Pub Date : 2022-09-30DOI: 10.14333/kjte.2022.38.5.03
Jong-Ik Park, Wookyu Cha
Purpose: The purpose of this study was to examine the unit design plan for the integration of populationeducation and elementary school moral education. Methods: Drake's integrated curriculum model application was analyzed through an analysis of previous studies on the integrated unit design method that utilized Drake's KDB model. In particular,since this study is not an interdisciplinary study, it was reorganized as a task in which the subject and subject were selected first, and this was different from the existing order of the composition of the integrated unit. In this way, the core content elements and values of population education were presented as a result of the unit design plan and integrated with elementary school moral education. Results: In order to design an integrated unit that focused on population education and elementary school moral education the achievement standards and content elements of the moral education department and the content elements of population education were integrated and reorganized through application of the KDB model, and the results were presented as a guide plan for a total of six lessons. Conclusion: This study sought to find a more effective approach to population and moral education in the era of low fertility and aging by suggesting a design plan for an integrated unit of elementary school moral education and population education.
{"title":"Unit design plan for the integration of population education and moral education: Focusing on Drake’s KDB Model","authors":"Jong-Ik Park, Wookyu Cha","doi":"10.14333/kjte.2022.38.5.03","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.03","url":null,"abstract":"Purpose: The purpose of this study was to examine the unit design plan for the integration of populationeducation and elementary school moral education. \u0000Methods: Drake's integrated curriculum model application was analyzed through an analysis of previous studies on the integrated unit design method that utilized Drake's KDB model. In particular,since this study is not an interdisciplinary study, it was reorganized as a task in which the subject and subject were selected first, and this was different from the existing order of the composition of the integrated unit. In this way, the core content elements and values of population education were presented as a result of the unit design plan and integrated with elementary school moral education. \u0000Results: In order to design an integrated unit that focused on population education and elementary school moral education the achievement standards and content elements of the moral education department and the content elements of population education were integrated and reorganized through application of the KDB model, and the results were presented as a guide plan for a total of six lessons. \u0000Conclusion: This study sought to find a more effective approach to population and moral education in the era of low fertility and aging by suggesting a design plan for an integrated unit of elementary school moral education and population education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"95 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91521279","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.14
Eun-Gyeong Jun, In-soo Oh
Purpose: The purpose of this study was to compare and analyze the needs of the school counseling competency of elementary and secondary school counselors in order to ascertain whether there is a difference in the required competencies of school counselors depending on the school level. Methods: An online survey was carried out with 211 school counselors across the country, and 209 responses were utilized for analysis. The competency needs were then analyzed and the priority was determined using the overlap of the Borich’s formula and the The Locus for Focus model. Results: In common with elementary and secondary school counselors, the first priority competency needs were ‘understanding students’ and ‘improvement of professionalism’. ‘professional attitude’ was identified as the first priority competency need in elementary school and identified as the second priority competency need in secondary school. In addition, the ‘theory and technique of counseling’ was the second priority competency need for both elementary and secondary school counselors. On the other hand, ‘parent and teacher consultation’, ‘utilization of community resource’ and ‘communication and cooperation’ were identified as the second priority competencies only for elementary school counselors. For secondary school counselors, ‘role harmonization’ and ‘adaptation to school organization’ were classified as the second priority competencies. Conclusion: Based on the research results, this study was able to derive implications for improving the training curriculum and education for school counselors in areas such as supporting supervision and case study groups for the development of school counselors’ professionalism.
{"title":"Comparative Research on the School Counseling Competency Needs of Elementary and Secondary School Counselors","authors":"Eun-Gyeong Jun, In-soo Oh","doi":"10.14333/kjte.2022.38.5.14","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.14","url":null,"abstract":"Purpose: The purpose of this study was to compare and analyze the needs of the school counseling competency of elementary and secondary school counselors in order to ascertain whether there is a difference in the required competencies of school counselors depending on the school level. \u0000Methods: An online survey was carried out with 211 school counselors across the country, and 209 responses were utilized for analysis. The competency needs were then analyzed and the priority was determined using the overlap of the Borich’s formula and the The Locus for Focus model. \u0000Results: In common with elementary and secondary school counselors, the first priority competency needs were ‘understanding students’ and ‘improvement of professionalism’. ‘professional attitude’ was identified as the first priority competency need in elementary school and identified as the second priority competency need in secondary school. In addition, the ‘theory and technique of counseling’ was the second priority competency need for both elementary and secondary school counselors. On the other hand, ‘parent and teacher consultation’, ‘utilization of community resource’ and ‘communication and cooperation’ were identified as the second priority competencies only for elementary school counselors. For secondary school counselors, ‘role harmonization’ and ‘adaptation to school organization’ were classified as the second priority competencies. \u0000Conclusion: Based on the research results, this study was able to derive implications for improving the training curriculum and education for school counselors in areas such as supporting supervision and case study groups for the development of school counselors’ professionalism.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78301120","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.05
Il-soo Park
Purpose: The purpose of this study was to analyze the pre-service teachers' experiences while developing creative experience activities programs and to suggest teaching and learning for pre-service teachers' creative activities experience program development competency. Methods: Qualitative data were collected from twenty creative experience activities programs results developed by 4th year pre-service teachers who took ‘Understanding of Creative Experience Activities Curriculum’ at “A” University and 63 pre-service teachers' reflective journals. For the analysis and summary of qualitative data, the key words were derived through open coding and classification processes. Results: The results of this study were follows. Pre-service teachers' experiences in developing creative experience activities programs included 1 in-depth understanding of the intrinsic and essential values of creative experience activities, 2 acquisition of practical knowledge for the development of creative experience activities programs, 3 experience of the value and importance of collective intelligence,4 teacher's agency experience as an agent of curriculum development, 5 change of perception regarding student evaluation of creative experience activities, 6 intrinsic motivation, achievement and growth for the development of creative experience activities programs, 7 competence as a creative experience activities programs designer, 8 teacher as researcher, and establishment of a teacher with expertise, 9 and consideration and reflection of program design and instruction. Conclusion: In order to improve the competency of pre-service teachers for creative experience activities programs development, it was necessary to apply project-based learning that could assist in the pre-service teacher's agency for creative experience activities program development.
{"title":"A study on pre-service teachers’ experiences in creative experience activities programs development","authors":"Il-soo Park","doi":"10.14333/kjte.2022.38.5.05","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.05","url":null,"abstract":"Purpose: The purpose of this study was to analyze the pre-service teachers' experiences while developing creative experience activities programs and to suggest teaching and learning for pre-service teachers' creative activities experience program development competency. \u0000Methods: Qualitative data were collected from twenty creative experience activities programs results developed by 4th year pre-service teachers who took ‘Understanding of Creative Experience Activities Curriculum’ at “A” University and 63 pre-service teachers' reflective journals. For the analysis and summary of qualitative data, the key words were derived through open coding and classification processes. \u0000Results: The results of this study were follows. Pre-service teachers' experiences in developing creative experience activities programs included 1 in-depth understanding of the intrinsic and essential values of creative experience activities, 2 acquisition of practical knowledge for the development of creative experience activities programs, 3 experience of the value and importance of collective intelligence,4 teacher's agency experience as an agent of curriculum development, 5 change of perception regarding student evaluation of creative experience activities, 6 intrinsic motivation, achievement and growth for the development of creative experience activities programs, 7 competence as a creative experience activities programs designer, 8 teacher as researcher, and establishment of a teacher with expertise, 9 and consideration and reflection of program design and instruction. \u0000Conclusion: In order to improve the competency of pre-service teachers for creative experience activities programs development, it was necessary to apply project-based learning that could assist in the pre-service teacher's agency for creative experience activities program development.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84741218","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.09
Hyun-hee Lee
Purpose: Given that the affective side of language learning contributes in a significant way to enriching learners’ language learning, this study aimed to integrate English literature into graphic organizers. The purpose of this study was to apply and investigate how incorporating graphic organizers affected the students. Methods: An examination of the Literature based English Teaching and Learning Using Graphic Organizers was mainly focused on the English story The Gift of the Magi. Different kinds of graphic organizers as major materials were applied. There were seven graphic organizers in a study on Literature based English Teaching and Learning Using Graphic Organizers. The first step was the formation of a Cluster diagram, the second was a Vocabulary graphic organizer, the third was a Star diagram,the fourth was a Problem-solving organizer, the fifth was a Sequence chart, the sixth was a Story map and the last step was creating a graphic organizer. Results: This study was based on students' self-evaluations, teacher's observations including such factors as students' attitudes, self-confidence in English and the development of English competency. Graphic organizers such as Literature based English Teaching and Learning are efficient and interesting materials for students' understanding of literary elements. Conclusion: It is useful to understand the theme of the story, various characters, the setting, and the plot of the story. English teaching and learning using graphic organizers can be highly effective in helping students to improve their English skills and to lead to self-directed English learning.
{"title":"A Study Regarding Literature based English Teaching and Learning Using Graphic Organizers","authors":"Hyun-hee Lee","doi":"10.14333/kjte.2022.38.5.09","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.09","url":null,"abstract":"Purpose: Given that the affective side of language learning contributes in a significant way to enriching learners’ language learning, this study aimed to integrate English literature into graphic organizers. The purpose of this study was to apply and investigate how incorporating graphic organizers affected the students. \u0000Methods: An examination of the Literature based English Teaching and Learning Using Graphic Organizers was mainly focused on the English story The Gift of the Magi. Different kinds of graphic organizers as major materials were applied. There were seven graphic organizers in a study on Literature based English Teaching and Learning Using Graphic Organizers. The first step was the formation of a Cluster diagram, the second was a Vocabulary graphic organizer, the third was a Star diagram,the fourth was a Problem-solving organizer, the fifth was a Sequence chart, the sixth was a Story map and the last step was creating a graphic organizer. \u0000Results: This study was based on students' self-evaluations, teacher's observations including such factors as students' attitudes, self-confidence in English and the development of English competency. Graphic organizers such as Literature based English Teaching and Learning are efficient and interesting materials for students' understanding of literary elements. \u0000Conclusion: It is useful to understand the theme of the story, various characters, the setting, and the plot of the story. English teaching and learning using graphic organizers can be highly effective in helping students to improve their English skills and to lead to self-directed English learning.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81392851","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.06
N. Park
Purpose: This study examined ‘ways’ of restructuring the national curriculum development system after the launch of the National Board of Education, by comparing and analyzing both of the procedures in the ‘2015 Revised Curriculum’ and the new national curriculum predicted by the enforcement of the ‘National Board of Education Act’. Methods: This study comprehensively analyzed the‘National Board of Education Act’ with its implementing ordinances and related research reports. Results: The study restructured the steps as [initiation-R&D-proposal review-notification-evaluation]for revising the national curriculum, which should be carried out by the National Board of Education and proposed ‘student/faculty/general citizen participation’, ‘evaluation-based feedback circulation’ and‘cooperation for learner growth support’ as the ways for the national curriculum development system. Conclusion: It was confirmed that this structure was required where the various subjects involved participated in each revision step directly or indirectly, in order to solve various problems, discerned thtough the educational perspectives, raised during the revision process of the national curriculum.
{"title":"Study on Ways for Restructuring the National Curriculum Development System: Following the Launch of the National Board of Education","authors":"N. Park","doi":"10.14333/kjte.2022.38.5.06","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.06","url":null,"abstract":"Purpose: This study examined ‘ways’ of restructuring the national curriculum development system after the launch of the National Board of Education, by comparing and analyzing both of the procedures in the ‘2015 Revised Curriculum’ and the new national curriculum predicted by the enforcement of the ‘National Board of Education Act’. \u0000Methods: This study comprehensively analyzed the‘National Board of Education Act’ with its implementing ordinances and related research reports. \u0000Results: The study restructured the steps as [initiation-R&D-proposal review-notification-evaluation]for revising the national curriculum, which should be carried out by the National Board of Education and proposed ‘student/faculty/general citizen participation’, ‘evaluation-based feedback circulation’ and‘cooperation for learner growth support’ as the ways for the national curriculum development system. \u0000Conclusion: It was confirmed that this structure was required where the various subjects involved participated in each revision step directly or indirectly, in order to solve various problems, discerned thtough the educational perspectives, raised during the revision process of the national curriculum.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81524328","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.07
Jin-Gyu Noh, Hyeonmin Kang
Purpose: The purpose of this study was to reconceptualize concept-based inquiry in creativity education based on Bruner's narrative. Methods: This study discusses the reconceptualization of narrative-based, concept-based inquiry learning in creativity education using ampliative criticism, which is one of Short's (1991) philosophical inquiry methods. The ampliative criticism was integrally discussed in accordance with syntopical reading. Results: Concept-based inquiry promotes students' authentic understanding based on concept, inquiry and questions. Moreover the progress of the students' concept formation is similar to creating meaning through narrative and applying it to life. Therefore, this study reconceptualizes Bruner's narrative as a student's concept inquiry process. Conclusion: As a result, narrative-based, and concept-based inquiry-learning suggested the possibility of narrative thinking, narrative schema, and narrative self. Also, Bruner's narrative is an important means for exploring creativity education.
{"title":"Reconceptualization of Concept-Based Inquiry in Creativity Education: focusing on Bruner’s narrative","authors":"Jin-Gyu Noh, Hyeonmin Kang","doi":"10.14333/kjte.2022.38.5.07","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.07","url":null,"abstract":"Purpose: The purpose of this study was to reconceptualize concept-based inquiry in creativity education based on Bruner's narrative. \u0000Methods: This study discusses the reconceptualization of narrative-based, concept-based inquiry learning in creativity education using ampliative criticism, which is one of Short's (1991) philosophical inquiry methods. The ampliative criticism was integrally discussed in accordance with syntopical reading. \u0000Results: Concept-based inquiry promotes students' authentic understanding based on concept, inquiry and questions. Moreover the progress of the students' concept formation is similar to creating meaning through narrative and applying it to life. Therefore, this study reconceptualizes Bruner's narrative as a student's concept inquiry process. \u0000Conclusion: As a result, narrative-based, and concept-based inquiry-learning suggested the possibility of narrative thinking, narrative schema, and narrative self. Also, Bruner's narrative is an important means for exploring creativity education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89003226","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.17
Hanbyul Seo, JoonJong Son
Purpose: This study aimed to ascertain how the belief in school meritocracy (BSM) of teachers relates to their system justification belief (SJB), and how it affects teacher social justice advocacy, focusing on elementary school teachers born in the 1990s. Methods: This study surveyed 406 elementary school teachers working in ten cities nationwide. Multiple regression was utilized to analyze which factors affect BSM and SJB. Multiple mediation analysis was then conducted to confirm the mediating effect of SJB between BSM and teacher social justice advocacy. Results: The results of the analyses would appear to indicate that the higher the degree of the BSM of a teacher is, the higher the degree of the SJB is. On the other hand, the BSM of the teachers born in the 90s was formed regardless of their personal characteristics, while the BSM of the teachers of other ages was mainly influenced by political orientation. Lastly, the BSM of the teachers of other ages had an indirect effect of reducing teachers' social justice advocacy (TSJA) mediated by economic system justification. In contrast, the BSM of teachers born in the 90s directly promoted teacher social justice advocacy, and there was no indirect effect through the SJB. Conclusion: The findings show that the BSM, which is believed to serve as a principle of education fairness, is associated with system justification that rationalizes status quo. On the other hand, the finding that the BSM of the teachers born in 90s increased the TSJA implies that the BSM does not always lead to the result of legitimizing an unfair social structure even though the BSM connects to a system justification motive. Therefore, It is argued that, by discerning what meritocratic assumption teachers are supporting as their educational belief, their BSM could work as norms not for inegalitarian structure, but for advocating just education.
{"title":"A study regarding the effect of a belief in school meritocracy in a system justification belief and teacher social justice advocacy: focusing on elementary school teachers born in the 1990s","authors":"Hanbyul Seo, JoonJong Son","doi":"10.14333/kjte.2022.38.5.17","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.17","url":null,"abstract":"Purpose: This study aimed to ascertain how the belief in school meritocracy (BSM) of teachers relates to their system justification belief (SJB), and how it affects teacher social justice advocacy, focusing on elementary school teachers born in the 1990s. \u0000Methods: This study surveyed 406 elementary school teachers working in ten cities nationwide. Multiple regression was utilized to analyze which factors affect BSM and SJB. Multiple mediation analysis was then conducted to confirm the mediating effect of SJB between BSM and teacher social justice advocacy. \u0000Results: The results of the analyses would appear to indicate that the higher the degree of the BSM of a teacher is, the higher the degree of the SJB is. On the other hand, the BSM of the teachers born in the 90s was formed regardless of their personal characteristics, while the BSM of the teachers of other ages was mainly influenced by political orientation. Lastly, the BSM of the teachers of other ages had an indirect effect of reducing teachers' social justice advocacy (TSJA) mediated by economic system justification. In contrast, the BSM of teachers born in the 90s directly promoted teacher social justice advocacy, and there was no indirect effect through the SJB. \u0000Conclusion: The findings show that the BSM, which is believed to serve as a principle of education fairness, is associated with system justification that rationalizes status quo. On the other hand, the finding that the BSM of the teachers born in 90s increased the TSJA implies that the BSM does not always lead to the result of legitimizing an unfair social structure even though the BSM connects to a system justification motive. Therefore, It is argued that, by discerning what meritocratic assumption teachers are supporting as their educational belief, their BSM could work as norms not for inegalitarian structure, but for advocating just education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79457085","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.13
H. Lee, Hyun-wook Kim
Purpose: In order for Competitive learning(CL) to be usefully employed in school, It is important to know how students perceive competitive learning. The purpose of this study was to reveal how elementary school students perceive CL so that CL can be positively employed in classrooms. Methods: To achieve this purpose, the characteristics of the CL recognized by elementary school students were analyzed using the Repertory Grid technique, which is a representative research method of Personal Construct Psychology. Results: Of the constructs of CL the following were found: 'A sense of achievement', 'Ability and Effort', 'Focus on results or activity', 'Recognition of rivals', 'Competition burden', 'Damage of sociality', 'Operation of rules', 'Deprivation according to the result', 'Responsiveness of people around', 'Pursuit of Competence', and 'Competition preference'. The degree of recognition differed according to the competitive-cooperation tendency, and the recognition was similar based on the activity. Conclusion: CL has a positive aspect, and it can be one of the effective learning methods if the positive aspects are maximized and the negative aspects are minimized. The focus of CL should be on the activity, not the reward. Furthermore, CL should be approached differently depending on the subject, environment, content and other areas.
{"title":"Analysis of the constructs of Competitive learning as perceived by elementary school students","authors":"H. Lee, Hyun-wook Kim","doi":"10.14333/kjte.2022.38.5.13","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.13","url":null,"abstract":"Purpose: In order for Competitive learning(CL) to be usefully employed in school, It is important to know how students perceive competitive learning. The purpose of this study was to reveal how elementary school students perceive CL so that CL can be positively employed in classrooms. \u0000Methods: To achieve this purpose, the characteristics of the CL recognized by elementary school students were analyzed using the Repertory Grid technique, which is a representative research method of Personal Construct Psychology. \u0000Results: Of the constructs of CL the following were found: 'A sense of achievement', 'Ability and Effort', 'Focus on results or activity', 'Recognition of rivals', 'Competition burden', 'Damage of sociality', 'Operation of rules', 'Deprivation according to the result', 'Responsiveness of people around', 'Pursuit of Competence', and 'Competition preference'. The degree of recognition differed according to the competitive-cooperation tendency, and the recognition was similar based on the activity. \u0000Conclusion: CL has a positive aspect, and it can be one of the effective learning methods if the positive aspects are maximized and the negative aspects are minimized. The focus of CL should be on the activity, not the reward. Furthermore, CL should be approached differently depending on the subject, environment, content and other areas.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74413764","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.16
Chan-kyu Lee, W. Lim, Chae Rin Kim, Jin Gyu Han
Purpose: The purpose of this study was to redefine a competency model for each rank of a university’s staff and to assess the training needs of each competency in the Digital Transformation era. Methods: To redefine a competency model, a six-step procedure was designed using a modified generic model overlay method developed by Dubois(1993). A literature review and extant interviews were executed to design roles, responsibilities, and competency structures of each rank. Research team workshops and expert workshops were also conducted to derive a competency model draft which included competency definitions and behavior indicators. Following this, the Delphi method was conducted to secure the validity of the derived model. To assess training needs for university staff, each rank’s competencies and common competencies were utilized. Results: As a result, twenty-five competencies by rank and five common competencies were confirmed. Five common competencies were problem solving, communication, digital literacy, business planning,and documentation. With the assessment of training needs, the highest competencies for each rank were derived. The derived competencies are as follows from the highest rank to common competency:Strategic thinking, vision suggestion/organizational management/conflict and management/creative thinking/responsibility/problem solving. Conclusion: In order to increase the work efficiency and the competitiveness of university staff,universities need to reform their job structure based on the competencies and should implement talent transformation for the Digital Transformation era.
{"title":"A Study regarding the Re-modeling Competency and Training Needs Assessment of University Staff","authors":"Chan-kyu Lee, W. Lim, Chae Rin Kim, Jin Gyu Han","doi":"10.14333/kjte.2022.38.5.16","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.16","url":null,"abstract":"Purpose: The purpose of this study was to redefine a competency model for each rank of a university’s staff and to assess the training needs of each competency in the Digital Transformation era. \u0000Methods: To redefine a competency model, a six-step procedure was designed using a modified generic model overlay method developed by Dubois(1993). A literature review and extant interviews were executed to design roles, responsibilities, and competency structures of each rank. Research team workshops and expert workshops were also conducted to derive a competency model draft which included competency definitions and behavior indicators. Following this, the Delphi method was conducted to secure the validity of the derived model. To assess training needs for university staff, each rank’s competencies and common competencies were utilized. \u0000Results: As a result, twenty-five competencies by rank and five common competencies were confirmed. Five common competencies were problem solving, communication, digital literacy, business planning,and documentation. With the assessment of training needs, the highest competencies for each rank were derived. The derived competencies are as follows from the highest rank to common competency:Strategic thinking, vision suggestion/organizational management/conflict and management/creative thinking/responsibility/problem solving. \u0000Conclusion: In order to increase the work efficiency and the competitiveness of university staff,universities need to reform their job structure based on the competencies and should implement talent transformation for the Digital Transformation era.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76323587","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.04
Tae-Hyun Kwon, Seung-hyun Kim
{"title":"A Study on the experience and awareness of Pre-Service teachers in the Korean class","authors":"Tae-Hyun Kwon, Seung-hyun Kim","doi":"10.14333/kjte.2022.38.5.04","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.04","url":null,"abstract":"<jats:p />","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"153 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75743134","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}
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