• 한국가정과교육학회지
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• 제12권3호
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• pp.129-143
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• 2000

The Survey of Teaching Practice and the Factors of Satisfaction on Teaching Practice in Home economics Education The purpose of this study was to investigate teaching practice and factors on satisfaction of educational practice in home economics education of middle and high school, to provide information for improving educational practice. The subjects were 365 college students who had the educational practice in 1999. A questionnaire was used. The results were as follows: 1. Seventy on point eight percent of the subjects choose their teaching-practice school by themselves, however 25.2% of them was recommended by college. Twenty five point six percent of the subjects satisfied the orientation of the college, but 32.8% of them didn’t. Thirty four point four percent of the subjects indicated the form of practice documents was good, whereas 27.9% of them it needed more improvement. 2. Fifty four point eight percent of the subjects used their own research room. The orientation of teaching-practice school was good(36.4%) but 20.0% of the subjects dissatisfied. Eighty nine percent of the subjects managed the class as vice supervisory teachers, 46^ of them had example instruction, the number of subjects practised at middle school and public school were more than high school and private school respectively. 3. The score of educational expertise of teachers was 3.66 and the teacher educators’was 3.85 The score of educational expertise of the teacher educators who were in college of education(3.87) was higher than in general teacher course(3.77) at p$\leq$0.05 4. The score of educational practice satisfaction in the all subjects was 3.67. The factors to effect the satisfaction of the educational practice were the kind of research room, the orientation plan of the practice school and the management of the class, The score of the educational practice satisfaction was correlated with the score of educational expertise of teachers and teacher educators. and the agrresive attitude to the teaching practice of the teacher educators.

• 패션비즈니스
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• 제10권5호
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• pp.74-92
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• 2006

This study aims at revitalization of industrial consignment education and focuses on the development of preferred subjects and teaching methods. The survey was administered to six hundred workers for the local fashion distribution companies for two years between through interview and questionnaire with 13 questions: 3 of them about favorite subjects, 7 about teaching methods, and the rest about whether or not they want to enter a college as well as which certificates and which kinds of job they want to have. The results of the survey can be summarized as follows. 1 The respondents in 2005 who answered to the questions about fashion design and other major subjects show that they preferred the subjects on fashion design to the subject of make-up and that they were interested in the photo-shop subject while they were less interested in the fashion marketing subject. 2 In order to apply what they learn to their own work field, the respondents want practical-work oriented lectures rather than theory centered ones. It means the new teaching program needs the teaching staffs who have had some practical work experiences and majored in the same subjects as the respondents prefer to learn. So it is necessary to take it into consideration that the development of new curriculums should focus on the subjects of practical skill and the experiences of actual work fields. 3 The certificate of 'shop-master' qualification is considered as the most interesting and necessary thing for their job. The respondents show that they are most concerned in a shop-master, manager of a department at department stores related to fashion distribution companies. Therefore, it points out the intensive teaching program for getting the qualification of shop-master is a must in the industrial consignment education.

• 한국가정과교육학회지
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• 제9권2호
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• pp.115-130
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• 1997

The purposes of this study are：(1) to analyze the learning content & subjects on the area of clothing and textiles in Home Economics for Young Men： A Teaching Guide, (2) to compare it with the learning content & subjects on the area of clothing and textiles in Home Economics teaching guides in the middle school in Korea, (3) to provide preliminary data for developing the learning content & learning method on clothing and textiles education for middle school students. To implement these proposals, Home Economics for young Men： A Teaching Guide in U.S.A and 6 Home Economics teaching guides for the middle school in Korea are reviewed and analyzed. The research findings were as follows： 1. Home Economics for Young Men is characterized as including： (1) interesting learning contents for girls and boys in the middle school, (2) learning contents for helping students to work on their own initiative (3) learning contents related to actual life, (4) practical consumer education content related to clothing and textiles area, (5) learning contents for developing originality, (6) learning contents related to vocational education. 2. The subjects in Home Economics for Young Men give careful considerations especially on how to learn. They are based on the idea that middle school students have to learn and to solve the subject by themselves. 3. Learning contents on Home Economics teaching guides for middle school in Korea are different from learning contents in Home Economics for Young Men in the subject & the form of description, the subject matter of practice in clothing area, the standpoint of description on clothing matters. The subjects in Home Economics teaching guides for middle school in Korea don’s give careful consideration on how to learn. There are little idea that middle school students have to learn and to solve the subject by themselves.

• 아동학회지
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• 제31권3호
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• pp.215-233
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• 2010

The purpose of this study was to investigate the differences between the kindergarten teachers and teachers working at child care centers in terms of their professionalism, teaching efficacy and their perceptions regarding the integration of kindergarten and child care centers. Furthermore, this study examined whether those differences which were revealed were found between the subjects by their college major degree and place of employment. The 598 teachers who served as subjects for this study completed self-administered questionnaires. The data were analyzed by descriptive statistics, chi-square tests and t-tests. The main results were as follows. The significant differences were found between the subgroups by college major degree in teaching efficacy and perceptions regarding the integration system. In addition, the subjects from child care centers had higher levels of teaching efficacy than their counterparts in other work environments, even though they had majored in the same subjects of early childhood education.

• 대한공업교육학회지
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• 제30권2호
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• pp.23-32
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• 2005

The purpose of this study is to investigate and analyze the actual state of teaching and learning methods which are applied to the vocation inquiry section-related subjects of the College Scholastic Ability Test(CSAT) by the teachers who teach specialized subjects of vocational high schools. In order for us to get the background and feature of establishment in the area of vocation inquiry section of the CSAT, previous studies and literature was analyzed and sample survey on the 600 teachers who teach the vocation inquiry section-related subjects was made. The result of this survey is as shown below; First, the teachers who are in charge of vocation inquiry section-related subjects understand that theory and practice is in the ratio 60.76:39.24 and ratio of theory is higher than that of practice. Second, teaching and learning method which is the most relevant to the vocation inquiry section is in the order of lecture(83.9%), experiment & practice(50.4%), computerized learning(41.1%). Third, teaching and learning method which is the most used by the teachers who are in charge of vocation inquiry section-related subjects is in the order of lecture(85.8%), computerized learning(50.1%), experiment and practice(44.4%). Forth, the most desirable teaching and learning method which the teachers who are in charge of vocation inquiry section for this subject believe is in the order of lecture(62.7%) experience & practice(47.7%), computerized learning(44.4%). In light of this result, even though there were not so much difference among the teaching-learning methods which are the most consistent with the contents of the subject in relation to the vocation inquiry section, the most used teaching-learning method by the teachers who teach vocation inquiry section-related subjects and the most desirable teaching-learning method which the teachers who are in charge of vocation inquiry section believe, the most used teaching-learning method by the teachers who are in charge of the vocation inquiry section is lecture. Therefore, it is necessary for us to reinforce the contents in relation to the practice & experiment so that the experience and application can be accumulated and improved through practice which is the specialty of the course of the study in the vocational high school and various teaching and learning method should be developed in consideration of contents of the subject, capability & quality of the learners and status of a classroom.

• 한국환경교육학회지:환경교육
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• 제8권1호
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• pp.138-150
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• 1995

The quality of environmental education in school depends on the quality of environment teacher, who develops his/her ability through avalible courses such as in-service training and communication et al. This study was performed with the questionnaire to 179 teachers who participated in certificate in-service training for [Environment] subjects on winter of '95 and summer of '96. The questionnaire included 28 items, which could be categorized 5 parts : the environmental consciousness of teachers, their awareness of environmental education in schools, the reason of participation, the limits and requirements of learning field, avalible teaching and learning methods. The improvements and suggestions derived from this study are summarized as follows: First, it is necessary to differentiate in-service training concerning environment, because the motive of teacher's participation is diverse and is not always suitable to the purpose of certificate in-service training for [Environment] subjects. Second, the teaching contents and programs of certificate in-service training for [Environment] subjects have to be various according to the characteristics and major subjects of teachers. Third, it deserves special emphasis that the field trips and survey for the experiential study in field is supplemented in the teaching contents and programs of certificate in-service training for [Environment] subjects. Also, it is necessary to strengthen the environmental ethics and philosophy in the teaching contents and programs.

• 융합정보논문지
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• 제11권7호
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• pp.253-263
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• 2021

본 연구는 이론수업보다 실습수업의 비중이 상대적으로 높은 뷰티전공 학생들을 대상으로, 코로나19 전·후로 이론 및 실습교과목의 대면수업, 비대면수업, 블렌디드수업과 같은 교수방법에 따른 수업만족도 변화에 대해 실증적으로 분석하여, 수업만족도 제고 방안 및 대학 교육의 질 개선을 위한 효율적인 교수학습방법을 제시하고자 하였다. 자료 분석을 위해 SPSS 18.0 통계 패키지를 활용하였으며, 코로나19 전·후 이론교과목에 대한 교수방법 만족도 차이 분석결과에서는 전체 20개 항목 중 10개 항목이 그리고, 실습교과목에 대해서는 전체 20개 항목 중 8개 항목이 통계적으로 유의한 차이가 있는 것으로 분석되었다. 이러한 이론 및 실습교과의 교수방법에 따른 수업만족도에 영향을 미치는 항목을 고려하여 효율적이고 실질적인 교수방법을 적용해 나감으로써 대학 교육의 질 향상을 견인할 것으로 기대한다.

• 대한간호학회지
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• 제23권2호
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• pp.170-186
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• 1993

This study evaluated the effect of diabetic group teaching programs in one university hospital in Seoul to predict when re-education would be needed. This study examined the patients’ knowledge at four points (before, directly after, three months and six months after the teaching program) and self-care performance related to diabetes twice (three months and six months after the teaching program). The subjects of the study were 24 admitted diabetic patients who participated in four-day teaching programs. Data were gathered from January to October, 1992 by means of an instrument developed from two diabetic knowledge tests which were equivalent in item differentiation and item discrimination coefficients. Collected data were analyzed by paired t-test, Pearson correlation, t and F tests. The results of study were as follows. 1. The analysis of the effect of the diabetic group teaching program and the duration of the effect of teaching. 1) The first hypothesis, that the diabetes knowledge score directly after the teaching program would be higher than before, was rejected (t=-1.40 ; p=.172). 2) The second hypothesis, that the diabetes knowledge score directly after teaching would be higher than three months later, was rejected(t= -4.27 ; p=.000). 3) The third hypothesis, that the diabetes knowledge score three months after teaching would be higher than six months later, was supported(t=2.43 : p=.020). 2. The relation of knowledge and self-care performance 1) The forth hypothesis, that the level of self-care performance related to diabetes three months later would be higher than six months later, was rejected( t=1.49 ; p=.146). 2) The fifth hypothesis, that the higher the diabetes knowledge, the higher the level of self-care performance, was rejected(r=.2086 ; p=.118). 3. The relation of diabetes knowledge and self-care performance according to demographic variables and structural variables of diabetes. 1) Diabetic knowledge scores varied according to the educational levels of the clients directly after the teaching. Three months after the teaching program higher educational levels and higher economic status were related to higher diabetic knowledge scores and men had higher knowledge scores than women. 2) Self-care performance scores of men were higher than those of women at three months and six months after the teaching program. 3) Before the diabetes teaching, the diabetic knowledge scores of subjects who had a diabetic patient in the family were higher than those who did not have patient in their family. Six months after the teaching, the diabetic knowledge scores of subjects who read the distributed books about diabetes were higher than those who did not read them. 4) No significance differences were found be-ween self-care performance and structural variables of dialetes. The results of this study indicated that the levels of diabetes knowledge and self-care performance incense of three months after the teaching program but decrease of six months. Reeducation would be needed between three and sir months. The investigator thinks that a study of the content and teaching methodology is needed to increase the education effect. The subjects want to hear patient histories of diabetic management. Group discussion would be helped after the teaching sessions.

• 영어어문교육
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• 제13권3호
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• pp.203-226
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• 2007

This paper analyzes the in-service training program for the 1st grade English teacher in the following 7 regions: Taejeon, Seoul, Incheon, Kangwon, Kyeonggi, Chungnam and Chungbuk. It also investigates the actual conditions of the program. The analyses are performed on three categories of subjects: Teaching Profession, Refinement and English Education. The English Education category can be divided into the three aspects: language skills, communicative skills and language learning/teaching skills. Among the 7 regions, subjects under Teaching Profession, Refinement and English Education have a significant (2-3 times +/-) variance in terms of the number and credit hours of the courses. While the Refinement Program is above the standard set by Ministry of Education & Human Resources Development(MEHRD) in some regions, the Teaching Profession Program and the English Education Program is below the standard set by MEHRD in other regions. To overcome the weaknesses of the program, this paper suggests the following: 1) prescriptions for the proportion ratio of each category should be suitably modified. 2) MEHRD should observe and supervise the program of each region. 3) being organized, the program must have two parts as follows: the same mandatory subjects for all regions and optional subjects suited to each region.

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.