Pub Date : 2023-05-31DOI: 10.14333/kjte.2023.39.3.12
Kyomin Nam, Youjin Jang, Seokyoun Oh, Ji Hoon Song
Purpose: The purpose of this study was to classify college faculty members’ group types for the levelof teaching competency using latent profile analysis and to confirm the influencing factors of individualcharacteristics on latent profile group types. Methods: The data were collected from 482 faculty members at A University using an online survey,and 328 pieces of data were collected. After removing outliers through Z-score, 302 were used for latentprofile analysis. Results: The results of this study are as follows: (1) as a result of the latent profile analysis, four groupswere created according to the level of teaching competency, and we named the groups ‘adaptive’, ‘growth’,‘competent’, and ‘proficient’ referring to the expert development level, (2) individual characteristics (gender,major, career) had a statistically non-significant effect on teaching competency based on the latent profile,(3) faculty members who participated in sustaining teaching support programs were in a higher probabilityaffiliated proficient group rather than an adaptive group, and faculty members who applied programcontent in their classes showed a higher probability of belonging to the proficient group rather thanan adaptive, growth, or competent group. Conclusion: Based on these results, this study suggested a significant implication and the necessityof developing teaching support programs according to group types and constructing a system forcontinuous support. Also, this study suggested that colleges should encourage faculty members toapply the content of teaching support programs in their classes.
{"title":"Classifying Teaching Competency Types and Exploring Influencing Factors Using Latent Profiles Analysis: Focused on A University","authors":"Kyomin Nam, Youjin Jang, Seokyoun Oh, Ji Hoon Song","doi":"10.14333/kjte.2023.39.3.12","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.12","url":null,"abstract":"Purpose: The purpose of this study was to classify college faculty members’ group types for the levelof teaching competency using latent profile analysis and to confirm the influencing factors of individualcharacteristics on latent profile group types. Methods: The data were collected from 482 faculty members at A University using an online survey,and 328 pieces of data were collected. After removing outliers through Z-score, 302 were used for latentprofile analysis. Results: The results of this study are as follows: (1) as a result of the latent profile analysis, four groupswere created according to the level of teaching competency, and we named the groups ‘adaptive’, ‘growth’,‘competent’, and ‘proficient’ referring to the expert development level, (2) individual characteristics (gender,major, career) had a statistically non-significant effect on teaching competency based on the latent profile,(3) faculty members who participated in sustaining teaching support programs were in a higher probabilityaffiliated proficient group rather than an adaptive group, and faculty members who applied programcontent in their classes showed a higher probability of belonging to the proficient group rather thanan adaptive, growth, or competent group. Conclusion: Based on these results, this study suggested a significant implication and the necessityof developing teaching support programs according to group types and constructing a system forcontinuous support. Also, this study suggested that colleges should encourage faculty members toapply the content of teaching support programs in their classes.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77720285","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 : 2023-05-31DOI: 10.14333/kjte.2023.39.3.08
Hang Jo, Sinae Kim, Chang-Min Keum
Purpose: The purpose of this study was to explore the difficulties, required competencies, and supportplans experienced by school counselors in the non-suicidal self-injury counseling scene. Methods: Our study conducted a survey of tirty-nine professional counseling teachers or professionalcounselors who had experience in counseling non-suicidal self-injurious students in school, and thecollected data were analyzed by a consensus team of three professors in counseling by applying amodified consensual qualitative research (CQR-M). Results: The results of this study are as follows. First, six categories of counseling internal situationsand four categories of counseling external situations were derived that were difficult for school counselorsto cope with in non-suicidal self-injury counseling. Second, for the non-suicidal self-injury counselingcompetency required of school counselors, four competency factors were derived for each area ofknowledge, skill, and attitude. Third, for external and environmental support for effective non-suicidalself-injury counseling, three support plans for clients and four support plans for counselors were derived. Conclusion: Based on our results, we suggest specific improvement plans for professional counselingteachers’training courses and continuing education to strengthen their non-suicidal self-injury counselingcompetencies.
{"title":"A CQR-M Study on School Counselors' Perceptions of the Difficulties, Required Competencies, and Support Plans in Non-Suicidal Self-Injury Counseling","authors":"Hang Jo, Sinae Kim, Chang-Min Keum","doi":"10.14333/kjte.2023.39.3.08","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.08","url":null,"abstract":"Purpose: The purpose of this study was to explore the difficulties, required competencies, and supportplans experienced by school counselors in the non-suicidal self-injury counseling scene. Methods: Our study conducted a survey of tirty-nine professional counseling teachers or professionalcounselors who had experience in counseling non-suicidal self-injurious students in school, and thecollected data were analyzed by a consensus team of three professors in counseling by applying amodified consensual qualitative research (CQR-M). Results: The results of this study are as follows. First, six categories of counseling internal situationsand four categories of counseling external situations were derived that were difficult for school counselorsto cope with in non-suicidal self-injury counseling. Second, for the non-suicidal self-injury counselingcompetency required of school counselors, four competency factors were derived for each area ofknowledge, skill, and attitude. Third, for external and environmental support for effective non-suicidalself-injury counseling, three support plans for clients and four support plans for counselors were derived. Conclusion: Based on our results, we suggest specific improvement plans for professional counselingteachers’training courses and continuing education to strengthen their non-suicidal self-injury counselingcompetencies.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85259190","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 : 2023-05-31DOI: 10.14333/kjte.2023.39.3.07
H. Park, Hyun-hee Chung
Purpose: The purpose of this study was to identify the educational practice experience of prospectiveprofessional counseling teachers and to explore ways to improve their educational practice experience. Methods: To achieve the objectives of the study, a Focus Group Interview(FGI) was conducted forprospective professional counseling teachers who had completed teaching courses in the bachelor'sor master's programs. The data collected through interviews were analyzed according to Krippendorff's(2013) qualitative content analysis procedures and methods. Results: As a result of the analysis, eighteen semantic contents, nine categories, and three dimensionswere identified. The three dimensions were the ‘individual dimension,’ the ‘relational dimension’ and the‘administrative dimension.’ For the individual dimension, the categories of ‘giving various meanings toeducational practice,’ ‘career planning preparation,’ and ‘personal meaning recognition’ were derived,and at the relational dimension, the categories of ‘conflicting experiences of student guidance,’ ‘perceptionof educational practice instructors’ and ‘experiences with peer trainee’ were derived. At the administrativedimension, the categories of ‘desire for various matters of educational practice,’ ‘guidance content ofvarious aspects of educational practice,’ and ‘perception of institutional improvement and supplementation’were derived. Conclusion: Results of this study suggest that the role of educational practice instructors is importantand that it is necessary to reflect on the specificity of school counseling to educational practice. Basedon the results, this study suggested what should be considered in the educational practice of prospectiveprofessional counseling teachers.
目的:本研究旨在了解未来专业辅导教师的教育实践体验，并探讨如何改善其教育实践体验。方法:为达到研究目的，采用焦点小组访谈法(Focus Group Interview, FGI)对已完成本科或硕士课程教学的准专业咨询教师进行访谈。通过访谈收集的数据根据Krippendorff(2013)定性内容分析程序和方法进行分析。结果:通过分析，确定了18个语义内容、9个类别和3个维度。这三个维度分别是“个人维度”、“关系维度”和“管理维度”。在个体维度上，导出了“赋予教育实践各种意义”、“职业规划准备”和“个人意义认知”等类别;在关系维度上，导出了“学生指导的冲突经验”、“教育实践导师的感知”和“与同伴实习生的经验”等类别。在行政层面，衍生出“对教育实践各种事务的渴望”、“教育实践各方面的指导内容”和“制度改进和补充的感知”等类别。结论:本研究结果表明，教育实践辅导员的作用是重要的，有必要反思学校咨询对教育实践的特殊性。在此基础上，本研究提出了未来专业咨询教师在教育实践中应注意的问题。
{"title":"Content Analysis of Prospective Professional Counseling Teachers’ Educational Practice Experience","authors":"H. Park, Hyun-hee Chung","doi":"10.14333/kjte.2023.39.3.07","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.07","url":null,"abstract":"Purpose: The purpose of this study was to identify the educational practice experience of prospectiveprofessional counseling teachers and to explore ways to improve their educational practice experience. Methods: To achieve the objectives of the study, a Focus Group Interview(FGI) was conducted forprospective professional counseling teachers who had completed teaching courses in the bachelor'sor master's programs. The data collected through interviews were analyzed according to Krippendorff's(2013) qualitative content analysis procedures and methods. Results: As a result of the analysis, eighteen semantic contents, nine categories, and three dimensionswere identified. The three dimensions were the ‘individual dimension,’ the ‘relational dimension’ and the‘administrative dimension.’ For the individual dimension, the categories of ‘giving various meanings toeducational practice,’ ‘career planning preparation,’ and ‘personal meaning recognition’ were derived,and at the relational dimension, the categories of ‘conflicting experiences of student guidance,’ ‘perceptionof educational practice instructors’ and ‘experiences with peer trainee’ were derived. At the administrativedimension, the categories of ‘desire for various matters of educational practice,’ ‘guidance content ofvarious aspects of educational practice,’ and ‘perception of institutional improvement and supplementation’were derived. Conclusion: Results of this study suggest that the role of educational practice instructors is importantand that it is necessary to reflect on the specificity of school counseling to educational practice. Basedon the results, this study suggested what should be considered in the educational practice of prospectiveprofessional counseling teachers.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80770427","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}
Purpose: The purpose of this study was to examine the effect of pre-service Early Childhood teachers'flipped learning classes and the students' perception of the class, and to seek the direction of teachingand learning for the training of pre-service teachers. Methods: This study involved twenty-one students taking a play guidance class at E University. Theplay guidance class was operated as an intensive course for eleven weeks, and flipped learning wasutilized for seven weeks. First, a paired-sample t-test was conducted to verify the effectiveness of theflipped learning class. Next, text network analysis using the Netminer program and qualitative analysisof the contents of the reflection diary were conducted to examine the perception of the pre-serviceearly childhood teachers' classes. Results: First, the flipped learning classes of pre-service Early Childhood teachers were found to havepositive effects on self-directed learning, learning motivation, and cooperative self-efficacy. Second,because of text network analysis, play appeared as the most important word, followed by infant, class,learning, discussion, observation, teacher, and support as important words. As a result of qualitativelyanalyzing the reflection diary, it was confirmed that it was an opportunity for ‘reinforcing learning’,‘expanding experience’, and ‘experience of recalling the field’. Conclusion: It was confirmed that the flipped learning class is a learner-led class that reflects therecent changes in the educational field, and that it is a meaningful teaching and learning method totrain pre-service teachers in the field of Early Childhood Education.
{"title":"Exploring the Effects of Flipped Learning Classes for Pre-service Early Childhood Teachers: Focusing on Play Guidance Classes","authors":"Heajoung Cho, Jun-Ho Ryu, Gha-Hyun Lee, Ji-Woo Yoon","doi":"10.14333/kjte.2023.39.3.06","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.06","url":null,"abstract":"Purpose: The purpose of this study was to examine the effect of pre-service Early Childhood teachers'flipped learning classes and the students' perception of the class, and to seek the direction of teachingand learning for the training of pre-service teachers. Methods: This study involved twenty-one students taking a play guidance class at E University. Theplay guidance class was operated as an intensive course for eleven weeks, and flipped learning wasutilized for seven weeks. First, a paired-sample t-test was conducted to verify the effectiveness of theflipped learning class. Next, text network analysis using the Netminer program and qualitative analysisof the contents of the reflection diary were conducted to examine the perception of the pre-serviceearly childhood teachers' classes. Results: First, the flipped learning classes of pre-service Early Childhood teachers were found to havepositive effects on self-directed learning, learning motivation, and cooperative self-efficacy. Second,because of text network analysis, play appeared as the most important word, followed by infant, class,learning, discussion, observation, teacher, and support as important words. As a result of qualitativelyanalyzing the reflection diary, it was confirmed that it was an opportunity for ‘reinforcing learning’,‘expanding experience’, and ‘experience of recalling the field’. Conclusion: It was confirmed that the flipped learning class is a learner-led class that reflects therecent changes in the educational field, and that it is a meaningful teaching and learning method totrain pre-service teachers in the field of Early Childhood Education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89466100","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 : 2023-05-31DOI: 10.14333/kjte.2023.39.3.05
Y. Jang
Purpose: The purposes of this study were to investigate associations between parental empathy andthe quality of children’s peer relationships, and examine the mediating effect of emotional expressivenesson the association between the two variables. Methods: Participants consisted of fifth and sixth grade elementary school children including 164boys and 145 girls in Seoul, Yongin and Suwon city. Children completed a parental empathy inventory,Emotional Expressiveness Questionnaire (EEQ), and the quality of peer relationship Network ofRelationships Inventory (NRI). The collected data were analyzed with SPSS and AMOS programs. Results: There was a significant correlation among parental empathy, emotional expressiveness, andthe quality of peer relationships. There was a mediating effect of emotional expressiveness betweena mother's empathy and the quality of children's peer relationships. There was no mediating effectof emotional expressiveness between a father's empathy and the quality of children's peer relationships. The father's empathy had a direct effect on the quality of children's peer relationships. Conclusion: The results of this study can serve as a resource for improving parental empathy, children’semotional expressiveness, and the quality of peer relationships, which play a significant role inchildren’s healthy development and school adaptation.
{"title":"The Mediating Effect of Emotional Expressiveness on Parental Empathy and the Quality of Children’s Peer Relationships","authors":"Y. Jang","doi":"10.14333/kjte.2023.39.3.05","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.05","url":null,"abstract":"Purpose: The purposes of this study were to investigate associations between parental empathy andthe quality of children’s peer relationships, and examine the mediating effect of emotional expressivenesson the association between the two variables. Methods: Participants consisted of fifth and sixth grade elementary school children including 164boys and 145 girls in Seoul, Yongin and Suwon city. Children completed a parental empathy inventory,Emotional Expressiveness Questionnaire (EEQ), and the quality of peer relationship Network ofRelationships Inventory (NRI). The collected data were analyzed with SPSS and AMOS programs. Results: There was a significant correlation among parental empathy, emotional expressiveness, andthe quality of peer relationships. There was a mediating effect of emotional expressiveness betweena mother's empathy and the quality of children's peer relationships. There was no mediating effectof emotional expressiveness between a father's empathy and the quality of children's peer relationships. The father's empathy had a direct effect on the quality of children's peer relationships. Conclusion: The results of this study can serve as a resource for improving parental empathy, children’semotional expressiveness, and the quality of peer relationships, which play a significant role inchildren’s healthy development and school adaptation.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90638634","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 : 2023-05-31DOI: 10.14333/kjte.2023.39.3.11
Jeehae Chol, Minkyeong Kim, S. Ju
Purpose: The purpose of this study is to explore educational implications by comparing and analyzingachievement standards related to digital citizenship in the 2015 and 2022 special education curriculumand to present directions for digital citizenship education for special need students in the future. Methods: In this study, digital citizenship-related subjects of the 2015 and 2022 revised specialeducation curriculum were selected and analyzed using the analysis framework of previous studiesrelated to digital citizenship. In addition, in order to confirm the reliability and validity of the analysisresults, reliability between analysts and expert content validity were executed. Results: It was found that the achievement standards related to digital citizenship increased in the2022 revised basic special education curriculum compared to the 2015 revised special educationcurriculum. According to the analysis results by subject, the Korean language department was themost frequent in the 2015 revised special education curriculum, but the information and communicationutilization department was the most frequent in the 2022 revised special education curriculum. Asfor the results of the analysis by school level, the high school level was the highest in both the 2015and 2022 revised basic curriculum of special education. The results of the analysis by digital citizenshiparea showed a high proportion of functional areas in both the 2015 and 2022 special educationcurriculum, and the results of the analysis by subtype showed the highest rational digital communicationability in the functional area. Conclusion: First, special teachers should recognize the digital society, be interested in preventingpeople with developmental disabilities from being alienated from the digital world, and develop theireducational capabilities. Second, in special education, it is necessary to conduct basic research ondigital citizenship by life cycle, such as a study on selecting digital citizenship education contentssuitable for the characteristics of special education subjects from elementary school level to adults. Third, special teachers should design classes so that they can become holistic digital civic education.
{"title":"Comparative analysis of achievement standards related to digital citizenship in the 2015 and 2022 revised special education curriculum","authors":"Jeehae Chol, Minkyeong Kim, S. Ju","doi":"10.14333/kjte.2023.39.3.11","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.11","url":null,"abstract":"Purpose: The purpose of this study is to explore educational implications by comparing and analyzingachievement standards related to digital citizenship in the 2015 and 2022 special education curriculumand to present directions for digital citizenship education for special need students in the future. Methods: In this study, digital citizenship-related subjects of the 2015 and 2022 revised specialeducation curriculum were selected and analyzed using the analysis framework of previous studiesrelated to digital citizenship. In addition, in order to confirm the reliability and validity of the analysisresults, reliability between analysts and expert content validity were executed. Results: It was found that the achievement standards related to digital citizenship increased in the2022 revised basic special education curriculum compared to the 2015 revised special educationcurriculum. According to the analysis results by subject, the Korean language department was themost frequent in the 2015 revised special education curriculum, but the information and communicationutilization department was the most frequent in the 2022 revised special education curriculum. Asfor the results of the analysis by school level, the high school level was the highest in both the 2015and 2022 revised basic curriculum of special education. The results of the analysis by digital citizenshiparea showed a high proportion of functional areas in both the 2015 and 2022 special educationcurriculum, and the results of the analysis by subtype showed the highest rational digital communicationability in the functional area. Conclusion: First, special teachers should recognize the digital society, be interested in preventingpeople with developmental disabilities from being alienated from the digital world, and develop theireducational capabilities. Second, in special education, it is necessary to conduct basic research ondigital citizenship by life cycle, such as a study on selecting digital citizenship education contentssuitable for the characteristics of special education subjects from elementary school level to adults. Third, special teachers should design classes so that they can become holistic digital civic education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"142 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76744517","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 : 2023-05-31DOI: 10.14333/kjte.2023.39.3.04
H. Chun, Ji-eun Han
Purpose: The purpose of this study was to propose Integrated Social Studies Education using issuesrelated to the place memory found in modern historical landscapes. Methods: Conducted literature research, field surveys, and analyzed the national curriculum alongwith the contents of education. Results: Currently, different methods have seen proposed and many regions have seen a positive andmodern transformation of negative place memories related t``o colonial rule based on the formationof regional identity. In this study, issues about modern historical landscapes in which colonial andmodern memories compete were applied to the Integrated Social Studies Education. This researchstudy proposed a teaching plan to utilize the concept of landscapes of new cultural geography andexamples of conflicts about place memories as parts of cultural education Integrated Social Studies. Conclusion: This subject involved integrated thinking. The research finding are thus suitable for dealingwith disputes over modern historical landscapes in a unified society. This study has educationalsignificance in that it focused on the reproduction of memories in history by geographical landscapes,and specifically suggesting a new understanding of the problems of the existing modern historicallandscapes, Nevertheless, this study has limitations with respect to the anti-Japanese struggle andethnocentric descriptions.
{"title":"Exploring Educational Content Found in Modern Historical Landscapes in Integrated Social Studies Education","authors":"H. Chun, Ji-eun Han","doi":"10.14333/kjte.2023.39.3.04","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.04","url":null,"abstract":"Purpose: The purpose of this study was to propose Integrated Social Studies Education using issuesrelated to the place memory found in modern historical landscapes. Methods: Conducted literature research, field surveys, and analyzed the national curriculum alongwith the contents of education. Results: Currently, different methods have seen proposed and many regions have seen a positive andmodern transformation of negative place memories related t``o colonial rule based on the formationof regional identity. In this study, issues about modern historical landscapes in which colonial andmodern memories compete were applied to the Integrated Social Studies Education. This researchstudy proposed a teaching plan to utilize the concept of landscapes of new cultural geography andexamples of conflicts about place memories as parts of cultural education Integrated Social Studies. Conclusion: This subject involved integrated thinking. The research finding are thus suitable for dealingwith disputes over modern historical landscapes in a unified society. This study has educationalsignificance in that it focused on the reproduction of memories in history by geographical landscapes,and specifically suggesting a new understanding of the problems of the existing modern historicallandscapes, Nevertheless, this study has limitations with respect to the anti-Japanese struggle andethnocentric descriptions.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84146341","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 : 2023-05-31DOI: 10.14333/kjte.2023.39.3.09
Hyunjin Moon
Purpose: The purpose of this study is to understand Merleau-Ponty's phenomenology, to explore themeaning of music education with his phenomenology, and to apply it to Music education. Methods: To this end, this study examined Merleau-Ponty's phenomenology through literature researchand derived Music education implications contained in the phenomenology. Based on this, this studyproposes an application plan for singing and choral education based on Merleau-Ponty's phenomenology. Results: Considering the core content of Merleau-Ponty's phenomenology from the perspective ofMusic education, which values sensation, perception, and embodiment, Music education can enablestudents to explore themselves and the world as subjects of perception and develop into beings whomove forward with others in the world. If it is applied to singing education, students can developsinging skills through body perception and body expansion, and this individual experience is extendedand applied to choral education, allowing students to experience musical communication through anensemble based on auditory perception and intersubjectivity. Conclusion: Through this study, Merleau-Ponty's phenomenology can be a new perspective in Musiceducation, and the meaning of Music education will have expanded to not only develop students' musicalitybut also to perceive and understand others and the world. It is expected that numerous studies onMerleau-Ponty's phenomenology will be drawn upon in the field of Music education through this research.
{"title":"Exploring the Meaning and Application in Merleau-Ponty's Phenomenology","authors":"Hyunjin Moon","doi":"10.14333/kjte.2023.39.3.09","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.09","url":null,"abstract":"Purpose: The purpose of this study is to understand Merleau-Ponty's phenomenology, to explore themeaning of music education with his phenomenology, and to apply it to Music education. Methods: To this end, this study examined Merleau-Ponty's phenomenology through literature researchand derived Music education implications contained in the phenomenology. Based on this, this studyproposes an application plan for singing and choral education based on Merleau-Ponty's phenomenology. Results: Considering the core content of Merleau-Ponty's phenomenology from the perspective ofMusic education, which values sensation, perception, and embodiment, Music education can enablestudents to explore themselves and the world as subjects of perception and develop into beings whomove forward with others in the world. If it is applied to singing education, students can developsinging skills through body perception and body expansion, and this individual experience is extendedand applied to choral education, allowing students to experience musical communication through anensemble based on auditory perception and intersubjectivity. Conclusion: Through this study, Merleau-Ponty's phenomenology can be a new perspective in Musiceducation, and the meaning of Music education will have expanded to not only develop students' musicalitybut also to perceive and understand others and the world. It is expected that numerous studies onMerleau-Ponty's phenomenology will be drawn upon in the field of Music education through this research.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135393956","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 : 2023-05-31DOI: 10.14333/kjte.2023.39.3.02
Dongeui Sin
Purpose: The purpose of this study is to investigate the ultimate difference and limitations between humans and machines while addressing the most heated controversy in the era of artificial intelligence, particularly the question of “Can machines think?”, which is considered a critical issue in moral education in the age of artificial intelligence. Methods: To this end, the direction of moral education in the AI era is sought through analysis and reflective discourse on literature materials related to digital technologies such as the Fourth Industrial Revolution, artificial intelligence (AI), big data and machine learning. Results: From the perspective of moral education in the era of artificial intelligence, this study discusses the classification of Artificial Moral Agents (AMA) and the application of ethics, focusing on reflective discourse on science and technological civilization. In other words, it examines three principles of machine construction based on Stuart Russell’s belief in “beneficial machines” from the perspective of “preference”, presents Moors four stages of AMAs, and addresses the concept of explicit ethical agents in the third stage. Additionally, it explores Heidegger's critique of technological civilization and discusses creativity in relation to the controversies surrounding artificial intelligence. Conclusion: Based on this, the present study explored the potential application of moral education in artificial intelligence through the question “Can machines think?”, which can be a core topic in the field of artificial intelligence.
目的:本研究的目的是探讨人类与机器之间的终极区别和局限性，同时解决人工智能时代最激烈的争议，特别是“机器会思考吗?”，这被认为是人工智能时代道德教育中的一个关键问题。方法:为此，通过对第四次工业革命、人工智能(AI)、大数据、机器学习等数字技术相关文献资料的分析和反思话语，寻求人工智能时代道德教育的方向。结果:本研究从人工智能时代道德教育的视角，探讨了人工道德主体(artificial moral Agents, AMA)的分类和伦理学的应用，重点关注科技文明的反思性话语。换句话说，它从“偏好”的角度考察了基于斯图尔特·罗素“有益机器”信念的机器构建的三个原则，提出了摩尔的四个阶段的人工智能，并在第三阶段阐述了明确的伦理主体的概念。此外，它还探讨了海德格尔对技术文明的批判，并讨论了与围绕人工智能的争议有关的创造力。结论:基于此，本研究通过“机器会思考吗?”这一问题，探讨了道德教育在人工智能中的潜在应用。，这可能是人工智能领域的一个核心话题。
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Pub Date : 2023-05-31DOI: 10.14333/kjte.2023.39.3.10
Juyeong Lee, Jeonguk Kim
Purpose: This study aimed to examine a program effectiveness, focusing on creativity and languagechanges after applying an English integrated curriculum model program developed for middle schoolEnglish learners with high ability. Methods: The customized program for middle school English learners with high ability was implementedfor 14 weeks with twenty students in the experimental class participating in the English Gifted andTalented Program. The same program was not applied to twenty participants in the control class,and the existing program was conducted as it had been previously. Before and after the program,a 30-minute narrative creative writing test was given to both sets of students to examine changesin creativity scores using a creative narrative rubric to measure creativity, and the writings producedby the students were then analyzed with the Coh-Metrix. Results: Among them, as a result of a paired-sample t-test using 28 before-and-after data from 14participants in the experimental group and 32 data from 16 participants in the comparison group, theoverall creativity score showed a statistically significant difference in the experimental group. Especially,image, voice, creativity, ideation, immersion and clarity were all significantly improved. In the controlgroup, only voice and ideation from the post-test were statistically significantly improved upon comparedto the ones from the pre-test. As a result of a paired-sample t-test on the measured values obtainedby analyzing the texts produced by the experimental group with the Coh-Metrix language tool, thenumber of words representing the amount of writing increased significantly, and the difficulty of thetexts shown in a reading readability index and syntactic complexity has increased. Although the typetoken ratio, which represents lexical diversity, decreased with a statistically significant difference, thefrequency of words that students felt familiar with was low, indicating that students' actual lexicaldiversity improved. Cohesion and narrativitiy did not change significantly in either group. Conclusion: The developed program not only aroused interest in understanding and using the superficialcharacteristics of language, but also interest in idea generation and creativity, inducing a high-level creativethinking process, and through this, it was concluded that the program was effective in improving creativityand English proficiency. These results have useful implications for the field of English education.
{"title":"Effects of the Customized Program for Middle School English Learners with High Ability: Focusing on Creativity and Coh-Metrix Analysis","authors":"Juyeong Lee, Jeonguk Kim","doi":"10.14333/kjte.2023.39.3.10","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.10","url":null,"abstract":"Purpose: This study aimed to examine a program effectiveness, focusing on creativity and languagechanges after applying an English integrated curriculum model program developed for middle schoolEnglish learners with high ability. Methods: The customized program for middle school English learners with high ability was implementedfor 14 weeks with twenty students in the experimental class participating in the English Gifted andTalented Program. The same program was not applied to twenty participants in the control class,and the existing program was conducted as it had been previously. Before and after the program,a 30-minute narrative creative writing test was given to both sets of students to examine changesin creativity scores using a creative narrative rubric to measure creativity, and the writings producedby the students were then analyzed with the Coh-Metrix. Results: Among them, as a result of a paired-sample t-test using 28 before-and-after data from 14participants in the experimental group and 32 data from 16 participants in the comparison group, theoverall creativity score showed a statistically significant difference in the experimental group. Especially,image, voice, creativity, ideation, immersion and clarity were all significantly improved. In the controlgroup, only voice and ideation from the post-test were statistically significantly improved upon comparedto the ones from the pre-test. As a result of a paired-sample t-test on the measured values obtainedby analyzing the texts produced by the experimental group with the Coh-Metrix language tool, thenumber of words representing the amount of writing increased significantly, and the difficulty of thetexts shown in a reading readability index and syntactic complexity has increased. Although the typetoken ratio, which represents lexical diversity, decreased with a statistically significant difference, thefrequency of words that students felt familiar with was low, indicating that students' actual lexicaldiversity improved. Cohesion and narrativitiy did not change significantly in either group. Conclusion: The developed program not only aroused interest in understanding and using the superficialcharacteristics of language, but also interest in idea generation and creativity, inducing a high-level creativethinking process, and through this, it was concluded that the program was effective in improving creativityand English proficiency. These results have useful implications for the field of English education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88194728","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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