Pub Date : 2023-07-31DOI: 10.14333/kjte.2023.39.4.05
Youngim Cho
The characteristics of multicultural students are very diverse linguistically, culturally, andpsychologically compared to the general population. Therefore, Korean language education for themcan maximize learning efficiency through customized learning activities that reflect these characteristics. Purpose: This study aimed to investigate the extent to which Korean language teaching materialswere designed and published by the Korean Language Institute, which aims to provide customizedKorean language education consisting of various learning activities to reflect the characteristics ofmulticultural students. Methods: This study analyzed what learning activities are presented in Standard Korean (for elementaryand middle school students) and Sejong Korean (for the general public) textbooks and teacher's guidespublished by the KNK based on the strength intelligence activities of the Multiple Intelligences theory. Results: The results of the analysis showed that the average learning activities in the standard Koreantextbooks related to strength intelligence were linguistic intelligence (57.9%), visual-spatial intelligence(24.5%), and interpersonal intelligence (10.4%) while learning activities related to natural explorationintelligence were rare. In the standard Korean textbooks for high school students, 54.30% of the learningactivities were related to verbal-linguistic intelligence and the lowest number were related tointerdisciplinary learning. Conclusion: The learning activities presented in Korean textbooks are required to reflect the diverselearning characteristics of multicultural students and do not reflect the interests and concerns ofmulticultural students. In order to make Korean language education fun and exciting, it is necessaryto develop Korean language teaching materials that present various learning activities that reflect thestrengths of multicultural students' intelligence.
{"title":"Analyzing Learning Activities in Korean Standard Language Textbooks for Korean Language Differentiated Instruction: From the Perspective of the Multiple Intelligences Theory","authors":"Youngim Cho","doi":"10.14333/kjte.2023.39.4.05","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.05","url":null,"abstract":"The characteristics of multicultural students are very diverse linguistically, culturally, andpsychologically compared to the general population. Therefore, Korean language education for themcan maximize learning efficiency through customized learning activities that reflect these characteristics. \u0000Purpose: This study aimed to investigate the extent to which Korean language teaching materialswere designed and published by the Korean Language Institute, which aims to provide customizedKorean language education consisting of various learning activities to reflect the characteristics ofmulticultural students. \u0000Methods: This study analyzed what learning activities are presented in Standard Korean (for elementaryand middle school students) and Sejong Korean (for the general public) textbooks and teacher's guidespublished by the KNK based on the strength intelligence activities of the Multiple Intelligences theory. \u0000Results: The results of the analysis showed that the average learning activities in the standard Koreantextbooks related to strength intelligence were linguistic intelligence (57.9%), visual-spatial intelligence(24.5%), and interpersonal intelligence (10.4%) while learning activities related to natural explorationintelligence were rare. In the standard Korean textbooks for high school students, 54.30% of the learningactivities were related to verbal-linguistic intelligence and the lowest number were related tointerdisciplinary learning. \u0000Conclusion: The learning activities presented in Korean textbooks are required to reflect the diverselearning characteristics of multicultural students and do not reflect the interests and concerns ofmulticultural students. In order to make Korean language education fun and exciting, it is necessaryto develop Korean language teaching materials that present various learning activities that reflect thestrengths of multicultural students' intelligence.","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":"81256721","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.2023.39.4.04
G. Moon, Hyung-Keun Yu
Purpose: The purpose of this study was to develop a group counseling program to improve theinterpersonal skills of colleagues and managers of elementary school teachers who were psychologicallyexhausted and to verify its effects. Methods: To this end, 350 elementary school teachers nationwide were tested for psychologicalburnout(TBI) and ten out of 75 students who showed intermediate risk (T 65) or higher in the area ≥of crisis over teaching rights were selected as experimental and control groups. The results wereanalyzed with Mixed ANOVA. Results: As a result of the analysis, this group counseling program was effective in improving theinterpersonal skills of colleagues and managers of elementary school teachers who were psychologicallyexhausted, and as a result of the content analysis, participants in the experiment responded positivelyto the effectiveness of the program. In addition, among the sub-areas of peer and manager interpersonalskills, there was a significant difference in the areas of first relationship, claim of rights, self-openness,and emotional support, except for the areas of interpersonal conflict. Conclusion: It was found that the program developed in this study is effective in improving theinterpersonal skills of colleagues and managers of elementary school teachers who are psychologicallyexhausted.
{"title":"The Development of a Group Counseling Burnout Program for Elementary School Teacher’s Interpersonal Competence with Colleagues and Managers","authors":"G. Moon, Hyung-Keun Yu","doi":"10.14333/kjte.2023.39.4.04","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.04","url":null,"abstract":"Purpose: The purpose of this study was to develop a group counseling program to improve theinterpersonal skills of colleagues and managers of elementary school teachers who were psychologicallyexhausted and to verify its effects. \u0000Methods: To this end, 350 elementary school teachers nationwide were tested for psychologicalburnout(TBI) and ten out of 75 students who showed intermediate risk (T 65) or higher in the area ≥of crisis over teaching rights were selected as experimental and control groups. The results wereanalyzed with Mixed ANOVA. \u0000Results: As a result of the analysis, this group counseling program was effective in improving theinterpersonal skills of colleagues and managers of elementary school teachers who were psychologicallyexhausted, and as a result of the content analysis, participants in the experiment responded positivelyto the effectiveness of the program. In addition, among the sub-areas of peer and manager interpersonalskills, there was a significant difference in the areas of first relationship, claim of rights, self-openness,and emotional support, except for the areas of interpersonal conflict. \u0000Conclusion: It was found that the program developed in this study is effective in improving theinterpersonal skills of colleagues and managers of elementary school teachers who are psychologicallyexhausted.","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":"82429794","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.2023.39.4.07
Dong-Yeop Lee, Chang-soo Moon
Purpose: This study sought to conduct a qualitative data analysis of the Practicum Semester Systemthat has been implemented as a pilot project to identify issues and challenges facing colleges ofEducation pertaining to the expansion of the system. Methods: To achieve this goal, a package of materials and presentation contents from the resultreporting session regarding the pilot Practicum Semester System project we are analyzed in the firstand second semesters of 2022. The qualitative document analysis drew upon the feedback from fivecolleges of Education that implemented the Practicum Semester System as a pilot project, five partnerschools, college students as the participants in this system, and students at partner schools. A seriesof common issues were derived through in vivo coding and subcoding with the use of a softwareprogram called MAXQDA 2022. Results: Based on the aggregated participant feedback, especially centering around the colleges ofEducation that implemented the pilot project, the following three issues were identified: i) capacitybuilding for the operators of the practicum semesters and related confusion, ii) needs of current issuesassociated with the partnership among colleges of Education, universities, partner schools and localoffices of Education and a strong will to address such issues, and iii) the specific demand for thepracticum semester implementation guidelines and differences between them. Conclusion: Based on these findings, this study presents policy implications for redefining the teachertraining framework, ensuring consistency between the current teacher training framework of collegesof education and the Practicum Semester System, exploring alternatives to the Practicum SemesterSystem’s operating model, reorganizing the curriculum of teacher training institutions and having asufficient workforce in place for the operation of the system.
{"title":"Analysis of Participants’ Perception of the Pilot Implementation of the Practicum Semester System: With a Focus on Colleges of Education","authors":"Dong-Yeop Lee, Chang-soo Moon","doi":"10.14333/kjte.2023.39.4.07","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.07","url":null,"abstract":"Purpose: This study sought to conduct a qualitative data analysis of the Practicum Semester Systemthat has been implemented as a pilot project to identify issues and challenges facing colleges ofEducation pertaining to the expansion of the system. \u0000Methods: To achieve this goal, a package of materials and presentation contents from the resultreporting session regarding the pilot Practicum Semester System project we are analyzed in the firstand second semesters of 2022. The qualitative document analysis drew upon the feedback from fivecolleges of Education that implemented the Practicum Semester System as a pilot project, five partnerschools, college students as the participants in this system, and students at partner schools. A seriesof common issues were derived through in vivo coding and subcoding with the use of a softwareprogram called MAXQDA 2022. \u0000Results: Based on the aggregated participant feedback, especially centering around the colleges ofEducation that implemented the pilot project, the following three issues were identified: i) capacitybuilding for the operators of the practicum semesters and related confusion, ii) needs of current issuesassociated with the partnership among colleges of Education, universities, partner schools and localoffices of Education and a strong will to address such issues, and iii) the specific demand for thepracticum semester implementation guidelines and differences between them. \u0000Conclusion: Based on these findings, this study presents policy implications for redefining the teachertraining framework, ensuring consistency between the current teacher training framework of collegesof education and the Practicum Semester System, exploring alternatives to the Practicum SemesterSystem’s operating model, reorganizing the curriculum of teacher training institutions and having asufficient workforce in place for the operation of the system.","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":"73255348","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.2023.39.4.01
Yoon-Sung Choi
Purpose: The purpose of this study was to investigate the perceptions of elementary pre-serviceteachers and secondary pre-service teachers regarding Earth Science learning. Methods: A total of 134 pre-service teachers participated in this research survey, including 92elementary pre-service teachers from A Education University, 42 secondary pre-service teachers fromB University. and C University majoring in Earth Science education. Among the participants, 12pre-service teachers, including three elementary pre-service teachers and nine secondary pre-serviceteachers, agreed to additional interviews, which were conducted through online meetings. Results: The survey results revealed a tendency among both elementary and secondary pre-serviceteachers to emphasize the aspect of knowledge acquisition when defining earth science learning. Theperception of “good” and “bad” classes could be interpreted as being influenced by the presence orabsence of interaction between teachers and students. Regarding past experiences with Earth Science,elementary pre-service teachers reported the highest frequency of experiences related to knowledgeacquisition in classroom settings, while secondary pre-service teachers reported the highest frequencyof experiences related to astronomical observations. In terms of envisioning future Earth Scienceinstruction, both elementary and secondary pre-service teachers demonstrated implicit understandingof subject matter knowledge (including knowledge of the curriculum, content knowledge, andknowledge of online learning environments). Conclusion: The findings of this study are expected to provide an indicator of the perceptions heldby elementary and secondary pre-service teachers regarding Earth Science learning, serving asfundamental data with academic value that can be utilized in future international comparative researchon Earth Scien ce education.
{"title":"Exploring Pre-Service Elementary and Middle School Earth Science Teachers' Perceptions of Earth Science Learning Via Drawing","authors":"Yoon-Sung Choi","doi":"10.14333/kjte.2023.39.4.01","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.01","url":null,"abstract":"Purpose: The purpose of this study was to investigate the perceptions of elementary pre-serviceteachers and secondary pre-service teachers regarding Earth Science learning. \u0000Methods: A total of 134 pre-service teachers participated in this research survey, including 92elementary pre-service teachers from A Education University, 42 secondary pre-service teachers fromB University. and C University majoring in Earth Science education. Among the participants, 12pre-service teachers, including three elementary pre-service teachers and nine secondary pre-serviceteachers, agreed to additional interviews, which were conducted through online meetings. \u0000Results: The survey results revealed a tendency among both elementary and secondary pre-serviceteachers to emphasize the aspect of knowledge acquisition when defining earth science learning. Theperception of “good” and “bad” classes could be interpreted as being influenced by the presence orabsence of interaction between teachers and students. Regarding past experiences with Earth Science,elementary pre-service teachers reported the highest frequency of experiences related to knowledgeacquisition in classroom settings, while secondary pre-service teachers reported the highest frequencyof experiences related to astronomical observations. In terms of envisioning future Earth Scienceinstruction, both elementary and secondary pre-service teachers demonstrated implicit understandingof subject matter knowledge (including knowledge of the curriculum, content knowledge, andknowledge of online learning environments). \u0000Conclusion: The findings of this study are expected to provide an indicator of the perceptions heldby elementary and secondary pre-service teachers regarding Earth Science learning, serving asfundamental data with academic value that can be utilized in future international comparative researchon Earth Scien ce education.","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":"77424308","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.2023.39.4.02
Misook Kim, Seon-hi Shin, Myungsook Woo
Purpose: We analyzed trends in the learning attitudes of students from Innovative AutonomousElementary Schools over the past three years and the related variables at various levels of learningattitudes. Methods: We conducted trend analysis to examine trends in the learning attitudes of students atinnovative autonomous elementary schools over the past three years. We also conducted quantileregression analysis to determine which variables were significantly related to learning attitude at upper,middle, and lower levels. Results: Students’learning attitudes indicated a clear and linear increase over time. With the adventof the COVID-19 pandemic, the growth of learning attitudes slowed, but did not retreat, and showedremarkable growth in the second year of the pandemic. This suggested the resilience of the studentsat the Innovative Autonomous Schools. As a result of the quantile regression analysis, the learningattitude was shown to be improved through the students' autonomous activities and autonomouscompetency. In addition, this study presented an example analysis in which at different places onthe distribution of the dependent variable the effects of predictor variables could be simultaneouslyexamined through quantile regression analysis. Conclusion: This study found that the performance of innovative autonomous schools was positivethrough the trends of elementary school students’learning attitudes, and that their learning attitudescould be improved through students’autonomous activities and autonomous competencies emphasizedin the education of innovative autonomous schools. The research also illustrated the importance ofoperating a curriculum that fosters communication skills between students and students' self-directedness during class. Through the analysis of learning attitudes by level, it was shown thatcustomized education support by level is needed.
{"title":"The Learning Attitudes of Innovative Autonomous Elementary School Students and the Related Variables at Different Levels of Learning Attitudes","authors":"Misook Kim, Seon-hi Shin, Myungsook Woo","doi":"10.14333/kjte.2023.39.4.02","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.02","url":null,"abstract":"Purpose: We analyzed trends in the learning attitudes of students from Innovative AutonomousElementary Schools over the past three years and the related variables at various levels of learningattitudes. \u0000Methods: We conducted trend analysis to examine trends in the learning attitudes of students atinnovative autonomous elementary schools over the past three years. We also conducted quantileregression analysis to determine which variables were significantly related to learning attitude at upper,middle, and lower levels. \u0000Results: Students’learning attitudes indicated a clear and linear increase over time. With the adventof the COVID-19 pandemic, the growth of learning attitudes slowed, but did not retreat, and showedremarkable growth in the second year of the pandemic. This suggested the resilience of the studentsat the Innovative Autonomous Schools. As a result of the quantile regression analysis, the learningattitude was shown to be improved through the students' autonomous activities and autonomouscompetency. In addition, this study presented an example analysis in which at different places onthe distribution of the dependent variable the effects of predictor variables could be simultaneouslyexamined through quantile regression analysis. \u0000Conclusion: This study found that the performance of innovative autonomous schools was positivethrough the trends of elementary school students’learning attitudes, and that their learning attitudescould be improved through students’autonomous activities and autonomous competencies emphasizedin the education of innovative autonomous schools. The research also illustrated the importance ofoperating a curriculum that fosters communication skills between students and students' self-directedness during class. Through the analysis of learning attitudes by level, it was shown thatcustomized education support by level is needed.","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":"78446353","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.2023.39.4.06
Hari Jang, Tae-eun Kim
Purpose: The purpose of this study was to investigate effective teaching strategies that can facilitatethe development of English expository writing using information books for sixth-grade learners studyingEnglish as a Foreign Language (EFL). Methods: Learners' English writing experiences were investigated through a preliminary survey, andtheir pre-English expository writing development levels were evaluated through a pre-writing test. Afterconducting 28 experimental lessons, the patterns of the changed expository writing of the leaners wereexamined through a post-writing test. The experimental lessons involved reading comprehensionactivities, initial writing, modified writing 1, and modified writing 2, utilizing a total of four informationbooks. Step-by-step writing practice was implemented when progressing from initial writing to modifiedwriting 1, and teacher feedback was provided when progressing from modified writing 1 to modifiedwriting 2. A follow-up survey was conducted after completing all experimental lessons. Results: First, this study revealed that Step-by-step writing and teacher feedback can promote learners'sentence concept formation. Second, Step-by-step writing and teacher feedback increased learners'accuracy, logic, and fluency in English expository writing. Among the Step-by-step writing activities,the utilization of a paragraph organizer and selective writing exercises had the most positive effect. Third, expository writing based on information books facilitated the acquisition of an informationdelivery writing style. Conclusion: This study found that learners could lay the foundation for thought based truecommunication and that it is possible to present a new development path. Also, unlike diary andjournal writing research, the information delivery style can develop objective communication skills.
{"title":"Teaching Strategies to Promote English Expository Writing Development through Step-by-Step Writing and Teacher Feedback","authors":"Hari Jang, Tae-eun Kim","doi":"10.14333/kjte.2023.39.4.06","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.06","url":null,"abstract":"Purpose: The purpose of this study was to investigate effective teaching strategies that can facilitatethe development of English expository writing using information books for sixth-grade learners studyingEnglish as a Foreign Language (EFL). \u0000Methods: Learners' English writing experiences were investigated through a preliminary survey, andtheir pre-English expository writing development levels were evaluated through a pre-writing test. Afterconducting 28 experimental lessons, the patterns of the changed expository writing of the leaners wereexamined through a post-writing test. The experimental lessons involved reading comprehensionactivities, initial writing, modified writing 1, and modified writing 2, utilizing a total of four informationbooks. Step-by-step writing practice was implemented when progressing from initial writing to modifiedwriting 1, and teacher feedback was provided when progressing from modified writing 1 to modifiedwriting 2. A follow-up survey was conducted after completing all experimental lessons. \u0000Results: First, this study revealed that Step-by-step writing and teacher feedback can promote learners'sentence concept formation. Second, Step-by-step writing and teacher feedback increased learners'accuracy, logic, and fluency in English expository writing. Among the Step-by-step writing activities,the utilization of a paragraph organizer and selective writing exercises had the most positive effect. Third, expository writing based on information books facilitated the acquisition of an informationdelivery writing style. \u0000Conclusion: This study found that learners could lay the foundation for thought based truecommunication and that it is possible to present a new development path. Also, unlike diary andjournal writing research, the information delivery style can develop objective communication skills.","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":"90987911","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.2023.39.4.12
Iksang Yoon
Purpose: Based on the Job Demands-Resources theory, this study aimed to investigate how teachers'perceived job demands and job resources could predict teachers' job stress and job satisfaction. Methods: This study utilized TALIS 2018 Korean teacher survey data collected by the Organizationfor Economic Cooperation (OECD). A total sample size was 6,138. The latent moderated structuralequation model was applied as the main analysis technique to verify the individual effects andmoderating effects of job demands and job resources on job stress and job satisfaction. Results: First, the results showed that job demand predicts job stress positively and job satisfactionnegatively at a significant level. Second, job resources significantly and negatively predicted job stress. Third, job resources significantly and negatively moderated the relationship between job demands andjob stress. Fourth, through this moderating effect, the mediating effect from job demands to jobsatisfaction was also significantly and negatively moderated by job resources. Conclusion: This study provides a discussion of various policy implications as well as the theoreticalimplications in terms of job demands-resource theory.
{"title":"Investigating the Influences of Job Demands and Job Resources on Teacher’s Job Stress and Job Satisfaction: Application of Latent Moderated Structural Equation Modeling","authors":"Iksang Yoon","doi":"10.14333/kjte.2023.39.4.12","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.12","url":null,"abstract":"Purpose: Based on the Job Demands-Resources theory, this study aimed to investigate how teachers'perceived job demands and job resources could predict teachers' job stress and job satisfaction. \u0000Methods: This study utilized TALIS 2018 Korean teacher survey data collected by the Organizationfor Economic Cooperation (OECD). A total sample size was 6,138. The latent moderated structuralequation model was applied as the main analysis technique to verify the individual effects andmoderating effects of job demands and job resources on job stress and job satisfaction. \u0000Results: First, the results showed that job demand predicts job stress positively and job satisfactionnegatively at a significant level. Second, job resources significantly and negatively predicted job stress. Third, job resources significantly and negatively moderated the relationship between job demands andjob stress. Fourth, through this moderating effect, the mediating effect from job demands to jobsatisfaction was also significantly and negatively moderated by job resources. \u0000Conclusion: This study provides a discussion of various policy implications as well as the theoreticalimplications in terms of job demands-resource theory.","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":"86541688","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.2023.39.4.09
Jin-Won Jang, Jae-Duck Lee
Purpose: The purpose of this study was to analyze the longitudinaleffect of teacher's enthusiasmon academic self-concept through achievement pressure using a latent growth model. Methods: The data from 5,537 students who completed the responses in all years from the 3rd to7th (2015 to 2019) data of the Korean Education Longitudinal Study2013 was analyzed. A latentgrowth model was then applied using SPSS 26 and AMOS 23. Results: First, teacher enthusiasm, achievement pressure, and academic self-concept tended to decreaseover time. Second, the initial value of teacher fever had a positive effect on the initial value of academicself-concept, and the initial value of achievement pressure had a negative effect on the initial valueof academic self-concept. Third, the initial value of teacher enthusiasm had a positive effect on therate of change of academic self-concept, and the initial value of achievement pressure had a negativeeffect on the rate of change of academic self-concept. Fourth, it was found that the rate of changeof teacher enthusiasm and achievement pressure had a positive effect on the rate of change of academicself-concept. Fifth, a significant mediating effect was found in the paths of 'initial value of teacherenthusiasm - initial value of achievement pressure - initial value of academic self-concept' and 'initialvalue of teacher enthusiasm - change rate of achievement pressure the change rate of academic-self-concept'. Conclusion: The results of the study indicated the importance of teacher enthusiasm and achievementpressure on students' academic self-concept. Based on the results, policy implications for improvingteacher enthusiasm and achievement pressure were suggested.
{"title":"A Latent Grow th Model Analysis on the Effect of Teacher Enthusiasm on Academic Self-Concept Mediated by Achievement Pressure","authors":"Jin-Won Jang, Jae-Duck Lee","doi":"10.14333/kjte.2023.39.4.09","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.09","url":null,"abstract":"Purpose: The purpose of this study was to analyze the longitudinaleffect of teacher's enthusiasmon academic self-concept through achievement pressure using a latent growth model. \u0000Methods: The data from 5,537 students who completed the responses in all years from the 3rd to7th (2015 to 2019) data of the Korean Education Longitudinal Study2013 was analyzed. A latentgrowth model was then applied using SPSS 26 and AMOS 23. \u0000Results: First, teacher enthusiasm, achievement pressure, and academic self-concept tended to decreaseover time. Second, the initial value of teacher fever had a positive effect on the initial value of academicself-concept, and the initial value of achievement pressure had a negative effect on the initial valueof academic self-concept. Third, the initial value of teacher enthusiasm had a positive effect on therate of change of academic self-concept, and the initial value of achievement pressure had a negativeeffect on the rate of change of academic self-concept. Fourth, it was found that the rate of changeof teacher enthusiasm and achievement pressure had a positive effect on the rate of change of academicself-concept. Fifth, a significant mediating effect was found in the paths of 'initial value of teacherenthusiasm - initial value of achievement pressure - initial value of academic self-concept' and 'initialvalue of teacher enthusiasm - change rate of achievement pressure the change rate of academic-self-concept'. \u0000Conclusion: The results of the study indicated the importance of teacher enthusiasm and achievementpressure on students' academic self-concept. Based on the results, policy implications for improvingteacher enthusiasm and achievement pressure were suggested.","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":"73018578","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.2023.39.4.03
Eun-Gyeong Jun, H. Yu, Han-Yeong Kim, Yu-Ree Kim
Purpose: This study aimed to identify the operation status of counseling activity classes operatedin the elementary school curriculum (creative experience activities) and to find ways to smoothly operatecounseling activity classes in the curriculum. Methods: An online survey was conducted with 144 elementary school counselors in Seoul, andtwo focus group interviews with 17 participants including eight school counselors, four schooladministrators, and five elementary school teachers. Results: As a result of the analysis, elementary school counseling activity classes were 1) activitiesthat helped students understand; 2) Counseling activity classes, which are mostly operated aslecture-style classes, put a burden on professional counselors, making it difficult to “consult” theiroriginal work; and 3) In order for counseling activities classes to operate smoothly in the curriculum,institutional supplementation is required, such as improving the treatment of professional counselorsand preparing a school counseling curriculum. Conclusion: Based on the results of the study, a proposed policy plan for the smooth operation ofcounseling activities classes in the elementary school curriculum (creative experience activities) wasdetailed.
{"title":"A Study Regarding the Improvement of Counseling Activity Classes in the Elementary School Curriculum","authors":"Eun-Gyeong Jun, H. Yu, Han-Yeong Kim, Yu-Ree Kim","doi":"10.14333/kjte.2023.39.4.03","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.03","url":null,"abstract":"Purpose: This study aimed to identify the operation status of counseling activity classes operatedin the elementary school curriculum (creative experience activities) and to find ways to smoothly operatecounseling activity classes in the curriculum. \u0000Methods: An online survey was conducted with 144 elementary school counselors in Seoul, andtwo focus group interviews with 17 participants including eight school counselors, four schooladministrators, and five elementary school teachers. \u0000Results: As a result of the analysis, elementary school counseling activity classes were 1) activitiesthat helped students understand; 2) Counseling activity classes, which are mostly operated aslecture-style classes, put a burden on professional counselors, making it difficult to “consult” theiroriginal work; and 3) In order for counseling activities classes to operate smoothly in the curriculum,institutional supplementation is required, such as improving the treatment of professional counselorsand preparing a school counseling curriculum. \u0000Conclusion: Based on the results of the study, a proposed policy plan for the smooth operation ofcounseling activities classes in the elementary school curriculum (creative experience activities) wasdetailed.","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":"83706789","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.2023.39.4.11
S. Choi
Purpose: The purpose is to find problems derived from the elements and selection process and waysto improve them. Considering that the 2022 revised Korean language curriculum has further expandedthe type and number of high school elective courses in preparation for the high school credit systemin preparation for the 2015 revised curriculum. Methods: For this purpose, this study conducted Focus Group Interviews (FGIs) with 9 Koreanlanguage teachers who had participated in the evaluation and selection of Korean language textbooksin unit schools based on the revised 2015 Korean language curriculum. Results: 1) Korean language teachers mainly adopted the “overall textbook evaluation approach” dueto the high burden of evaluation in the process of selecting and evaluating Korean language textbooks. 2) Variables influencing the evaluation and selection process of Korean language textbooks included “appropriate sanctions”, “adequate amount of learning content”, “various teaching and learning activitiesand availability of supplementary materials”, as well as “authors and publishers”. 3) The primaryproblems identified in the selection and evaluation of Korean language textbooks under the verificationand approval system were the excessive amount of textbooks to be evaluated, resulting in “excessivecontent and insufficient evaluation time”, and the emergence of “complex and abstract textbookevaluation criteria”. Conclusion: Proposed solutions to address these issues include “securing evaluation time andsimplifying procedures” and “providing and utilizing objective textbook information for each publisher”.
目的:目的是发现元素和选择过程中产生的问题和改进方法。考虑到2022年修订的韩国语课程为准备2015年修订的韩国语课程，进一步扩大了高中选修课程的种类和数量，以适应高中学分制。方法:为此，本研究采用焦点小组访谈法(Focus Group Interviews, FGIs)对9名参与2015年修订的韩国语课程中各单元学校韩国语教材评价与选择的教师进行访谈。结果:1)语文教师在选择和评价语文教材的过程中，由于评价负担较大，主要采用“整体教材评价法”。2)影响韩语教材评价和选择过程的变量包括“适当的制裁”、“足够的学习内容”、“各种教与学活动和补充材料的可用性”以及“作者和出版商”。3)审批制下韩国语教科书的选择与评价中发现的主要问题是被评价的教科书数量过多，导致“内容过多，评价时间不足”，出现“教科书评价标准复杂抽象”。结论:建议解决这些问题的解决方案包括“确保评估时间和简化程序”以及“为每个出版商提供和利用客观的教科书信息”。
{"title":"A Study on the Evaluation and Selection of Korean Language arts Textbooks of In-service Korean Language Teacher","authors":"S. Choi","doi":"10.14333/kjte.2023.39.4.11","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.4.11","url":null,"abstract":"Purpose: The purpose is to find problems derived from the elements and selection process and waysto improve them. Considering that the 2022 revised Korean language curriculum has further expandedthe type and number of high school elective courses in preparation for the high school credit systemin preparation for the 2015 revised curriculum. \u0000Methods: For this purpose, this study conducted Focus Group Interviews (FGIs) with 9 Koreanlanguage teachers who had participated in the evaluation and selection of Korean language textbooksin unit schools based on the revised 2015 Korean language curriculum. \u0000Results: 1) Korean language teachers mainly adopted the “overall textbook evaluation approach” dueto the high burden of evaluation in the process of selecting and evaluating Korean language textbooks. 2) Variables influencing the evaluation and selection process of Korean language textbooks included “appropriate sanctions”, “adequate amount of learning content”, “various teaching and learning activitiesand availability of supplementary materials”, as well as “authors and publishers”. 3) The primaryproblems identified in the selection and evaluation of Korean language textbooks under the verificationand approval system were the excessive amount of textbooks to be evaluated, resulting in “excessivecontent and insufficient evaluation time”, and the emergence of “complex and abstract textbookevaluation criteria”. \u0000Conclusion: Proposed solutions to address these issues include “securing evaluation time andsimplifying procedures” and “providing and utilizing objective textbook information for each publisher”.","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":"91490294","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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