• 한국보육지원학회지
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• 제11권3호
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• pp.103-127
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• 2015

본 연구는 전반적인 우리 사회 교육기관의 비생명적인 문제에 대한 비판에 터하여 부모와 교사의 가정-유아교육기관 간 파트너십 실태와 형성에 대한 인식과 바람을 살펴봄으로써 종국적으로 유아교육기관을 따뜻한 교육공동체로 만들어 나갈 수 있는 토대를 마련하는데 목적이 있다. 연구참여자는 현재 교육기관에 자녀를 보내고 있는 어머니 4명과 현직 교사 4명, 총 8명이다. 연구결과 첫째, 부모와 교사가 생각하는 파트너십 실태에 대한 인식은 4가지로 범주화 되었다: 1) '파트너십': 아이의 긍정적 성장과 발달에 필수불가결한 요소, 2) 모호함을 안은 채 수행하고 있는 서툰 파트너십, 3) 진정한 협력자 동반자로서의 자각 부족, 4) 부모-교사 간 협력을 방해하는 외적 문제가 그것이다. 둘째, 가정-유아교육기관 간 파트너십 형성을 위한 부모와 교사의 바람은 5가지로 범주화 되었다: 1) 더 나은 파트너십을 위한 공동체의식 형성, 2) 부모-교사 간 상호 이해를 돕는 공감 능력과 의사소통기술개발, 3) 다양한 부모 유형에 따른 파트너십 증진 방안 고려, 4) 지역사회의 대학과 온라인을 통한 부모교육과 교사교육의 활성화, 5) 가정-교육기관 간 새로운 관계문화 형성을 위한 국가 차원의 지원이 그것이다. 이를 토대한 다양한 방안 모색 및 현장 적용의 노력으로 구축되는 부모(가정)-교사(교육기관) 간 탄탄한 파트너십은 유아교육기관을 생명성이 보지(保持)되는 따뜻한 교육공동체로 구현해나가는데 도움을 줄 수 있을 것이다.

• 아동학회지
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• 제26권6호
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• pp.321-334
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• 2005

This research investigated television and video viewing of young children in early childhood all-day program settings and teachers' recognition of its effects on young children through the survey of 452 early childhood teachers. The results show that television and video viewing is used as a whole group activity during transition period and/or waiting time activity for children who come earlier in the morning and remain late until closing time. It means television and video viewing at early childhood settings is mainly used as a group baby sitter or pacifier. Daily viewing time is about 44.02 minutes and early childhood teachers show low recognition of their role in children's viewing habits. Young children's viewing patterns and time are differed by teachers' variables so that young children of beginning teachers at small size settings appear more viewing time. Teachers show more negative recognition of television and video viewing on young children when they are older and have higher educational level and longer education experiences. The results also show that the more teachers have positive recognition on television and video viewing, the more young children are exposed to television and video viewing in their classes.

• 한국지구과학회지
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• 제32권3호
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• pp.334-345
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• 2011

이 연구의 목적은 학교 현장에서 문제중심학습을 적용할 수 있는 초등 교사들의 교수 실행의 능력과 교육 환경을 알아보기 위한 것이다. 참가자들은 초등학교 수준에서 문제중심학습을 강의하는 강사로 활동중이었다. 초등학교 교사 3인이 연구에 참여하였으며, 자료는 반구조화된 면담을 통해 획득되었다. 문제중심학습과 관련된 교사들의 면담은 두 가지 주요 주제로 나누어 분석되었다. (1) 문제중심학습에서 요구되는 교사들의 교수 실행의 능력 (2) 문제중심학습을 적용할 수 있는 교육 환경. 연구 결과는 다음과 같다. 첫째, 문제중심학습은 전통적인 교수학습 방법보다 수업 준비와 교수 과정에 어려움이 있었다. 그러나 문제중심학습에서 교사들은 자율적이고 허용적인 학습 분위기 속에서 학생들이 자기 주도적인 학습을 할 수 있도록 안내하는 도우미로서 행동한다는 점에서, 학생들은 잠재능력을 효과적으로 계발할 수 있는 동기를 부여받는다. 이를 위하여 교사는 문제중심학습 전체에서 효과적인 학습 활동이 이루어질 수 있도록 끊임없는 노력과 시간을 투자해야 한다. 둘째, 문제중심학습을 적용할 수 있는 교육적 환경을 위하여, 교사들은 동료교사, 학생, 학부모, 교육 행정가들의 문제중심학습에 대한 인식의 확산과 교사들의 커뮤니티 형성해야 한다. 문제중심 학습의 확산을 위해 가장 중요한 것은 교사들이 직접적으로 교수 활동에 문제중심학습을 적용해 보는 것이다. 문제중심 학습을 하면 학생들의 변화가 나타날 것이고, 이러한 효과를 경험한 교사는 교수학습과정에 문제중심학습을 채택하게 될 것이다.

• 한국보육지원학회지
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• 제16권2호
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• pp.67-87
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• 2020

Objective: In order to provide basic data that can strengthen the recognition of continuity of early childhood and primary education, early childhood education and early childhood special education teachers at inclusive child care and education settings participated in this study. Methods: The researchers conducted a survey on 192 early childhood teachers and 167 early childhood special education teachers in Seoul and Gyeonggi-do province. The collected data were analyzed statistically. Results: First, early childhood special education teachers were higher than early childhood teachers statistically on the prerequisite elements of continuity. Second, early childhood education teachers were higher than early childhood special education teachers statistically regarding the prerequisite educational techniques required for continuity of early childhood and primary education. In particular, early childhood teachers put more of an emphasis on learning and sociality-communication than early childhood special education teachers did. Conclusion/Implications: It is necessary that in-service education on prerequisite elements be stressed, and there be more detailed activities and education about programming and its utilization for early childhood special education teachers.

• 교육시설
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• 제9권2호
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• pp.37-50
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• 2002

Computers have become an indispensable part of everyday lives in 21st century. This is particularly true in early childhood education; multimedia use in kindergarten has rapidly grown in the last decade. Although ample research had been done on the issues of teachers' role in multimedia settings and selecting quality materials, few studies have been done on the proper environment for multimedia use in early childhood education. In this regard, this research examines the current status of multimedia use-animated illustration films, CD-ROM titles, and internet-in kindergarten. In addition, computer environment in kindergarten is investigated in order to provide guidelines for appropriate facilities and equipments. For smooth integration of computer activities into a school system, computers are located in ordinary classrooms in more than half of kindergarten in Seoul. Computers are used in independent lab settings in the last of the kindergarten in Seoul and there are four different types of lab settings. Among them computer at perimeter style is preferred for the ease of student-teacher, and student-student interactions. The importance of environment for early childhood education cannot be overestimated. It is so critical for early childhood education that the people in this field regard the environment as 'the third teacher' next to parents and teachers. Therefore the multimedia environment should also be considered seriously for the maximum use in early childhood institutions.

• 수산해양교육연구
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• 제24권3호
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• pp.459-467
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• 2012

Marine aquariums are excellent venues for accomplishing the purpose of marine education, and school field trips conducted at non-formal settings continue to be an important part of K-12 education. The purpose of this study is to provide quantitative data regarding the extent and quality of marine aquarium field trips conducted by elementary school teachers in Seoul. A web survey designed to explore elementary school teachers' experiences and perspectives on aquarium field trips identified several concerns regarding Korean marine aquarium education. Discussions for both Korean aquaria's educational roles and Korean elementary schools' successful field trips to aquaria are presented with the goal of improving the quality of Korean marine aquarium education.

• International Journal of Internet, Broadcasting and Communication
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• 제14권4호
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• pp.47-51
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• 2022

The purpose of this study is to investigate the views on utilizing ICT material, especially the reasons for ICT material choice. Numerous recent studies have demonstrated increased use of electronic devices including smartphones in educational settings. But the reasons for using it as a learning tool have not been relatively researched from the point of view of pre-service teachers. Therefore, this study analyzed the pre-service teachers' thinking about utilizing ICT material and their learning experience. In that regard, data was collected in various ways such as surveys, interviews, and brief writings of participants. According to the study result, pre-service teachers were motivated in utilizing ICT material rather than text material. That is the reason why, as adult learners, especially pre-service teachers could be more motivated in self-directed learning environments. This study will be useful in considering ideas for the instructional design of pre-service teachers.

• 아동학회지
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• 제33권2호
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• pp.165-183
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• 2012

This was a comparative study, focusing on the perceptions of male teachers in early childhood educational settings on the part of both parents and female teachers at such institutions. The results of the research are as follows. First, regarding the question of whether it is necessary or not to employ qualified male teachers in early childhood education institutes, both the female teachers and the parents responded positively in general. Second, when analyzing the perceptions of the role of male teachers, both teachers and parents believed that male teachers would be able to help children to develop their potential. Third, the female teachers indicated that they believed that the male teachers may need to develop a stronger sense of vocation, fairness, and sincerity when engaging in early childhood education. According to the parents, female teachers generally show greater affection and magnanimity towards children. Fourth, when examining the female teachers' perceptions of the male teachers' teaching capabilities, the findings indicated that their opinions were generally that the capabilities of male teachers depend on their training and educational level. Fifth, when examining the parent's perceptions of the male teacher's teaching capabilities, the results revealed that those parents who have experience of male teachers gave higher ratings regarding their capabilities than those parents who had no previous experience of male teachers. Finally, it was observed that, when comparing the teacher group with the parent-group, the teacher-group assessed the male teachers' teaching abilities higher than the parent-group did.

• International Journal of Internet, Broadcasting and Communication
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• 제7권2호
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• pp.79-83
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• 2015

The Response to Intervention(RTI) approaches is the method to help students who are at risk for learning difficulties in advance and provide an appropriate level of intervention. In this article, the characteristics of model RTI were reviewed for students with achievement of below basic proficiency level. We considered RTI as supporting system to document students' progress and its applicability for the general educational setting in Korean school. The tier of RTI make it possible the evidence based individual instruction and counseling, differentiated step-by step approach for students with achievement of below basic proficiency level. In conclusion, RTI can be used as educational tools for dealing with improvement of academic subjects learning, behavioral and emotional problem for students with achievement of below basic proficiency level. For building high quality implementing for RTI it is needed the collaboration of teachers, counselors and learning consultants and related educators.

• International Journal of Advanced Culture Technology
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• 제12권2호
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• pp.119-135
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• 2024

The research is centered on veteran educators in the field of early childhood education who possess more than 20 years of teaching experience and have been recognized with awards for their outstanding achievements. The selection of participants was based on specific criteria, such as the number of years of experience and recognition received from the Ministry of Education's Teaching Innovation Competition in Korea. Eight teachers who met the specified criteria were selected to participate in the study. A qualitative phenomenological research study was carried out using semi-structured interviews to gain insight into the experiences and perspectives of the participants. The study identified five main themes: cultivating interpersonal relationships, establishing interactive classroom settings, providing impactful educational methodologies, facilitating healthy habits and character education, and creating a supportive environment for teachers' well-being. The study seeks to improve comprehension of teaching methodologies and offer suggestions for professional development, teacher training, and educational policies.