Pub Date : 2023-05-31DOI: 10.14333/kjte.2023.39.3.01
Donghyuk Oh, Ji-hyoun Kim, Woogul Lee
Purpose: In this study, we aimed to classify elementary school students considering the changes in basicpsychological need satisfaction and to examine the differences in achievement emotions, self-monitoring,and academic achievement depending on the classification. We sought to identify what basic psychologicalneeds are critical in classifying these students and how the students classified into each class were differentin styles of learning. Methods: We analyzed the data of 179 sixth graders, which was collected once a week for fiveweeks during science classes in the spring semester of 2019. We classified the students simultaneouslyconsidering the changes in autonomy, competence, and relatedness satisfaction using multidimensionalgrowth mixed modeling. We also examined predictive and outcome variables. Results: Students were classified into three latent classes named Class 1 (normal level/stable; 70%),Class 2 (high level/increasing; 22%), and Class 3 (normal level/decreasing in competence; 8%). Thestudents showed stable, increasing, or decreasing patterns in competence satisfaction depending ontheir latent class, while all students showed relatively high levels of autonomy and relatednesssatisfaction. The students of Class 2 generally showed positive patterns in terms of achievementemotions and self-monitoring. Though the differences between Class 1 and Class 3 were minimal,at some time points, Class 3 was worse in terms of achievement emotions while Class 1 was worsein terms of self-monitoring. Conclusion: This study showed that changes in competence satisfaction were critical in classifyingelementary school students. This could be because of the characteristics of science classes in the uppergrades of elementary school when this study was conducted. In the light and lens unit, because therewere many group activities and student-led experiments, students could experience high levels ofautonomy and relatedness. However, because of these characteristics, some students could perceivethis type of classes as being difficult and burdensome and therefore experience persistent competencefrustration. Appropriate guidance and feedback are thus important to have those students experiencecompetence satisfaction.
{"title":"Latent Classes of Basic Psychological Need Changes of Elementary School Students and Their Differences in Learning","authors":"Donghyuk Oh, Ji-hyoun Kim, Woogul Lee","doi":"10.14333/kjte.2023.39.3.01","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.01","url":null,"abstract":"Purpose: In this study, we aimed to classify elementary school students considering the changes in basicpsychological need satisfaction and to examine the differences in achievement emotions, self-monitoring,and academic achievement depending on the classification. We sought to identify what basic psychologicalneeds are critical in classifying these students and how the students classified into each class were differentin styles of learning. Methods: We analyzed the data of 179 sixth graders, which was collected once a week for fiveweeks during science classes in the spring semester of 2019. We classified the students simultaneouslyconsidering the changes in autonomy, competence, and relatedness satisfaction using multidimensionalgrowth mixed modeling. We also examined predictive and outcome variables. Results: Students were classified into three latent classes named Class 1 (normal level/stable; 70%),Class 2 (high level/increasing; 22%), and Class 3 (normal level/decreasing in competence; 8%). Thestudents showed stable, increasing, or decreasing patterns in competence satisfaction depending ontheir latent class, while all students showed relatively high levels of autonomy and relatednesssatisfaction. The students of Class 2 generally showed positive patterns in terms of achievementemotions and self-monitoring. Though the differences between Class 1 and Class 3 were minimal,at some time points, Class 3 was worse in terms of achievement emotions while Class 1 was worsein terms of self-monitoring. Conclusion: This study showed that changes in competence satisfaction were critical in classifyingelementary school students. This could be because of the characteristics of science classes in the uppergrades of elementary school when this study was conducted. In the light and lens unit, because therewere many group activities and student-led experiments, students could experience high levels ofautonomy and relatedness. However, because of these characteristics, some students could perceivethis type of classes as being difficult and burdensome and therefore experience persistent competencefrustration. Appropriate guidance and feedback are thus important to have those students experiencecompetence satisfaction.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"181 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75309910","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.2023.39.3.03
Chae-eun Kim
Purpose: This present study was to investigate how pre-service English as a foreign language (EFL)teachers perceive AI-based machine translation systems (KEMSs) as a learning/teaching tool. Methods: The 54 EFL learners taking English syntax courses in the department of English Educationparticipated in an online survey which included 20 items quantitatively measured on a Likert scaleand four open questions. The research questions addressed three areas: (1) students’experiences withmachine translation (MT); (2) teachers’perceptions of using MT to teach English; and (3) their plansfor using MT as future English teachers. Results: The main findings are as follows: First, the students in this study actively utilized the MTs,especially in English writing and reading comprehension classes. The study also related that the useof MTs helped them to improve their English language skills. Second, the students mostly consideredthe results of the MTs as reliable, but the teachers revealed that the use of MTs would have a negativeimpact on future students' English learning. Finally, the teacher-participants had plans to actively useMTs in their future classes and were aware of the advantages and disadvantages of using MTs inclassroom settings. Conclusion: This study showed that future English teachers have positive perceptions of using machinetranslations to improve English writing and reading skills in foreign language learning; however, theyalso think their future students will lose the chance to use the language for successful learning. Considering these findings, the present work examined pedagogical implications for pre-service teachersand suggests how to apply information and communication technology (ICT)-based teaching aids inEnglish education.
{"title":"Perceptions of an AI-based Translator and its Application by Pre-Service EFL Teachers","authors":"Chae-eun Kim","doi":"10.14333/kjte.2023.39.3.03","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.03","url":null,"abstract":"Purpose: This present study was to investigate how pre-service English as a foreign language (EFL)teachers perceive AI-based machine translation systems (KEMSs) as a learning/teaching tool. Methods: The 54 EFL learners taking English syntax courses in the department of English Educationparticipated in an online survey which included 20 items quantitatively measured on a Likert scaleand four open questions. The research questions addressed three areas: (1) students’experiences withmachine translation (MT); (2) teachers’perceptions of using MT to teach English; and (3) their plansfor using MT as future English teachers. Results: The main findings are as follows: First, the students in this study actively utilized the MTs,especially in English writing and reading comprehension classes. The study also related that the useof MTs helped them to improve their English language skills. Second, the students mostly consideredthe results of the MTs as reliable, but the teachers revealed that the use of MTs would have a negativeimpact on future students' English learning. Finally, the teacher-participants had plans to actively useMTs in their future classes and were aware of the advantages and disadvantages of using MTs inclassroom settings. Conclusion: This study showed that future English teachers have positive perceptions of using machinetranslations to improve English writing and reading skills in foreign language learning; however, theyalso think their future students will lose the chance to use the language for successful learning. Considering these findings, the present work examined pedagogical implications for pre-service teachersand suggests how to apply information and communication technology (ICT)-based teaching aids inEnglish education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82747925","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.2023.39.3.13
Yunjung Cho, Ji-Hye Kim
{"title":"Analysis of Composition Errors in Wh-questions by Korean Elementary School EFL learners","authors":"Yunjung Cho, Ji-Hye Kim","doi":"10.14333/kjte.2023.39.3.13","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.3.13","url":null,"abstract":"<jats:p />","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76551880","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 : 2023-03-30DOI: 10.14333/kjte.2023.39.2.02
Hyunjung Kim, Sungki Kim
Purpose: The purpose of this study was to discover the perceptions and demands of pre-servicechemistry teachers about the teaching practicum semester system. Methods: Based on previous studies, an open-ended questionnaire consisting of four items for threecategories was developed. The survey was conducted with 75 students enrolled in the departmentof C education at K university (prior to the teaching practicum: 41, after the teaching practicum:34). The collected responses were categorized for each question, with semantic key words extracted,and the frequency of each semantic key word was analyzed and then cross-validation was conducted. Results: There were positive opinions that the teaching practicum allowed students to experiencethe activities of the semester and enhance their competence as teachers, but there were also negativeopinions, with some individuals noting that it was a burden on academics and there were restrictionson classes. There was a demand for class demonstrations with feedback reflected, and it was recognizedthat a program related to class expertise was needed before the teaching practicum. Regarding theintroduction of the practicum, the needs for a platform related to practice guidance and class-relatedmaterials were the areas most requested. Conclusion: For the stable introduction of the teaching practicum semester system, concrete methodsto support pre-service teachers were deduced from this research.
{"title":"Perceptions and Demands of Pre-service Chemistry Teachers Following the Introduction of the Teaching Practicum Semester System","authors":"Hyunjung Kim, Sungki Kim","doi":"10.14333/kjte.2023.39.2.02","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.02","url":null,"abstract":"Purpose: The purpose of this study was to discover the perceptions and demands of pre-servicechemistry teachers about the teaching practicum semester system. Methods: Based on previous studies, an open-ended questionnaire consisting of four items for threecategories was developed. The survey was conducted with 75 students enrolled in the departmentof C education at K university (prior to the teaching practicum: 41, after the teaching practicum:34). The collected responses were categorized for each question, with semantic key words extracted,and the frequency of each semantic key word was analyzed and then cross-validation was conducted. Results: There were positive opinions that the teaching practicum allowed students to experiencethe activities of the semester and enhance their competence as teachers, but there were also negativeopinions, with some individuals noting that it was a burden on academics and there were restrictionson classes. There was a demand for class demonstrations with feedback reflected, and it was recognizedthat a program related to class expertise was needed before the teaching practicum. Regarding theintroduction of the practicum, the needs for a platform related to practice guidance and class-relatedmaterials were the areas most requested. Conclusion: For the stable introduction of the teaching practicum semester system, concrete methodsto support pre-service teachers were deduced from this research.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77306867","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 : 2023-03-30DOI: 10.14333/kjte.2023.39.2.06
Yoo Na Han, Insoo Oh
Purpose: The purpose of this study is to explore the perceptions of low-career elementary schoolcounseling teachers on burnout experience and burnout factors through concept map method. Methods: From interviews with 10 low-career elementary school counselors, 25 statements on burnoutexperiences, 27 statements on factors affecting burnout were derived. Later, 20 low-career elementaryschool counselors including interview participants participated in the classification of statement similarity. The researcher used SPSS 29.0 to conduct multidimensional scale analysis and hierarchical clusteranalysis, and drew two conceptual diagrams by evaluating the similarity of each statement. Results: As a result, the experience of burnout turned out to be 5 clusters. Cluster 1 was found to be‘low efficacy and devotion in counseling’, Cluster 2 was ‘physical symptom’, Cluster 3 was ‘maximizationof negative emotions’, Cluster 4 was ‘difficulty in handling work’, and Cluster 5 was ‘depression-relatedpsychopathological symptoms’. The factors that promoted burnout were derived into 6 clusters. Cluster1 was found to be ‘lack of awareness of fellow teachers’, Cluster 2 was ‘lack of parental awareness’,Cluster 3 was ‘lack of awareness of school administrators’, Cluster 4 was found to be ‘lack of expertiseand competence’, Cluster 5 was ‘unestablished school counseling system’, and Cluster 6 was ‘schoolcounseling difficulty factors’. Conclusion: This study is meaningful in that it first studied the burnout of low-career professionalcounseling teachers in elementary schools and derived implications suitable for elementary school counselingthat have recently begun to activate. Based on the research contents, the limitations of this study andsuggestions for follow-up studies were discussed.
{"title":"A Study Utilzing Concept Map on Burnout Experience of Low-career Elementary School Counselors and the Factors Affecting Burnout","authors":"Yoo Na Han, Insoo Oh","doi":"10.14333/kjte.2023.39.2.06","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.06","url":null,"abstract":"Purpose: The purpose of this study is to explore the perceptions of low-career elementary schoolcounseling teachers on burnout experience and burnout factors through concept map method. Methods: From interviews with 10 low-career elementary school counselors, 25 statements on burnoutexperiences, 27 statements on factors affecting burnout were derived. Later, 20 low-career elementaryschool counselors including interview participants participated in the classification of statement similarity. The researcher used SPSS 29.0 to conduct multidimensional scale analysis and hierarchical clusteranalysis, and drew two conceptual diagrams by evaluating the similarity of each statement. Results: As a result, the experience of burnout turned out to be 5 clusters. Cluster 1 was found to be‘low efficacy and devotion in counseling’, Cluster 2 was ‘physical symptom’, Cluster 3 was ‘maximizationof negative emotions’, Cluster 4 was ‘difficulty in handling work’, and Cluster 5 was ‘depression-relatedpsychopathological symptoms’. The factors that promoted burnout were derived into 6 clusters. Cluster1 was found to be ‘lack of awareness of fellow teachers’, Cluster 2 was ‘lack of parental awareness’,Cluster 3 was ‘lack of awareness of school administrators’, Cluster 4 was found to be ‘lack of expertiseand competence’, Cluster 5 was ‘unestablished school counseling system’, and Cluster 6 was ‘schoolcounseling difficulty factors’. Conclusion: This study is meaningful in that it first studied the burnout of low-career professionalcounseling teachers in elementary schools and derived implications suitable for elementary school counselingthat have recently begun to activate. Based on the research contents, the limitations of this study andsuggestions for follow-up studies were discussed.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80584130","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 : 2023-03-30DOI: 10.14333/kjte.2023.39.2.01
Burov An
{"title":"A study regarding the perception of pre-service teachers on process-based and result-based assessments","authors":"Burov An","doi":"10.14333/kjte.2023.39.2.01","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.01","url":null,"abstract":"<jats:p />","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75942376","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 : 2023-03-30DOI: 10.14333/kjte.2023.39.2.03
Eun Park
Purpose: This study aimed to examine the effects of Vocabulary Self-collection Strategy (VSS) withglossing on L2 word recall and retention as well as learner perspectives on vocabulary knowledgeand word consciousness by the strategy in EFL classroom contexts. Methods: For the study, sixty-four learners were randomly allocated for both VSS accompanied withL1 glossing (VSSL1) and VSS accompanied with L2 glossing (VSSL2) groups. Data were collectedthrough a pre-test for collecting target words, two immediate and two delayed post vocabulary tests,and a retrospective questionnaire. Results: The results revealed that VSSL2 group significantly outperformed in immediate word recalland delayed retention in receptive and productive knowledge than VSSL1 group. In addition, overall,positive perceptions on the strategy were found in vocabulary knowledge and word consciousnessfrom the two groups. It is noteworthy that the VSSL2 group showed significantly higher mean scoreof the statement regarding long-term memory effect by the strategy. Conclusion: The results from VSS L2 group appeared to be attributed to deeper processing for form-meaningconnections of target words with higher involvement load in need to understand, search for themusing L2-L2 dictionary, and evaluation to check proper meanings in the context on their own. Thiscould be strengthened by the cooperative classroom discussions with peers and teacher guidance forfull comprehension of target language input. (Dankook University)
{"title":"자주적 어휘선택 전략에 의한 L2 어휘학습 및 학습자 견해","authors":"Eun Park","doi":"10.14333/kjte.2023.39.2.03","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.03","url":null,"abstract":"Purpose: This study aimed to examine the effects of Vocabulary Self-collection Strategy (VSS) withglossing on L2 word recall and retention as well as learner perspectives on vocabulary knowledgeand word consciousness by the strategy in EFL classroom contexts. Methods: For the study, sixty-four learners were randomly allocated for both VSS accompanied withL1 glossing (VSSL1) and VSS accompanied with L2 glossing (VSSL2) groups. Data were collectedthrough a pre-test for collecting target words, two immediate and two delayed post vocabulary tests,and a retrospective questionnaire. Results: The results revealed that VSSL2 group significantly outperformed in immediate word recalland delayed retention in receptive and productive knowledge than VSSL1 group. In addition, overall,positive perceptions on the strategy were found in vocabulary knowledge and word consciousnessfrom the two groups. It is noteworthy that the VSSL2 group showed significantly higher mean scoreof the statement regarding long-term memory effect by the strategy. Conclusion: The results from VSS L2 group appeared to be attributed to deeper processing for form-meaningconnections of target words with higher involvement load in need to understand, search for themusing L2-L2 dictionary, and evaluation to check proper meanings in the context on their own. Thiscould be strengthened by the cooperative classroom discussions with peers and teacher guidance forfull comprehension of target language input. (Dankook University)","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75493193","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 : 2023-03-30DOI: 10.14333/kjte.2023.39.2.11
Purpose: This study was conducted to suggest the principles and directions of Korean language classdesign for digital literacy education in order to develop core competencies of the Korean languagedepartment following the release the 2022 revision of the elementary Korean language curriculum. Methods: For this research, the contents system was analyzed, focusing on the 'media' area in the2022 revised elementary Korean language curriculum, and the 'Digital Literacy' of CCSS (CommonCore State Standards) according to the US grade level presented by Hutchison & Colwell (2015)‘Functional teaching and learning cases’, Australia's language curriculum digital literacy educationcontent element analysis, core values of Korean language classes and research on the Korean languageclass process review, and implications related to the 'class design' from previous domestic and foreignstudies related to digital literacy education field. Results: As a result, it was possible to present the basic direction for designing Korean languageclasses that digital literacy education should pursue under the principles of class design from amacroscopic and microscopic perspective for digital literacy education in elementary Korean classesand the core values of Korean classes. Conclusion: The main principles to be considered when designing and operating classes in whichlearners can actively respond to the new establishment of the ‘media’ area and the changes in themedia environment of digital transformation are discussed.
摘要目的:本研究旨在针对2022年小学韩国语课程修订，提出数位素养教育韩国语课堂设计的原则与方向，以培养韩国语系的核心竞争力。方法:本研究对内容体系进行分析，重点关注2022年修订的小学韩语课程中的“媒体”领域，以及根据Hutchison & Colwell(2015)提出的美国年级水平的CCSS (CommonCore State Standards)中的“数字素养”(Digital Literacy)，澳大利亚语言课程数字素养教育的内容元素分析，韩语课程的核心价值和韩语课程过程回顾研究。以及以往国内外有关数字素养教育领域的研究对“班级设计”的启示。结果:从宏观和微观的角度，从小学韩语课堂的数字素养教育和韩语课堂的核心价值出发，提出了在课堂设计原则下数字素养教育应该追求的韩语课堂设计的基本方向。结论:探讨了学生在设计和操作课堂时应考虑的主要原则，使学习者能够积极应对“媒体”领域的新建立和数字化转型媒体环境的变化。
{"title":"Principles and Directions of Korean Language Classrooms for Digital Literacy Education","authors":"","doi":"10.14333/kjte.2023.39.2.11","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.11","url":null,"abstract":"Purpose: This study was conducted to suggest the principles and directions of Korean language classdesign for digital literacy education in order to develop core competencies of the Korean languagedepartment following the release the 2022 revision of the elementary Korean language curriculum. Methods: For this research, the contents system was analyzed, focusing on the 'media' area in the2022 revised elementary Korean language curriculum, and the 'Digital Literacy' of CCSS (CommonCore State Standards) according to the US grade level presented by Hutchison & Colwell (2015)‘Functional teaching and learning cases’, Australia's language curriculum digital literacy educationcontent element analysis, core values of Korean language classes and research on the Korean languageclass process review, and implications related to the 'class design' from previous domestic and foreignstudies related to digital literacy education field. Results: As a result, it was possible to present the basic direction for designing Korean languageclasses that digital literacy education should pursue under the principles of class design from amacroscopic and microscopic perspective for digital literacy education in elementary Korean classesand the core values of Korean classes. Conclusion: The main principles to be considered when designing and operating classes in whichlearners can actively respond to the new establishment of the ‘media’ area and the changes in themedia environment of digital transformation are discussed.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79558435","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 : 2023-03-30DOI: 10.14333/kjte.2023.39.2.05
Purpose: The purpose of this study is to compare the teachers’ participation factors in the teacherlearning community(TLC)(the same subject, the convergent subject), and to explore the characteristicsand difficulties that appear in the operation process of the convergent subject TLC. Methods: For this purpose, researchers interviewed 5 teachers related to the convergent subject TLC,and collected and analyzed data on the participation factors of each TLC and operation process ofthe convergent TLC. To analyze, the participation factors were categorized into personal factors, socialfactors, and organizational factors. The operation process was divided into introduction, learning andpractice of proceeding, and finishing. Results: As a result, there were differences in the participation factors between the same subjectTLC and the convergent subject TLC. The teachers’ participation factors in the same subject TLCinclude learning needs of teaching and learning contents and methods, satisfaction of collaboration,and overcoming closed school cultures. On the other hand, the teachers’ participation factors in theconvergent subject TLC include the willingness to improve teaching and learning, sharing values suchas the importance of convergent education, and overcoming the separate expertise by subject. Thisdifference is attributed to the perception of teachers that each TLC has different characteristics. Inaddition, the convergent subject TLC is composed of specific subjects, develops programs in the contextof connecting the contents between the subjects, conducts open classes and then reflects on thempersonally and structurally. Conclusion: In this process, it was pointed out that the difficulty on finding connection betweensubjects, lack of class time, and lack of evaluation connectivity were found. The results of this studyhave implications in expanding the preceding studies on the TLC and suggesting ideas for createmeasures to support teachers who want to implement convergence education.
{"title":"The Teacher’s Participation Factors of Teacher Learning Community(TLC) and the Characteristics and Difficulties in the Operation Process of the Convergent Subject TLC","authors":"","doi":"10.14333/kjte.2023.39.2.05","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.05","url":null,"abstract":"Purpose: The purpose of this study is to compare the teachers’ participation factors in the teacherlearning community(TLC)(the same subject, the convergent subject), and to explore the characteristicsand difficulties that appear in the operation process of the convergent subject TLC. Methods: For this purpose, researchers interviewed 5 teachers related to the convergent subject TLC,and collected and analyzed data on the participation factors of each TLC and operation process ofthe convergent TLC. To analyze, the participation factors were categorized into personal factors, socialfactors, and organizational factors. The operation process was divided into introduction, learning andpractice of proceeding, and finishing. Results: As a result, there were differences in the participation factors between the same subjectTLC and the convergent subject TLC. The teachers’ participation factors in the same subject TLCinclude learning needs of teaching and learning contents and methods, satisfaction of collaboration,and overcoming closed school cultures. On the other hand, the teachers’ participation factors in theconvergent subject TLC include the willingness to improve teaching and learning, sharing values suchas the importance of convergent education, and overcoming the separate expertise by subject. Thisdifference is attributed to the perception of teachers that each TLC has different characteristics. Inaddition, the convergent subject TLC is composed of specific subjects, develops programs in the contextof connecting the contents between the subjects, conducts open classes and then reflects on thempersonally and structurally. Conclusion: In this process, it was pointed out that the difficulty on finding connection betweensubjects, lack of class time, and lack of evaluation connectivity were found. The results of this studyhave implications in expanding the preceding studies on the TLC and suggesting ideas for createmeasures to support teachers who want to implement convergence education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86084248","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 : 2023-03-30DOI: 10.14333/kjte.2023.39.2.07
Woo-sung Choi
Purpose: This study aimed to confirm the application of Art Education using the tilt brush programas part of future education incorporating virtual reality technology and analyze various problems derivedfrom the field. Methods: A practical study was conducted with participants in Art Education activities using virtualreality at B-Middle School of Arts, a specialized school, and a focus group interview was conductedwith professional lecturers who had experience in conducting the class were carried out. Results: Physical and non-physical problems were confirmed through conducting the class. First,educators and trainees felt ‘unfamiliar with the medium’ following the introduction of new technologiesand devices that were not in popular use. Second, the physical limitations according to the specialnature of school education environment are confirmed. Third, it was judged that there were variousproblems for the media to be actively introduced into Art Education, and that these environmentshinder development. This was interpreted as the ‘limitation point of base expansion’. Conclusion: In order to introduce future education practices that meets the 'digital-based education'of the 2022 revised curriculum, it is necessary to identify various problems derived from the educationalfield, as shown in the results of this study. In order to solve this problem, this research suggests thatchanges in the educational environment and system establishment should be made through continuousadministrative support at the national level, and social interest and efforts to rapidly apply variouspreceding studies are required.
{"title":"Analysis of Art Education Application and Derivation Problems of VR(Tilt-Brush) Image Creation Media","authors":"Woo-sung Choi","doi":"10.14333/kjte.2023.39.2.07","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.07","url":null,"abstract":"Purpose: This study aimed to confirm the application of Art Education using the tilt brush programas part of future education incorporating virtual reality technology and analyze various problems derivedfrom the field. Methods: A practical study was conducted with participants in Art Education activities using virtualreality at B-Middle School of Arts, a specialized school, and a focus group interview was conductedwith professional lecturers who had experience in conducting the class were carried out. Results: Physical and non-physical problems were confirmed through conducting the class. First,educators and trainees felt ‘unfamiliar with the medium’ following the introduction of new technologiesand devices that were not in popular use. Second, the physical limitations according to the specialnature of school education environment are confirmed. Third, it was judged that there were variousproblems for the media to be actively introduced into Art Education, and that these environmentshinder development. This was interpreted as the ‘limitation point of base expansion’. Conclusion: In order to introduce future education practices that meets the 'digital-based education'of the 2022 revised curriculum, it is necessary to identify various problems derived from the educationalfield, as shown in the results of this study. In order to solve this problem, this research suggests thatchanges in the educational environment and system establishment should be made through continuousadministrative support at the national level, and social interest and efforts to rapidly apply variouspreceding studies are required.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72761087","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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