Pub Date : 2023-09-30DOI: 10.14333/kjte.2023.39.5.05
Seong-Jun Ha, Dae-Won Park
Purpose: This study focused on exploring the meaning of movement by analyzing the experienceof how pre-service teachers accept and understand movement in the process of learning exercise skills. In addition, the purpose was to rediscover the essential value of Physical Education based on the understanding of movement.
Methods: To achieve this, three elementary pre-service teachers who participated in Physical Education and practical classes were selected as research participants. Data were collected through reflective journals submitted by the research participants after performing exercise skills for 15 weeks, individualin-depth interviews, and personal research journals of the researchers. The collected data were analyzed through inductive category analysis.
Results: As a result, the research participants experienced the “perceived body”, the “controlled body”, “physical movement”, and “physical emotion” during the process of learning exercise skills.
Conclusion: These experiences were divided into the “body as an object” and the “body as a subject”, which were not opposing but coexisting concepts with common denominators. These research resultswill be useful as a reference for expanding the discussion on the essential value of Physical Educationin understanding movement.
{"title":"Exploring the meaning of movement according to pre-service teachers’ acquisition of exercise skills","authors":"Seong-Jun Ha, Dae-Won Park","doi":"10.14333/kjte.2023.39.5.05","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.5.05","url":null,"abstract":"Purpose: This study focused on exploring the meaning of movement by analyzing the experienceof how pre-service teachers accept and understand movement in the process of learning exercise skills. In addition, the purpose was to rediscover the essential value of Physical Education based on the understanding of movement.
 Methods: To achieve this, three elementary pre-service teachers who participated in Physical Education and practical classes were selected as research participants. Data were collected through reflective journals submitted by the research participants after performing exercise skills for 15 weeks, individualin-depth interviews, and personal research journals of the researchers. The collected data were analyzed through inductive category analysis.
 Results: As a result, the research participants experienced the “perceived body”, the “controlled body”, “physical movement”, and “physical emotion” during the process of learning exercise skills.
 Conclusion: These experiences were divided into the “body as an object” and the “body as a subject”, which were not opposing but coexisting concepts with common denominators. These research resultswill be useful as a reference for expanding the discussion on the essential value of Physical Educationin understanding movement.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135039193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.14333/kjte.2023.39.5.02
Hye-Sook Kim, Sung-Hee An
Purpose: he purpose of this study was to analyze 12 'Level 1 Qualification Training Curriculum(L1QTC) for School Counselors’ in order to discern for the L1QTC for school counselors that can cultivatetheir practical skills.
Methods: A total of 12 cases of the L1QTC for school counselors conducted between 2016 and 2022 were investigated. First, this study compared and analyzed the qualification training course tables of the 1st level of school counselors notified by the Ministry of Education, 2nd, the job competency tables of school counselors by Kim, In-gyu and Cho, Nam-jeong(2010). Finally, L1QTC was compared and analyzed the qualification training requirements tables of the 2nd level of the Korean Counseling Association and the Korean Counseling Psychological Association.
Results: The results of the study are as follows: First, the ratio of professional competence was 57% on average, confirming that it is possible to expand professional competence by about 13% even ifit follows the current Ministry of Education notice. Second, the subjects with the highest frequency of implementation were eleven sessions of counseling using media, and the second was ten sessions of group counseling practices. Among the job areas, counseling ranked first with 39% and 'other areas' ranked second with 28%.
Conclusion: This study is significant in that it was the L1QTC, which is the core of the professional development of school counselors. Problems such as lack of specialized subjects, lack of supervision,and the excessive proportion of simple lecture type training in the curriculum were identified andit is meaningful in that it drew implications for future improvement directions. The results of this study can be used as a reference for the development of the L1QTC for school counselors, and thisresearch is expected to trigger a follow-up study.
{"title":"Analysis of the current status of ‘the Level 1 qualification training curriculum’ to seek a curriculum focused on cultivating the practical skills of school counselors","authors":"Hye-Sook Kim, Sung-Hee An","doi":"10.14333/kjte.2023.39.5.02","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.5.02","url":null,"abstract":"Purpose: he purpose of this study was to analyze 12 'Level 1 Qualification Training Curriculum(L1QTC) for School Counselors’ in order to discern for the L1QTC for school counselors that can cultivatetheir practical skills.
 Methods: A total of 12 cases of the L1QTC for school counselors conducted between 2016 and 2022 were investigated. First, this study compared and analyzed the qualification training course tables of the 1st level of school counselors notified by the Ministry of Education, 2nd, the job competency tables of school counselors by Kim, In-gyu and Cho, Nam-jeong(2010). Finally, L1QTC was compared and analyzed the qualification training requirements tables of the 2nd level of the Korean Counseling Association and the Korean Counseling Psychological Association.
 Results: The results of the study are as follows: First, the ratio of professional competence was 57% on average, confirming that it is possible to expand professional competence by about 13% even ifit follows the current Ministry of Education notice. Second, the subjects with the highest frequency of implementation were eleven sessions of counseling using media, and the second was ten sessions of group counseling practices. Among the job areas, counseling ranked first with 39% and 'other areas' ranked second with 28%.
 Conclusion: This study is significant in that it was the L1QTC, which is the core of the professional development of school counselors. Problems such as lack of specialized subjects, lack of supervision,and the excessive proportion of simple lecture type training in the curriculum were identified andit is meaningful in that it drew implications for future improvement directions. The results of this study can be used as a reference for the development of the L1QTC for school counselors, and thisresearch is expected to trigger a follow-up study.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135039403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.14333/kjte.2023.39.5.01
Youngmi Kim, Hogul Park, Young-Hoon Kim, Seounghey Paik
Purpose: The purpose of this study was to investigate the effectiveness of a model and modeling-based educational program among pre-service teachers and their perceptions of the effectiveness of themodeling-based teaching program.
Methods: A total of 46 pre-service teachers majoring in Geography Education at a teacher education university participated in the study. Twenty students in the experimental group were given a three-week program regarding the central place theory based on models and modeling, and their understanding of the central place theory was analyzed through a t-test. The questionnaire on the perception of the effectiveness of the program was analyzed through descriptive statistics and iterative reading.
Results: The results indicated that the experimental group had a statistically significantly higher level of understanding than the control group. These pre-service teachers also expressed an overall positive perception of the program in terms of flow, evaluation of the program, satisfaction, and aestheticand embodied cognition. Regarding the pedagogical effectiveness of the educational program, they recognized an enhanced level of understanding, focus and engagement.
Conclusion: This research found that there should be more educational programs based on models and modeling with 4Dframe that would help pre-service teachers understand complex concepts through physical manipulation.
{"title":"Educational effects and impacts on the perception of central place theory modeling activities using 4D frame: Focusing on pre-service teachers","authors":"Youngmi Kim, Hogul Park, Young-Hoon Kim, Seounghey Paik","doi":"10.14333/kjte.2023.39.5.01","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.5.01","url":null,"abstract":"Purpose: The purpose of this study was to investigate the effectiveness of a model and modeling-based educational program among pre-service teachers and their perceptions of the effectiveness of themodeling-based teaching program.
 Methods: A total of 46 pre-service teachers majoring in Geography Education at a teacher education university participated in the study. Twenty students in the experimental group were given a three-week program regarding the central place theory based on models and modeling, and their understanding of the central place theory was analyzed through a t-test. The questionnaire on the perception of the effectiveness of the program was analyzed through descriptive statistics and iterative reading.
 Results: The results indicated that the experimental group had a statistically significantly higher level of understanding than the control group. These pre-service teachers also expressed an overall positive perception of the program in terms of flow, evaluation of the program, satisfaction, and aestheticand embodied cognition. Regarding the pedagogical effectiveness of the educational program, they recognized an enhanced level of understanding, focus and engagement.
 Conclusion: This research found that there should be more educational programs based on models and modeling with 4Dframe that would help pre-service teachers understand complex concepts through physical manipulation.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135039717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.14333/kjte.2023.39.5.04
Jong-Ik Park, Woo-Kyu Cha
Purpose: The purpose of this study was to find better ways to teach Population Education and Moral Education in a ‘low birth rate and aging’ society through content analysis of life-respecting education in elementary school morality classes applying the perspective of Population Education.
Methods: Accordingly, an analysis was conducted based on the content analysis framework of life-respecting education developed in this study to examine how life-respecting education is conducted in the morals subject of elementary schools. So, the content analysis framework divided each area into ‘understanding, crisis, practice of life respect’ and analyzed twelve sub-content elements.
Results: As a result of the analysis based on the developed content analysis framework, the content element of the crisis of human life in the ‘crisis of respect for life’ and the content element corresponding to ‘respect for human life’ in the ‘practice of respect for life’ were the most frequent areas. However, it was found that content elements related to ‘conflict of bioethics’ and ‘recovery of bioethics’ were insufficient.
Conclusion: Population Education is an attempt to identify one of the various causes of phenomena related to population problems in a ‘low birth rate and aging’ society as a phenomenon of disregard for life at the social and cultural level and seek a direction to resolve it. Therefore, value educationon respect for life, which is emphasized in the Population Education, should be the basis of school education. Moreover, the subject of the analysis of the content of life-respect education was examined through morals classes in elementary schools that directly deal with the value of life. Accordingly, life-respecting education in the morals classes of elementary school should move towards a direction that can embrace both Morals Education and the perspectives of Population Education.
{"title":"Analysis of Life Respect in Elementary School Education with the Morals Subject from the Perspective of Population Education","authors":"Jong-Ik Park, Woo-Kyu Cha","doi":"10.14333/kjte.2023.39.5.04","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.5.04","url":null,"abstract":"Purpose: The purpose of this study was to find better ways to teach Population Education and Moral Education in a ‘low birth rate and aging’ society through content analysis of life-respecting education in elementary school morality classes applying the perspective of Population Education.
 Methods: Accordingly, an analysis was conducted based on the content analysis framework of life-respecting education developed in this study to examine how life-respecting education is conducted in the morals subject of elementary schools. So, the content analysis framework divided each area into ‘understanding, crisis, practice of life respect’ and analyzed twelve sub-content elements.
 Results: As a result of the analysis based on the developed content analysis framework, the content element of the crisis of human life in the ‘crisis of respect for life’ and the content element corresponding to ‘respect for human life’ in the ‘practice of respect for life’ were the most frequent areas. However, it was found that content elements related to ‘conflict of bioethics’ and ‘recovery of bioethics’ were insufficient.
 Conclusion: Population Education is an attempt to identify one of the various causes of phenomena related to population problems in a ‘low birth rate and aging’ society as a phenomenon of disregard for life at the social and cultural level and seek a direction to resolve it. Therefore, value educationon respect for life, which is emphasized in the Population Education, should be the basis of school education. Moreover, the subject of the analysis of the content of life-respect education was examined through morals classes in elementary schools that directly deal with the value of life. Accordingly, life-respecting education in the morals classes of elementary school should move towards a direction that can embrace both Morals Education and the perspectives of Population Education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135039191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.14333/kjte.2023.39.5.09
Hyun-Chul Jeong, Seong-Wan Yu
Purpose: The purpose of this study was to conduct an in-depth analysis of the operation cases ofa small middle school joint Physical Education curriculum, and to explore improvement methods basedon the analyzed cases.
Methods: Four teachers and four students from two schools located in the J region and operatinga small middle school joint Physical Education curriculum were selected as the study subjects, and data such as operation-related data, observation log data based on participant and non-participant observations, in-depth group interview data and unofficial story data were collected, categorized,analyzed and interpreted.
Results: As far as the small middle school joint Physical Education curricula are concerned, tennis competition activities and group activities per level were performed using facilities near the two schools to ensure all students’ participation and interest and to overcome the disadvantages of small middle schools. Individualized instruction and interactive instruction were performed through team teaching activities per group led by professional instructors to better improve the advantages of small middle schools. The improvement methods are as follows: First, joint curricula must be planned through avoluntary sense of community along with teachers’ dedication and philosophies shared by the members. Second, it is necessary to derive a process of expanding and elaborating the scope of joint curriculato share and improve the concerns regarding events and joint curriculums among small middle schools. Third, for joint curricula to have a smooth implementation, it is necessary to construct a detailed instruction plan taking into consideration the autonomy of curricula, efficient system securement, andstudents’ individual characteristics and differences.
Conclusion: The results of this study suggest the need for legitimacy and substantial operation ofthe small middle school joint Physical Education curriculum.
{"title":"An Exploration of the Operation Cases and Improvement Methods in a Small Middle School Joint Physical Education Curriculum","authors":"Hyun-Chul Jeong, Seong-Wan Yu","doi":"10.14333/kjte.2023.39.5.09","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.5.09","url":null,"abstract":"Purpose: The purpose of this study was to conduct an in-depth analysis of the operation cases ofa small middle school joint Physical Education curriculum, and to explore improvement methods basedon the analyzed cases.
 Methods: Four teachers and four students from two schools located in the J region and operatinga small middle school joint Physical Education curriculum were selected as the study subjects, and data such as operation-related data, observation log data based on participant and non-participant observations, in-depth group interview data and unofficial story data were collected, categorized,analyzed and interpreted.
 Results: As far as the small middle school joint Physical Education curricula are concerned, tennis competition activities and group activities per level were performed using facilities near the two schools to ensure all students’ participation and interest and to overcome the disadvantages of small middle schools. Individualized instruction and interactive instruction were performed through team teaching activities per group led by professional instructors to better improve the advantages of small middle schools. The improvement methods are as follows: First, joint curricula must be planned through avoluntary sense of community along with teachers’ dedication and philosophies shared by the members. Second, it is necessary to derive a process of expanding and elaborating the scope of joint curriculato share and improve the concerns regarding events and joint curriculums among small middle schools. Third, for joint curricula to have a smooth implementation, it is necessary to construct a detailed instruction plan taking into consideration the autonomy of curricula, efficient system securement, andstudents’ individual characteristics and differences.
 Conclusion: The results of this study suggest the need for legitimacy and substantial operation ofthe small middle school joint Physical Education curriculum.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135039402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.14333/kjte.2023.39.5.08
Je Hyun Kim
Purpose: The purpose of this study is to explore the reality of high school education planning basedon the characteristics of the Haneul High School curriculum organization and operation process, whichis the most important document for educational planning.
Methods: In order to achieve the purpose of this study, research data were collected through in-depth interviews with members of Haneul High School and the collected data were analyzed in compliance with general procedures.
Results: The results of examining the educational planning power of Haneul High School, focusingon the process of establishing the school curriculum operation plan and its characteristics, are as follows. Haneul High School is looking at the school curriculum operation plan as a legal document, 2) thecurriculum leadership of the principal is actively expressed in the school curriculum development stage, and 3) the school curriculum operation plan is established through the participation and deliberation of school members. The characteristics of the Haneul High School Curriculum Operation Plan mayinclude 1) the specificity of the curriculum operation plan, 2) the establishment of an elaborate academic schedule, and 3) the operation of a strict curriculum.
Conclusion: Based on the meaning of rationality as the essence of educational planning, Haneul HighSchool establishes a school curriculum organization and operation plan based on reasonable educational planning power and develops a school curriculum operation plan as a result, which provides a cluefor improving high school education planning.
{"title":"A Study on the Educational Planning Ability of Haneul High School","authors":"Je Hyun Kim","doi":"10.14333/kjte.2023.39.5.08","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.5.08","url":null,"abstract":"Purpose: The purpose of this study is to explore the reality of high school education planning basedon the characteristics of the Haneul High School curriculum organization and operation process, whichis the most important document for educational planning.
 Methods: In order to achieve the purpose of this study, research data were collected through in-depth interviews with members of Haneul High School and the collected data were analyzed in compliance with general procedures.
 Results: The results of examining the educational planning power of Haneul High School, focusingon the process of establishing the school curriculum operation plan and its characteristics, are as follows. Haneul High School is looking at the school curriculum operation plan as a legal document, 2) thecurriculum leadership of the principal is actively expressed in the school curriculum development stage, and 3) the school curriculum operation plan is established through the participation and deliberation of school members. The characteristics of the Haneul High School Curriculum Operation Plan mayinclude 1) the specificity of the curriculum operation plan, 2) the establishment of an elaborate academic schedule, and 3) the operation of a strict curriculum.
 Conclusion: Based on the meaning of rationality as the essence of educational planning, Haneul HighSchool establishes a school curriculum organization and operation plan based on reasonable educational planning power and develops a school curriculum operation plan as a result, which provides a cluefor improving high school education planning.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135039408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.14333/kjte.2023.39.5.03
Soo-Mi Cha
Purpose: This study aimed to investigate the effects of microteaching on English teachers’ efficacywith pre-service elementary school teachers.
Methods: In this study, the participants consisted of 19 pre-service elementary school teachers. Data collection was carried out through the administration of an English teacher efficacy test and the collection of teachers' self-reports. The obtained results underwent analysis employing both quantitative and qualitative approaches. For the quantitative data, paired t-tests were conducted using SPSS, while the qualitative data obtained from self-reports were subjected to qualitative analysis.
Results: The study revealed a positive impact of microteaching on the English teacher efficacy of pre-service elementary school teachers. Furthermore, pre-service elementary school teachers reported increased confidence and satisfaction as a result.
Conclusion: This study suggests that engaging in the process of preparing for and conducting microteaching can yield a positive impact on the enhancement of English teachers’ efficacy, along with fostering increased confidence and satisfaction. Notably, the positive influence observed during the initial microteaching experience carried over to the subsequent session, highlighting the effectiveness and value of microteaching as an experience to enhance English teachers’ efficacy.
{"title":"The Effects of Microteaching on English T eachers’ Efficacy with Pre-service Elementary School Teachers","authors":"Soo-Mi Cha","doi":"10.14333/kjte.2023.39.5.03","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.5.03","url":null,"abstract":"Purpose: This study aimed to investigate the effects of microteaching on English teachers’ efficacywith pre-service elementary school teachers.
 Methods: In this study, the participants consisted of 19 pre-service elementary school teachers. Data collection was carried out through the administration of an English teacher efficacy test and the collection of teachers' self-reports. The obtained results underwent analysis employing both quantitative and qualitative approaches. For the quantitative data, paired t-tests were conducted using SPSS, while the qualitative data obtained from self-reports were subjected to qualitative analysis.
 Results: The study revealed a positive impact of microteaching on the English teacher efficacy of pre-service elementary school teachers. Furthermore, pre-service elementary school teachers reported increased confidence and satisfaction as a result.
 Conclusion: This study suggests that engaging in the process of preparing for and conducting microteaching can yield a positive impact on the enhancement of English teachers’ efficacy, along with fostering increased confidence and satisfaction. Notably, the positive influence observed during the initial microteaching experience carried over to the subsequent session, highlighting the effectiveness and value of microteaching as an experience to enhance English teachers’ efficacy.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135039192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.14333/kjte.2023.39.5.06
Jae-Ho Lee, Dae-Ho Park
Purpose: The purpose of this study is to present methodological principles for moral instructional activity based on L. S. Vygotsky’s theory.
Methods: By analyzing the literature on Vygotsky’s developmental theory, it revealed its educational significance and its intrinsic relationship with moral instructional activity. Moreover, paying attention to Vygotsky’s defectology, which has not received much attention to-date, assisted in the exploration of the methodological principles of instructional activity.
Results: According to the study, Vygotsky’s defectology became an important base for seeking the methodological principles of moral instructional activity. The idea of ‘the developmental axis of defect-overcompensation’ he proposed shows that the principle can be summarized as ‘opposition’. Through opposition, students experience qualitative change, which can be said to indicate a phenomenon of learning.
Conclusion: According to Vygotsky’s defectology, the teacher’s task should be to provide students with the experience of ‘opposition’. The reason why this experience does not end with a pure interruptionis because of the mental power of ‘overcompensation’ and its dynamic movement toward the ideal of life and education. Teachers must constantly respect that mental power and need to recognize thatit is revealed and established by ‘defect’.
{"title":"Defect and Compensation: An Inquiry of Methodological Principles for a Moral Instructional Activity Based on L. S. Vygotsky’s Theory","authors":"Jae-Ho Lee, Dae-Ho Park","doi":"10.14333/kjte.2023.39.5.06","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.5.06","url":null,"abstract":"Purpose: The purpose of this study is to present methodological principles for moral instructional activity based on L. S. Vygotsky’s theory.
 Methods: By analyzing the literature on Vygotsky’s developmental theory, it revealed its educational significance and its intrinsic relationship with moral instructional activity. Moreover, paying attention to Vygotsky’s defectology, which has not received much attention to-date, assisted in the exploration of the methodological principles of instructional activity.
 Results: According to the study, Vygotsky’s defectology became an important base for seeking the methodological principles of moral instructional activity. The idea of ‘the developmental axis of defect-overcompensation’ he proposed shows that the principle can be summarized as ‘opposition’. Through opposition, students experience qualitative change, which can be said to indicate a phenomenon of learning.
 Conclusion: According to Vygotsky’s defectology, the teacher’s task should be to provide students with the experience of ‘opposition’. The reason why this experience does not end with a pure interruptionis because of the mental power of ‘overcompensation’ and its dynamic movement toward the ideal of life and education. Teachers must constantly respect that mental power and need to recognize thatit is revealed and established by ‘defect’.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135039401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.14333/kjte.2023.39.4.10
E. Kang, Y. J. Park, H. Seo
Purpose: The purpose of this study was to develop a special class curriculum operation model forstudents with special needs in general schools according to the implementation of the high schoolcredit system policy. Methods: A Delphi survey was conducted targeting a total of eight secondary special teachers andsupervisors who had experience about the credit system to review the validity of the model. Results: Based on the results of a preliminary survey to collect expert opinions on the directionof model construction, first, the core elements to be considered when promoting the high school creditsystem, including career guidance, were included as a propulsion system. Second, regarding the typeof operation, discussions were conducted on the appropriateness of the name depending on the overallmeaning, the clarification of the distinction between subject support type and cooperative teachingtype, and the possibility of opening open type courses that reflect the demand of students withoutdisabilities. The compositions of the model are an overview of the model, presenting the vision,operation goal, and promotion strategy. Moreover, the operation type is inclusion implementation type(subject support type, cooperative teaching type, open type) and special class independent type(independent type, visiting type, association type). As for the propulsion system, content elementsrelated to curriculum organization and operation, career and study design guidance, classes andevaluation, school culture and operation innovation, and credit system creation were developed. Conclusion: Based on the results of the feasibility review of this operation model, implications oforganizing and operating the special class credit system curriculum for students who need specialeducation in general schools were discussed.
{"title":"Development of a Special Class Curriculum Operation Model for Students with Special Needs in General Schools According to the High School Credit System","authors":"E. Kang, Y. J. Park, H. Seo","doi":"10.14333/kjte.2023.39.4.10","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.10","url":null,"abstract":"Purpose: The purpose of this study was to develop a special class curriculum operation model forstudents with special needs in general schools according to the implementation of the high schoolcredit system policy. \u0000Methods: A Delphi survey was conducted targeting a total of eight secondary special teachers andsupervisors who had experience about the credit system to review the validity of the model. \u0000Results: Based on the results of a preliminary survey to collect expert opinions on the directionof model construction, first, the core elements to be considered when promoting the high school creditsystem, including career guidance, were included as a propulsion system. Second, regarding the typeof operation, discussions were conducted on the appropriateness of the name depending on the overallmeaning, the clarification of the distinction between subject support type and cooperative teachingtype, and the possibility of opening open type courses that reflect the demand of students withoutdisabilities. The compositions of the model are an overview of the model, presenting the vision,operation goal, and promotion strategy. Moreover, the operation type is inclusion implementation type(subject support type, cooperative teaching type, open type) and special class independent type(independent type, visiting type, association type). As for the propulsion system, content elementsrelated to curriculum organization and operation, career and study design guidance, classes andevaluation, school culture and operation innovation, and credit system creation were developed. \u0000Conclusion: Based on the results of the feasibility review of this operation model, implications oforganizing and operating the special class credit system curriculum for students who need specialeducation in general schools were discussed.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89325868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.14333/kjte.2023.39.4.08
Kyung-chul Kim, Minjae Lee
Purpose: This study aims to understand the characteristics of general writing found by observingand analyzing the processes and results of young children's participation in writing activities. Theeducational value of writing derived from this can be applied to everyday situations, including youngchildren's play and daily life, and is expected to be the basic data for field teachers to establisheducational plans. Methods: In this study, seven homeroom teachers working at public kindergartens located in S Cityand a total of 90 young children aged three, four, and five in each class participated. From December1 to December 23, 2022, teachers in each class provided one pre-selected common writing activityand one free writing activity, and then observed and recorded the writing process and results of youngchildren. The data collected in this study were young children observation records, writing results,interview data with teachers. And a circular and iterative data analysis was conducted through thetriangular verification method. Results: As a result of analyzing the writing activity process and results of young children, a totalof four writing characteristics were derived. The first was ‘totality’ containing characteristics otherthan the young children's writing skills, the second was ‘performance’ in which young childrendemonstrate other abilities for writing, the third was ‘contextuality’ in which they practiced writingin the background, and the fourth was ‘learning possibility’ that can be used 'well' in the processof learning and mastering educational areas. Conclusion: Based on the four writing characteristics derived through the analysis of writing processesand results, this study sought ways to educate and guide field teachers. In addition, by proposingthe concept of 'writing competency' based on the context consistent with the concept and characteristicsof competency, it suggests that it is necessary to look at young children’s writing from a morecomprehensive and multifaceted aspect.
{"title":"Analysis of Writing Characteristics in Young Children's Writing Activities","authors":"Kyung-chul Kim, Minjae Lee","doi":"10.14333/kjte.2023.39.4.08","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.08","url":null,"abstract":"Purpose: This study aims to understand the characteristics of general writing found by observingand analyzing the processes and results of young children's participation in writing activities. Theeducational value of writing derived from this can be applied to everyday situations, including youngchildren's play and daily life, and is expected to be the basic data for field teachers to establisheducational plans. \u0000Methods: In this study, seven homeroom teachers working at public kindergartens located in S Cityand a total of 90 young children aged three, four, and five in each class participated. From December1 to December 23, 2022, teachers in each class provided one pre-selected common writing activityand one free writing activity, and then observed and recorded the writing process and results of youngchildren. The data collected in this study were young children observation records, writing results,interview data with teachers. And a circular and iterative data analysis was conducted through thetriangular verification method. \u0000Results: As a result of analyzing the writing activity process and results of young children, a totalof four writing characteristics were derived. The first was ‘totality’ containing characteristics otherthan the young children's writing skills, the second was ‘performance’ in which young childrendemonstrate other abilities for writing, the third was ‘contextuality’ in which they practiced writingin the background, and the fourth was ‘learning possibility’ that can be used 'well' in the processof learning and mastering educational areas. \u0000Conclusion: Based on the four writing characteristics derived through the analysis of writing processesand results, this study sought ways to educate and guide field teachers. In addition, by proposingthe concept of 'writing competency' based on the context consistent with the concept and characteristicsof competency, it suggests that it is necessary to look at young children’s writing from a morecomprehensive and multifaceted aspect.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72734338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：