• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.25-49
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• 2013

This study intends to identify the perceptions of childcare teachers in training programs for cooperating teachers in childcare practicum. The 368 childcare teachers who participated in the study lived in D City. The researchers modified the questionnaire from the study of Woon-Ju Cho (2001). In order to analyze the collected data, frequency and cross tab analyses were performed. The research results are as follows: Firstly, according to the examination of the purpose of the training programs for cooperating teachers in childcare practicum, they perceived the acquisition of the abilities to instruct effective teaching methods as the purpose of the training programs for cooperating teachers in childcare practicum. Secondly, there were no statistically significant differences as the researchers investigated the perceptions of childcare practicum, according to the level of participants' education and experiences. But, there was a statistically significant difference of feedback on the journal of the participants' experience level. Thirdly, according to an analysis on the formats of the training programs for cooperating teachers in childcare practicum according to education levels and experience levels, the participants' preferred short-term education during the semester (after returning to the workplace on weekdays). In specific, they preferred less than three hours of education for a three-day or shorter period. As for the characteristics of long-term training programs, three days or less weekly and one to two hours daily were preferred.

• Journal of Nutrition and Health
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• v.37 no.10
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• pp.928-937
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• 2004

The purpose of this study was to investigate the elementary school teacher's status and recognition of nutrition education (NE) in Incheon. A cross-sectional study was carried out using a self-administered questionnaire and subjects were 147 elementary school teachers. The results are as follows. Only 9.5% of the teachers had training in NE and 71.4% of the teachers with training increased concern about NE after training. As for experience of NE, 61.6% of the teachers experienced NE and more than half of them gave NE less than twice per month. There was a significant difference in reason for not giving NE between subgroups by teaching career; 57.7% of the teachers with career more than 10 years did not give NE due to too much other work. As for existence of nutrition educator in school, 48.9% of the teachers recognized its existence and 91.3% of them answered that dietitians have done NE. For correction of unbalanced diet, good table manner, and nutrition and growth, 97.9% of the teachers answered that NE is necessary in elementary school. As for proper time to start NE, 57.5% of the teachers answered kindergarten and 39,7% answered lower grade of elementary school. As for effective type for NE, 47.3% of the teachers answered NE as a part of other subject and 28.1 % answered NE as a separate subject. Also 69.8% of the teachers answered dietitian as suitable person for NE. As for newly establishing a NE subject, 37.9% of the teachers disagreed and as for most effective method for NE, 73.3% answered NE linked with school lunch program. Most of teachers recognized elementary school students' eating habit problem severe and change of their eating habit such as various food choice, no plate waste and good table manner after school lunch program. Therefore, it should be nationally supported that a standardized NE program is developed and coordinated among teachers, school lunch dietitian as NE specialist, family and community for elementary students' health and well-being.

• East Asian mathematical journal
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• v.32 no.4
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• pp.425-441
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• 2016

In this study, we focused on the graphing calculator to support the activity-oriented mathematics instruction with considering the accessibility of technology. The purpose of this study was to investigate the direction of the education of mathematics teachers. For this, we gave the teacher training for mathematics using graphing calculators for secondary mathematics teachers, and then examined the recognition for that of teachers. Teacher training of the graphing calculator was carried out three times in two years, we conducted a survey immediately at the time that has passed and after the 8 months or more after the training. As a result, we have obtained the suggestions of the advantages of using a graphing calculator in the learning mathematics, the difficulties of use of the graphing calculator in the classroom and the form of teacher training they want.

• Journal of the Korea Society of Computer and Information
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• v.22 no.4
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• pp.107-113
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• 2017

The results showed that the male teachers' have higher expectations of the free learning semester compared to the female teachers'. Furthermore, the teachers who had experienced the free learning semester felt less job burdens than the teachers who did not. In addition, the subject teachers showed higher expectations of the free learning semester than the general teachers or the homeroom teachers. Therefore, in order to establish a stable system of free learning semester, it should be preceded by development of differentiated program of special education, free learning semester, strengthening of advance training, establishment of the system for participating in the whole school and the simplification of administration.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.285-293
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• 2019

As the 2015 Revised Secondary Information Curriculum was reorganized into a software-focused curriculum, a number of information teachers were needed. For this purpose, a special training course for multiple majors for secondary information teachers was established, and produced about 100 teachers with multiple majors. To improve this training program, this study surveyed the trainees joined in this program. As the result of the survey, there were findings that the short training period made it difficult to understand the overall content of the curriculum, and that they had a loss of learning due to the burden on another major. Therefore, long-term training is necessary to train informatics teachers, and by realizing the reinforcement of specialty through pre-training and main training, and by organizing a gradual curriculum, substantiality should be sought.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.517-524
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• 2002

The secondary science teachers' professional needs and their preference for training method between off-line and on-line education were investigated. A nation-wide survey was administered to 145 science teachers from 106 secondary schools. The respondents showed high demands on all items. The prominent need was to motivate students learning science. To the contrary. their need for learning more about history and philosophy of science was the lowest. Veteran teachers and high school teachers had higher demands on designing evaluation items, but nonveteran teachers on evaluating the effectiveness of their instruction and updating their scientific knowledge. Teachers preferred the online education as a training method for most items except laboratory activities.

• Journal of the Korea Society of Computer and Information
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• v.22 no.7
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• pp.141-152
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• 2017

As the importance of technology increases, so too does its use in various areas. In education, technology is often used. However, due to teachers' lack of knowledge about technology, they often remain at the level of simple utilization, without applying it to learning. Thus, there is a growing need for Technological Pedagogical Content Knowledge (TPACK), which enables teachers to have knowledge about technology and use it appropriately given the content. Although TPACK studies are underway in many subjects, they suffer from the limited functionality of the included technology. To solve this problem, in this study, the range of technology in TPACK was extended to programming, and a TPACK-P model was developed to teach this expanded TPACK to pre-service teachers. To verify the effectiveness of this model, the TPACK-P training program developed during the 15th classes was applied to 19 pre-service teachers. We used Park and Kang (2014) as a tool to measure these teachers' TPACK before and after treatment to observe any changes. The results showed that the TPACK-P education program showed statistically significant improvement in all areas except Pedagogical Content Knowledge(PCK). Compared with the ICT-based TPACK training program, which was administered to a control group, the TPACK-P training program proved to be more effective in the development of Technological Pedagogical Knowledge(TPK) and TPACK among pre-service teachers.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.288-294
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• 2022

This study aims to assess the knowledge of teachers working with students with autism spectrum disorder (ASD) regarding applied behaviour analysis (ABA). The study was concerned with teachers' knowledge of ABA, its application in the classroom, barriers to its use and desired training opportunities and/or resources to enhance teacher application of ABA strategies in the classroom. Data were collected via an online survey completed by 190 teachers with students diagnosed with ASD in British schools. The results revealed overall knowledge of ABA strategies for classrooms, with only some teachers uninformed about the broad use and some key elements, and general familiarity with skills crucial for applying ABA. Actual knowledge of ABA was found to be high. In terms of application of ABA, the majority of the teachers employed a wide range of known strategies. A number of barrier to the application of ABA were noted including a lack of knowledge and training, a lack of administrative support and a lack of time and physical resources. Theoretical knowledge is crucial for practical applications; however, practical training was found to be important to ensure intervention efficacy.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.880-889
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• 2008

Research-based professional development is essential for in-service and pre-service science teachers across the nation. The purpose of this study was to examine in-service science teachers' and pre-service teachers' perception of the training program for professional development using advanced science laboratory equipment and experiments. Science teachers (N= 43) in science high schools and pre-service science teachers (N=189) were selected as research subjects. As a result of this study, in-service teachers and pre-service teachers recognized that they lacked understanding and experience in advanced science laboratory equipment, although they perceived the importance of its use. They wanted to attend training programs during vacation if they would have the opportunity. Both groups felt that they needed to improve their ability to operate the advanced science lab equipment, preferring to practice these instruments in the training programs. In-service teachers preferred the development of teaching and learning programs for use of the advanced science laboratory equipment. However, pre-service teachers preferred using the advanced science laboratory equipment. The study gives implications for teachers' professional development.