• Journal of Science Education
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• v.42 no.2
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• pp.182-197
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• 2018

The purpose of this study is to identify the difficulties that elementary school teachers face and the atmosphere of school fields in depth in the course of conducting science experiential learning. For this study, we conducted focus group interviews with five elementary school teachers who have had rich experiences in science field studies. Through interviews, the actual state of experiential learning operation, the operation of science experiential learning including planning, progress and evaluation of experiential learning operation. The main results of this study are as follows: Teachers were most concerned about budget, and were burdened with curriculum reconstruction for science experiential learning. In addition, teachers expressed their lack of expert scientific knowledge with science experiential learning, and difficulties with collaboration with science-specialized teachers. In sum, teachers consider budget, site, and administrative convenience first, rather than effects of science experiential learning. The significance of this study is identifying the selection of topics, methods, educational expectations, and problems of science experiential learning topics, which were difficult to identify in previous studies.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1110-1120
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• 2011

The purpose of this study was to investigate teachers' perceptions of gender differences in students' mathematics and science learning ability. The sample included 289 elementary and secondary school gifted teachers. The teachers filled out the survey, asking their perceptions of gender differences in mathematics and science learning ability, as well as of the reasons of the differences. The results were as follows: 1) 65% of the teachers responded that gender differences existed in students' mathematics and science learning ability, 2) 63% of the teachers perceived that the differences began around higher elementary or middle school ages, 3) 57% of the teachers thought that gender differences existed in the high-achieving student group. Teachers perceived the reasons of differences were 1) differences in inborn ability, 2) the different expectation, and 3) the different ways of parental cares. Since teachers' perceptions of students' ability would impact teachers' attitudes on students, implications and suggestions were included in this article to provide teachers insights that promote students' better learning.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.303-312
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• 2014

In order to foster 'creative convergence talents' teachers and pre-service teachers who possess a certain degree of creativity must learn about this new approach as part of their teacher training. In this study, we attempted to identify the implications on the curriculum of the teacher education-training college in question by analysing secondary school teachers' and pre-service teachers' creativity and by collecting sufficient data to develop a positive feedback model for selecting, cultivating, and appointing pre-service teachers who fulfil the requirements of said college of education. Such teachers will display the commitment and professionalism to fulfil their teaching duties in the best possible manner and will consistently produce valuable contributions to their chosen subject matter and integrate these into their daily teaching. These teachers will complete all their tasks in a creative way, including student guidance, administrative duties, and academic lessons. The factors that distinguished creative teachers from others included originality and fluency. Our test group comprised 216 pre-service teachers as well as 137 fully qualified teachers. Teachers' understanding of the factors required in order to qualify as a 'creative and committed teacher' was very low. We provided data to the college of education to increase creativity when selecting teachers and curricula based on an analysis of perceptions of creativity provided by teachers and pre-service 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.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.1-10
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• 2004

Purpose: The purpose of this preliminary study was to investigate gender equality consciousness among elementary school teachers and the 6th graders at 3 rural area in Korea. Methods: There were 78 teachers and 323 6th graders from five elementary schools in Y area in Jeonnam province. The data was collected with 3 structured self-reported questionnaire from June to July 2003. The instrument, which was developed by Korean Women Development Institute to test gender equality consciousness, was composed of 20-items (Cronbach's ${\alpha}$ = .87 in teachr group; Cronbach's ${\alpha}$ = .83 in children group) with four subcategories: family life, school life, business life, and social life. The data was analyzed by a one-way ANOVA and t-test using SPSS/PC+. Results: 1. Teachers' gender equality consciousness: The teachers' gender equality consciousness was significantly more affirmative in females (t = 5.313, p = .001) and in the younger teacher group (F = 24.710, p = .001). On the other hand, there was no significant difference according to marital status. The differences in all four subcategories were also significantly affirmative in the female and younger teacher group. 2. Students' gender equality consciousness: The gender equality consciousness among the 6th graders was somewhat different from the teachers'. School girls (t = 8.988, p = .001) and children from double income families (t = 3.171, p = .042) were more affirmative in gender equality consciousness than the other groups. In the four sub-categories, school girls were also significantly more affirmative in all four subcategories. On the other hand, according to the family income source, the children from double income families also tended to be more affirmative only in the subcategory of family life (t = 3.196, p = .042) Conclusions: Gender equality consciousness is remarkably different according to gender both in Korean elementary school teachers and in school children. Age was a key variable in teachers for gender equality consciousness. Further research in gender equality consciousness of parents, school principals and urban school population would be useful. In order to promote gender equality consciousness, various educational materials and a mass education campaign should be developed.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.181-203
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• 2017

The purpose of this research is to reveal the difference of teacher-child interaction in relation to professionalism awareness and sensitivity level of early childhood teachers. To this end, we used professionalism awareness, sensitivity, teacher-child interaction as parameters for 226 early childhood teachers in Jeonbuk province. Here are the results : First, we investigated the difference of professionalism awareness, sensitivity, teacher-child interaction in relation to the background of early childhood teachers, and it differs by the age, career, educational level of the teachers. Second, we made group comparison to see the difference of teacher-child interaction depending on professionalism awareness level of teachers, and teachers with high professionalism awareness showed meaningfully higher emotional, verbal, behavioral interaction level than lower group. Third, we made group comparison to see the difference of teacher-child interaction depending on sensitivity level, and teachers of high sensitivity shows meaningfully higher emotional, verbal interaction than lower group. This result could be potential data to ameliorate the quality of teacher-child interaction, and it implies that the improvement of professionalism and sensitivity level could contribute to professional performance capability of teachers.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.241-247
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• 2022

This study examines teachers' implementation of strategies to modify the aggressive behavior of students with intellectual disabilities in Saudi Arabia, to determine the obstacles to their real-world execution. In addition, it presents potential approaches to overcome the obstacles to implementing strategies with this group of students. The research employed a qualitative design using semi-structured interviews as a data collection tool and applied a thematic analysis. The study population comprised 35 teachers of students with intellectual disabilities and the study sample numbered six teachers. The interviews were conducted via different methods: three by phone, two face-to face, and one using the Zoom platform. The results revealed inadequate understanding among teachers of intellectual disability and behaviour modification strategies, and this affected their capacity to develop plans that were compatible with the needs of students with intellectual disability. The findings also identified multiple obstacles that impede teachers' implementation of strategies to modify aggressive behaviour among students with intellectual disabilities; the most important being the lack of input from a psychological specialist when developing programs to modify aggressive behaviour. In general, it is apparent that programs for modifying aggressive behaviour are neither structured nor complementary, due to the scarcity of administrators with sufficient knowledge and familiarity with the characteristics and personalities of students with intellectual disabilities. This study presents several recommendations, the most important of which is that teachers of students with intellectual disability should develop themselves through training courses to enable them to deal with these students and create treatment plans that include strategies and clear steps to modify the aggressive behaviour of students with intellectual disabilities. To support teachers, it is also necessary to remove the obstacles facing education centres by providing financial support to create an environment in which they can access the required devices and equipment in their classes.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.19-33
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• 2019

Objective: The purpose of this study is to understand how the experience of studying mathematics education for young children based on picture books is affecting pre-service early childhood teachers with their attitude toward mathematics and mathematics teaching efficiency. Methods: For this, a total of 39 pre-service early childhood teachers majoring in early childhood education at S university located in G metropolitan city participated in the study. 20 of them are randomly assigned to the experimental group while the rest 19 were assigned to the control group. The experimental group participated in the classes of mathematics education for young children based on picture books for 15 weeks, while the control group attended the normal classes of mathematics education for young children for the same period of time. By using SPSS 18.0 Program for the collected data, t-test was conducted for differences in the results of attitude toward mathematics and mathematics teaching efficiency. Results: The results of this study are as follows. Firstly, the experience of studying mathematics education for young children based on picture books had a positive effects on pre-service early childhood teachers' attitude toward mathematics, improved values and interest in mathematics, and reduced anxiety about mathematics. Secondly, the experience of studying mathematics education for young children based on picture books had a positive effects on improving pre-service early childhood teachers' mathematics teaching efficiency. Also, both faith in ability and faith in results have improved significantly. Conclusion/Implications: These results imply that the experience of studying mathematics education for young children based on picture books is an effective teaching-learning method in improving pre-service early childhood teachers' attitude toward mathematics and mathematics teaching efficiency.

• International Journal of Computer Science & Network Security
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• v.23 no.2
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• pp.227-236
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• 2023

The research aims to identify the degree of the organizational citizenship, satisfaction and performance quality of the teachers and relationship between organizational citizenship, job satisfaction and performance quality for physical education teachers . The researcher used the descriptive method, The participants were (195) teachers. The researcher conducted the research main study in the period from 05/12/2022 to 30/12/2022 use the website to distribute and collect the questionnaire: https://www.surveymonkey.com. The researcher used the computer in the statistical processing, using the SPSS statistical program, and the following methods: Mean, SD, percentages, Correlation Coefficient, Alpha Cronbach coefficient, differences Indicator using chi² . Conclusions: There is high degree of organizational citizenship behavior practices, job satisfaction and performance quality for some teachers at the schools. Recommendation the importance of enhancing the organizational citizenship behavior in schools, according to the positive effects of these behaviors on the individual and group performances.