was to investigate the influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout. The data was collected by questionnaires method from 157 early childhood teachers in Gyeongsangbuk-do and Ulsan city. The instruments were Scale for Emotional Regulation Styles, Teachers' Sense of Efficacy, and Early Childhood Teachers Burnout Scale. The results of the study were as follows: Early childhood teachers' emotional regulation style and teacher efficacy meaningfully influenced to their burn out. This means early childhood teachers who had higher avoidant/distract regulation style showed higher their burnout and who had higher personal teacher efficacy showed lower their burnout. This research offers further study the influence variables to burnout and find out the effective method of emotional regulation and to enhance teacher efficacy.
Journal of The Korean Association For Science Education
/
v.12
no.1
/
pp.103-118
/
1992
Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.
Journal of Korean Home Economics Education Association
/
v.14
no.2
/
pp.1-14
/
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 from the perspective of the curriculum content. professionalism of the teacher realistic operations of the school . and the administration of the school system. The results obtained from the research are as follows : 1) 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 were professionalism of the teacher. qualification of the teachers. and teaching method. Also the teachers lacked in confidence in teaching and the curriculum itself. 3) In regards to qualifications of the teacher the teachers requested that teachers should have single qualification in 'Technology(or Home Economics)'or dual qualifications in both 'Technology' and 'Home Economics'. As for teaching methodology 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 two subjects.
The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.
The goal of this study was to examine the relationship among students' personal variables(Korean language abilities, self-efficacy, student-teacher attachment relationships), teacher variable(perceptions of multi-cultural education) affecting on multi-cultural students' school adjustment. Structural equation modeling was performed to test the mediating role of self-efficacy and student-teacher attachment affecting multi-cultural students' school adjustment. 336 elementary students and their matching 264 elementary school teachers were participated for this study. The model fit for this study model was acceptable, =280.024, df=98, CFI=.930, RMSEA = .074. The results revealed that teacher's perceptions on multi-cultural education significantly related with student-teacher relationships. However, Korean language ability did not directly affect the school adjustment for multi-cultural background students. That is, self-efficacy and student-teacher relationships mediated between Korean language ability and school adjustment. Moreover student-teacher relationships seem to be the key mediating factor between other research variables and school adjustment. Further considerations and future directions based on results were discussed.
Objective: Teacher's professionalism means the ability to apply the knowledge, skills and attitudes related to child care effectively to carry out the child care process. Depending on the professionalism of the teacher, the teacher-infant interaction may be affected and the job satisfaction may be different. The purpose of this study was to investigate the level of perceived level of infant teachers' professionalism and to investigate the effect of professionalism of infant teachers on teacher-infant interaction and teacher's job satisfaction. In addition, through this study, it is aimed to help the infant teachers themselves to measure their own abilities and qualities and to develop individual growth by recognizing the importance of infant teacher's professionalism in the daycare center. Methods: For this study, a questionnaire survey was conducted on 329 infant teachers who were in charge of the ages between 0 and 2 years. The collected data were analyzed using SPSS / WIN 24.0 program. First, the mean and standard deviation of the subfactors of the infant teachers were determined in order to know the level of professionalism, teacher-infant interaction, In order to investigate the relationship between the variables, we conducted a Pearson correlation analysis. Finally, Multiple regression analysis was conducted to examine the effects of the teacher's professionalism on teacher-infant interaction and subfactors, and teacher job satisfaction and subfactors. Results: Teacher professionalism was found to have a positive effect on teacher-infant interaction, and caring interaction and teacher-parent-community relations were found to affect teacher-infant interaction. In addition, teacher professionalism had a positive effect on job satisfaction, and child development, curriculum, and teacher-parent-community relations were found to affect job satisfaction. Conclusion/Implications: Influence of teacher-infant interaction and teacher job satisfaction is different according to subfactors of teacher's professionalism. In particular, this suggests that it is necessary to consider ways to selectively raise the level of teacher professionalism according to the situation of infant teachers in each region.
As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.
The purposes of this study were to measure the school-related adjustment level of technical high school students, and to determine the relationship between school-related adjustment and its related variables. The study was carried out through questionnaire survey method. The population sample for the study constituted 553 completed questionnaires from purposive sample of 600 first grade technical high school students. A survey questionnaire was developed by researcher, which consisted of 28 scales. Both descriptive and inferential statistics were employed for data analysis. Major findings of this study were as follows: First, school-related adjustment level of technical high school students was average. In sub-variables of school-related adjustment, 'compliance with the rule' was the highest, and 'relation to teacher' was the lowest. Second, five related variables were found to be a significant relationship with school-related adjustment level of technical high school students. They were 'orientation for freshman', 'student's department hope', 'teacher activity for student learning improvement', 'teacher support for student school life', 'parent's interest about school life'. Third, after multiple regression analysis, the proportion of the variance in school-related adjustment of technical high school students was about 42.2%. School-related adjustment of technical high school students was most explained by 'teacher activity for student learning improvement'.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.