• Title/Summary/Keyword: Korean teacher

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Review of Researches in Concept, Measurement, Effect, and Influence Factor of Teacher Efficacy (교사효능감의 개념, 측정, 효과, 영향요인에 대한 연구동향)

  • JU, Dong-Beom
    • Journal of Fisheries and Marine Sciences Education
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    • v.21 no.4
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    • pp.489-498
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    • 2009
  • The purpose of the study is to review research in concept, measurement, effect, and influence factor of teacher efficacy. Through the review of previous research, the study shows that the concept of teacher efficacy is likely to be situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. The effect of teacher efficacy concerns the relationship between teacher efficacy and the student's academic achievement and affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher. And the influence factor of teacher efficacy concerns the influence of job environment related to teacher. The four things mentioned above are discussed in detail based on the previous research.

The Study about the Policy of Teacher Recruitment and Quota in Finland (핀란드의 교원규모 결정 및 교원선발 정책 탐색)

  • Kim, Hyun-wook;Kim, Jung-Hee;Kwon, Dong-Taik
    • Korean Journal of Comparative Education
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    • v.27 no.3
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    • pp.49-73
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    • 2017
  • This study aims to clarify background and peculiarity of teacher policy in Finland. Especially we focus on the historical changes of teacher policy, the way of decision for teacher quota and the recruitment of teacher. The following two points of the teacher policies were characterized. First, municipalities have the rights of teacher selection on their own. And the universities for teacher education have strict two phases to select the pre-teacher. The teacher quota was decided by managing the pre-teacher quota in advance. Second, universities and municipalities have a high degree of autonomy in designing their curricula and teacher policy. To date, Finnish teacher policy has not faced any problems in attracting applicants and managing quota. Some suggestions were obtained about the improvement of teacher policy in our country.

Constructivist Reflection on the Training for Secondary Science Teachers in Korea

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.24 no.4
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    • pp.675-686
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    • 2004
  • The enhancement of the quality of the teaching practice is a major factor in securing better schooling opportunities for students. In this article, initial teacher preparation of secondary school Earth science teachers, in-service science teacher education, and improving teacher policy are discussed. Data from in-depth interviews with exemplary science teachers were used to explore how to improve the quality of science teacher education in Korea. In terms of preservice teacher education, most exemplary teachers contended that teacher education programs should provide preservice teachers with practical knowledge by translating theory into practice. Their suggestions for how to improve in-service education are also discussed. Regarding directions of improving teacher policy in Korea, the teachers proposed an alternative teacher-promotion structure that incorporates the master-teacher position. Implications for introducing action research courses into teacher (re)education programs are also discussed.

A study of teacher's recognition on teacher evaluation system (교원평가의 주체 및 영역에 대한 초중등학교 교원들의 인식)

  • KIM, Dal-Hyo
    • Journal of Fisheries and Marine Sciences Education
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    • v.21 no.4
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    • pp.508-522
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    • 2009
  • A teacher evaluation system is a hot issue of educational policy these days. Many teachers have opposed teacher evaluation system, but government and many parents have agreed teacher evaluation system. And some people agree teacher evaluation system, but some people disagree teacher evaluation system. The approvers of teacher evaluation system insist that teacher evaluation system can provide the quality of instruction, satisfaction of schooling, and nation's competition capacity. But opponents of teacher evaluation system insist that teacher evaluation system can provide dissatisfaction of teachers' job, excessive competition among teachers, and the failure of educational policy. So, comprehensive studies about teacher evaluation system are needed. The purpose of this study was to investigate that elementary and secondary teachers' recognition about teacher evaluation system. The tool of this study was used questionnaire which was made by researcher of this study. This study indicates as follows. Many teachers opposed teacher evaluation system, because of deficit of validity and reliability of teacher evaluation system. Also, many teachers indicated instruction ability as the most important evaluation standard of teacher evaluation system. And many teachers predicted the dissatisfaction of teachers' job and excessive competition among teachers as a result of teacher evaluation system.

A Korean Elementary School EFL Teacher's Implementation of Teacher-Based Assessment

  • Kang, Dae-Min
    • English Language & Literature Teaching
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    • v.17 no.2
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    • pp.19-37
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    • 2011
  • This study examines a Korean elementary school EFL teacher's practice of teacher-based assessment (TBA), a subject which has been little researched despite the authorities' strong call for its implementation. The classroom interactions for TBA were observed and audio-recorded in eight fifth-grade classes between March and June 2010. Additionally, the teacher and students were interviewed in a semi-structured way. The results showed that the teacher used three types of TBA: assessment of individual students on different topics, assessment of the entire class on the same topic, and assessment of individual students on the same topic. Due mainly to time constraints during class time and classroom management issues, the teacher preferred implementing the first two types of TBA. During the practice of the types, the teacher provided prompts or posed questions in ways that elicited responses which were short in length and easy. Although the third type of TBA was perceived by both the teacher and students as helping students enhance their EFL proficiency and was the most favored by the students, it was viewed by the teacher as having the potential of causing classroom management difficulties. Based on the findings, a number of implications are suggested.

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The Relationship between Student Teachers' Perceptions on Cooperating Teacher's Professionalism and Motivation to Become a Teacher (예비보육교사가 인식한 실습지도교사의 전문성과 교직 희망 동기 간의 관계)

  • Hong, Woohyeon;Kim, Myoung Soon
    • Korean Journal of Childcare and Education
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    • v.13 no.6
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    • pp.87-109
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    • 2017
  • Objective: The purpose of this study is to examine the relationship between student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. Methods: The participants were 399 student teachers studying child care and education at two-year or four-year colleges in Seoul, Gyeonggi, Incheon, South Chungcheong, and Daejeon. They completed questionnaires on student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. The data were analyzed using ANOVA, t-test, and partial-correlation analyses. Results: There were three findings from this study. First, there was a significant difference in student teachers' perceptions on cooperating teacher's professionalism depending on the type of child care center and education system, rather than the type of class. Second, there was a significant difference in student teachers' motivation to become a teacher depending on the students' education system. Third, student teachers' perceptions on their cooperating teacher's professionalism correlated with their motivation to become a teacher. Conclusion/Implications: This study suggests that student teachers' perceptions on cooperating teacher's professionalism is significantly different depending on the type of child care center or educational system and is related with motivation to become a teacher.

Study of a Reflective Teacher Education Plan through Survey of Experienced Korean Language Teachers: Focusing on the Area of Teaching Professionalism (한국어 경력교사 대상 요구조사를 통한 성찰적 교사교육 방안 모색 -수업 전문성 영역을 중심으로-)

  • Lee, Sunyoung
    • Journal of Korean language education
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    • v.29 no.1
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    • pp.109-137
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    • 2018
  • The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for 'peer coaching', 'peer observation', and 'teaching portfolios' among reflective teacher education programs. Lastly, many respondents selected 'development and utilization of teaching materials', 'encouraging learner's utterances', and 'leading learner's interest and motivation' as sub-elements of teaching professionalism that they wish to improve through teacher re-education.

Structural Relationships among Principals and Fellow Teacher's Emotional Support, Child Care Teacher's Active Motivation for Choosing the Teaching Profession, Self-Leadership, and Child Care Efficacy and Commitment (보육교사의 보육헌신에 대한 원장과 동료의 정서적지지, 능동적 교직선택동기, 셀프리더십 및 보육효능감 간의 구조적 관계)

  • Seo, Mi Jung;Lee, Kyung Nim
    • Korean Journal of Childcare and Education
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    • v.14 no.1
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    • pp.167-186
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    • 2018
  • Objective: The purpose of this study was to explore the structural analysis of the relationships among principals and fellow teacher's emotional support, teacher's active motivation for choosing the teaching profession, self-leadership, and child care efficacy and commitment. Methods: Data were collected from 465 child care teachers and analyzed by means of structural equational modeling(SEM). Results: First, principals and fellow teacher' emotional support was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through teacher's self-leadership. Second, teacher's active motivation for choosing the teaching profession was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through self-leadership and child care efficacy. Third, teacher's self-leadership was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through child care efficacy. Fourth, teacher's child care efficacy was to found have a direct effect on teacher's child care commitment. Conclusion: These results suggest the need for a great deal of utility to improve teacher's child care commitment.

An Analysis of Teacher-Child Relationships as Perceived by Teachers and Children and the Variables Affecting Such Relationships (교사와 유아가 지각하는 교사-유아 관계 및 관련변인 분석)

  • Cheon, Hyang-Suk;Cho, Eun-Jin
    • Korean Journal of Child Studies
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    • v.32 no.4
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    • pp.167-183
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    • 2011
  • This study examined whether any relationship exists between teachers' and children's perceptions of the teacher-child relationship and how factors such as the child's self-regulation and stress, and the teacher's self-efficacy and stress affect the teacher-child relationship. The participants for this study consisted of 101 kindergarteners and 17 teachers. Most of the children (88%) and teachers (88%) perceived teacher-child closeness. On the other hand, 22% of children and 11% of teachers perceived teacher-child conflict. The child's self-regulation affected both children's and teachers' perceptions of teacher-child closeness and conflict. The teacher's self-efficacy affected both children's and teachers' perceptions of teacher-child closeness. It also affected teachers' perceptions of teacher-child conflict. The child's and teacher's stress affected both children's and teachers' perceptions of teacher-child conflict. These findings were discussed with respect to implications for the classroom and future research.

Kindergarten Teachers' Empathy, Parent-teacher Relationships, and Teacher Burnout: The Moderating Role of Teacher Efficacy in Enlisting Parental Involvement (유치원 교사의 공감능력과 교사-학부모 관계 및 교사소진 간의 관계: 가정연계효능감의 조절효과)

  • An, Geo-bu;Chang, Yujin
    • Korean Educational Research Journal
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    • v.42 no.1
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    • pp.73-97
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    • 2021
  • This study examines how kindergarten teachers' empathy and efficacy in enlisting parental involvement predict perceived parent-teacher relationships and teacher burnout. It also investigates whether teacher efficacy in enlisting parental involvement moderates the relationship between kindergarten teachers' empathy, perceived parent-teacher relationships, and teacher burnout. A total of 208 public and private kindergarten teachers employed in the Chungbuk area participated in a survey, and the data were analyzed using JAMOVI (version 1.6.23). There were three major findings. First, both kindergarten teachers' empathy and efficacy in enlisting parental involvement positively predicted perceived parent-teacher relationships. Second, there was a significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on perceived parent-teacher relationships. Specifically, when teacher efficacy in enlisting parental involvement was high (M+1SD), teacher empathy significantly positively predicted parent-teacher relationships. By contrast, when teacher efficacy in enlisting parental involvement was average or low (M-1SD), the effect of teacher empathy on the perceived parent-teacher relationships was not significant. Third, both kindergarten teachers' empathy and teacher efficacy in enlisting parental involvement negatively predicted teacher burnout, but there was no significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on teacher burnout. This study identified the role of teacher efficacy in enlisting parental involvement within the context of kindergarten teacher-parent relationships and teacher burnout. It confirmed that the effect of teacher empathy on parent-teacher relationships is moderated by the level of teacher efficacy in enlisting parental involvement.

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