Pub Date : 2023-03-30DOI: 10.14333/kjte.2023.39.2.04
Se-Hyeon Jung, J. Yoo
Purpose: The purpose of this study is to analyze the mediating effect of teacher efficacy in therelationship of collaborative activities and teaching competencies of elementary school teachers. Methods: We analyzed the data of 3,165 Korean elementary school teachers of TALIS (TeachingAnd Learning International Study) 2018. Two mediating models (full mediation and partial mediationmodels) were compared,using Mplus 5.2.In particular, sampling weights of teachers were incorporatedin the structural equation modeling to account for possible selection bias. Results: Results are as follows. First,the mediating effect of teacher efficacy in the relationship ofcollaborative activities and teaching competencies was statistically significant. Second,the partial mediationmodel outperformed the full mediation model in terms of statistical significance and explanation. Conclusion: Teachers who actively participates in teacher collaboration were found to have higherefficacy, and higher efficacy in turn lead to higher teaching competencies.And teacher efficacy showsa significant mediating effect on teacher collaboration and teaching competencies. This study can beutilized as an evidence in designing and implementing effective teacher collaboration activities topromote teaching competencies. The fact that this study analyzed a large-scale dataset (TALIS) whichtargets the whole population of Korean elementary school teachers also contributes to the generalizationof the results.
摘要目的:本研究旨在分析教师效能感在小学教师协作活动与教学胜任力关系中的中介作用。方法:对2018年TALIS (TeachingAnd Learning International Study)的3165名韩国小学教师数据进行分析。采用Mplus 5.2对两种中介模型(完全中介模型和部分中介模型)进行比较。特别是，教师的抽样权重被纳入结构方程模型，以解释可能的选择偏差。结果:结果如下。首先，教师效能感在合作活动与教学胜任力关系中的中介作用具有统计学意义。第二，部分中介模型在统计显著性和解释性方面优于完全中介模型。结论:积极参与教师合作的教师具有更高的效能感，而更高的效能感反过来又导致更高的教学胜任力。教师效能感在教师合作与教学胜任力之间具有显著的中介作用。本研究可作为设计和实施有效的教师合作活动以提升教学能力的依据。事实上，这项研究分析了一个大规模的数据集(TALIS)，目标是整个韩国小学教师群体，这也有助于结果的概括性。
{"title":"The mediating effect of teacher efficacy in the relationship of collaborative activities and teaching competencies of Korean elementary school teachers: Evidence from TALIS 2018","authors":"Se-Hyeon Jung, J. Yoo","doi":"10.14333/kjte.2023.39.2.04","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.04","url":null,"abstract":"Purpose: The purpose of this study is to analyze the mediating effect of teacher efficacy in therelationship of collaborative activities and teaching competencies of elementary school teachers. Methods: We analyzed the data of 3,165 Korean elementary school teachers of TALIS (TeachingAnd Learning International Study) 2018. Two mediating models (full mediation and partial mediationmodels) were compared,using Mplus 5.2.In particular, sampling weights of teachers were incorporatedin the structural equation modeling to account for possible selection bias. Results: Results are as follows. First,the mediating effect of teacher efficacy in the relationship ofcollaborative activities and teaching competencies was statistically significant. Second,the partial mediationmodel outperformed the full mediation model in terms of statistical significance and explanation. Conclusion: Teachers who actively participates in teacher collaboration were found to have higherefficacy, and higher efficacy in turn lead to higher teaching competencies.And teacher efficacy showsa significant mediating effect on teacher collaboration and teaching competencies. This study can beutilized as an evidence in designing and implementing effective teacher collaboration activities topromote teaching competencies. The fact that this study analyzed a large-scale dataset (TALIS) whichtargets the whole population of Korean elementary school teachers also contributes to the generalizationof the results.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84801865","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.2023.39.2.09
Purpose: Competition is perceived negatively in schools nowadays. However, competition also hasthe potential to be effectively applied to learning. Therefore, the purpose of this study was to shednew light on competition from an educational point of view, and to present the possibility for positiveuse of competition in schools. Methods: Through literature reviews related to competition, the perspective on competition in education,the educational effect of competition, and the educational approach to competition were presented. Results: First, the perspective on competition in education can be divided into competition in thesystem and competition as a learning method. Second, competition has various advantages such asmotivation, easy social adaptation, and improvement in academic performance. Third, the conceptsof Constructive competition and Coopetition can be applied to utilize competition educationally. Conclusion: An delicate approach is needed to reduce the side effects and maximize the benefitsof competition. The concepts of Constructive competition and Coopetition suggest the possibility ofusing competition positively. If a teaching method using these concepts is devised, it is expectedthat it will be useful in schools.
{"title":"Educational reflections on competition","authors":"","doi":"10.14333/kjte.2023.39.2.09","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.09","url":null,"abstract":"Purpose: Competition is perceived negatively in schools nowadays. However, competition also hasthe potential to be effectively applied to learning. Therefore, the purpose of this study was to shednew light on competition from an educational point of view, and to present the possibility for positiveuse of competition in schools. Methods: Through literature reviews related to competition, the perspective on competition in education,the educational effect of competition, and the educational approach to competition were presented. Results: First, the perspective on competition in education can be divided into competition in thesystem and competition as a learning method. Second, competition has various advantages such asmotivation, easy social adaptation, and improvement in academic performance. Third, the conceptsof Constructive competition and Coopetition can be applied to utilize competition educationally. Conclusion: An delicate approach is needed to reduce the side effects and maximize the benefitsof competition. The concepts of Constructive competition and Coopetition suggest the possibility ofusing competition positively. If a teaching method using these concepts is devised, it is expectedthat it will be useful in schools.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83299678","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.2023.39.2.10
Purpose: This study examined the experiences of benefiting from the support provided to the caregiversof people with disabilities, and examined the caregivers' perception of what support is necessary for them. Methods: For this study, a focus group interview was conducted with 17 caregivers of people withdisabilities, including parents and siblings of the people with disabilities. Results: The results of the study were as follows. First, the caregivers with people with disabilitieswere suffering from caregiving due to a lack of various programs and institutions for the people withdisabilities. Second, the caregivers did not know that the support was focused on the caregivers, eventhough they were receiving supports for themselves. Third, the caregivers felt sorry that they couldonly receive supports by finding supports for the people with disabilities or the caregivers on theirown. Finally, the caregivers had requests for supports in various areas such as educational, psychological,emotional, legal, and medical assistance. Conclusion: The support programs for the people with disabilities and their families should be expandedcomprehensively regardless of age or the income level of the family. As well, the entire process ofthe support for the caregivers of people with disabilities should be implemented more systematically.
{"title":"Experiences and Needs of Caregivers of People with Disabilities on S upports for the Caregivers","authors":"","doi":"10.14333/kjte.2023.39.2.10","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.10","url":null,"abstract":"Purpose: This study examined the experiences of benefiting from the support provided to the caregiversof people with disabilities, and examined the caregivers' perception of what support is necessary for them. Methods: For this study, a focus group interview was conducted with 17 caregivers of people withdisabilities, including parents and siblings of the people with disabilities. Results: The results of the study were as follows. First, the caregivers with people with disabilitieswere suffering from caregiving due to a lack of various programs and institutions for the people withdisabilities. Second, the caregivers did not know that the support was focused on the caregivers, eventhough they were receiving supports for themselves. Third, the caregivers felt sorry that they couldonly receive supports by finding supports for the people with disabilities or the caregivers on theirown. Finally, the caregivers had requests for supports in various areas such as educational, psychological,emotional, legal, and medical assistance. Conclusion: The support programs for the people with disabilities and their families should be expandedcomprehensively regardless of age or the income level of the family. As well, the entire process ofthe support for the caregivers of people with disabilities should be implemented more systematically.","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":"91132521","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.2023.39.2.08
Jiyoung Seo, Youngmin Park
Purpose: Inferential comprehension plays a central role in the process of reading comprehension. In order to improve this inference ability, it is necessary to establish a teaching and learning plan thateffectively reflects the thinking base of inference, and to implement learning activities appropriately. Methods: In order to plan learning activities for improving inference comprehension ability, we graspedthe concept and types of inference comprehension, and the stylistic characteristics of newspaper articlesthat can be used as learning materials. Results: Combining stylistic elements such as headlines and subtitles of newspaper articles, specializations,texts, and types of reasoning, learning activities and teaching strategies for improving reasoningcomprehension ability were devised. Conclusion: Headlines and subtitles of newspaper articles are sufficient as clues for reasoning asteaching and learning materials for improving deductive comprehension ability. Learning activities usingthe headlines and subtitles of newspaper articles can be typed according to the direction of reasoning,the scope of reasoning, and the method of reasoning. Specifically, forward reasoning and backwardreasoning, core content reasoning and supporting content reasoning, background knowledge and articlecontent utilization reasoning, and other areas. can be classified as typing categories. Newspaper articles,in addition to their unique stylistic elements such as headlines and subtitles, are highly utilized interms of access to reading, interest and motivation as reading materials closely related to daily life. Therefore, it can be an efficient way to improve the reasoning comprehension ability by activelyutilizing this to plan learning activities and to construct teaching plans.
{"title":"Planning Learning Activities and Teaching Methods for Improving Inference Comprehension Ability","authors":"Jiyoung Seo, Youngmin Park","doi":"10.14333/kjte.2023.39.2.08","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.2.08","url":null,"abstract":"Purpose: Inferential comprehension plays a central role in the process of reading comprehension. In order to improve this inference ability, it is necessary to establish a teaching and learning plan thateffectively reflects the thinking base of inference, and to implement learning activities appropriately. Methods: In order to plan learning activities for improving inference comprehension ability, we graspedthe concept and types of inference comprehension, and the stylistic characteristics of newspaper articlesthat can be used as learning materials. Results: Combining stylistic elements such as headlines and subtitles of newspaper articles, specializations,texts, and types of reasoning, learning activities and teaching strategies for improving reasoningcomprehension ability were devised. Conclusion: Headlines and subtitles of newspaper articles are sufficient as clues for reasoning asteaching and learning materials for improving deductive comprehension ability. Learning activities usingthe headlines and subtitles of newspaper articles can be typed according to the direction of reasoning,the scope of reasoning, and the method of reasoning. Specifically, forward reasoning and backwardreasoning, core content reasoning and supporting content reasoning, background knowledge and articlecontent utilization reasoning, and other areas. can be classified as typing categories. Newspaper articles,in addition to their unique stylistic elements such as headlines and subtitles, are highly utilized interms of access to reading, interest and motivation as reading materials closely related to daily life. Therefore, it can be an efficient way to improve the reasoning comprehension ability by activelyutilizing this to plan learning activities and to construct teaching plans.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75322075","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 : 2023-01-31DOI: 10.14333/kjte.2023.39.s.07
J. Lim
{"title":"｢진로교육의 새로운 방향｣에 관한 토론문","authors":"J. Lim","doi":"10.14333/kjte.2023.39.s.07","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.s.07","url":null,"abstract":"<jats:p />","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74519464","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 : 2023-01-31DOI: 10.14333/kjte.2023.39.1.11
Aeryung Hong
Purpose: This study explored the thoughts and perspectives of elementary school students about themetaverse by analyzing and interpreting metaphorical expressions of the metaverse and presented theirperspectives and attitudes as specific types. Methods: Data were collected through in-depth interviews, focus group interview, mind maps, andpicture diary activities from May to December 2022. Participants included 30 elementary schoolstudents in the Seoul metropolitan area. Thereafter, metaphors and attitudes towards the metaversewere categorized. Results: The results revealed that elementary school students recognized the metaverse as water(autonomous), space of infinite possibilities (potential), and other versions of our class, world, anduniverse (multiverse). Second, their perspectives and attitudes towards the metaverse were dividedinto the following types: curiosity and expectation type, ambiguity and burden type, and ambivalenceand coexistence type. Additionally, it was observed that students acquired the concepts of the metaversethrough out-of-school programs rather than regular curriculum classes in the school. Conclusion: Therefore, theoretical grounds need to be established for metaverse education for elementaryschool students at the school-level. Furthermore, metaverse education programs and educationalmaterials for specialized learners such as the underprivileged, poor, and multicultural families shouldbe developed, and professional educators should be encouraged to practice metaverse education.
{"title":"Exploring Elementary School Students' Perception and Attitudes towards the Metabus","authors":"Aeryung Hong","doi":"10.14333/kjte.2023.39.1.11","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.11","url":null,"abstract":"Purpose: This study explored the thoughts and perspectives of elementary school students about themetaverse by analyzing and interpreting metaphorical expressions of the metaverse and presented theirperspectives and attitudes as specific types. \u0000Methods: Data were collected through in-depth interviews, focus group interview, mind maps, andpicture diary activities from May to December 2022. Participants included 30 elementary schoolstudents in the Seoul metropolitan area. Thereafter, metaphors and attitudes towards the metaversewere categorized. \u0000Results: The results revealed that elementary school students recognized the metaverse as water(autonomous), space of infinite possibilities (potential), and other versions of our class, world, anduniverse (multiverse). Second, their perspectives and attitudes towards the metaverse were dividedinto the following types: curiosity and expectation type, ambiguity and burden type, and ambivalenceand coexistence type. Additionally, it was observed that students acquired the concepts of the metaversethrough out-of-school programs rather than regular curriculum classes in the school. \u0000Conclusion: Therefore, theoretical grounds need to be established for metaverse education for elementaryschool students at the school-level. Furthermore, metaverse education programs and educationalmaterials for specialized learners such as the underprivileged, poor, and multicultural families shouldbe developed, and professional educators should be encouraged to practice metaverse education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84394516","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 : 2023-01-31DOI: 10.14333/kjte.2023.39.1.13
Juyeon Song, Jinyoung Kang
Purpose: This study aimed to confirm the relative prediction of teaching motivation and academicmotivation for pre-service teachers' intention to choose a teaching career, teaching career preparation,academic effort persistence, and academic procrastination. Methods: To this end, 261 pre-service teachers attending the teacher training period participated inthe survey. In the survey, the pre-service teachers' intention to choose a teaching career and teachingcareer preparation were measured, and effort persistence and academic procrastination in major andteaching subjects were measured as academic attitudes. The efficacy, value, and cost of teaching, major,and teaching subjects were measured with teaching motivation and academic motivation, respectively. Logistic regression analysis and path analysis were conducted to verify the hypothesis. Results: As a result, the research revealed differential predictions of teaching motivation, major andteaching subject motivation for intention to choose a teaching career, teaching career preparation, andacademic attitude. teaching value predicted the intention to choose a teaching career. Teaching efficacyand cost predicted teaching career preparation positively, and the cost of major subjects predictedteaching career preparation negatively. Teaching value, the efficacy and value of the major subjects,and the efficacy of the teaching subjects predicted the effort persistence in the major subjects. Theefficacy and cost of major subjects also predicted academic procrastination in the major subjects. Theefficacy of major and teaching subjects and the value of teaching subjects statistically predicted effortpersistence in the teaching subjects. The efficacy of major subjects and the value and cost of teachingsubjects predicted academic procrastination in teaching subjects. Conclusion: Based on the results of this study, we proposed guidelines on how to encourage themotivation for pre-service teachers' intention to enter the teaching profession and career preparationbehavior and the motivation for learning during the teacher training period as follows. The higherthe value of the teaching career, the higher the intention to choose a teaching career and the effortpersistence in the major subject, but this may not necessarily positively function in teaching careerpreparation or academic attitudes. The research findings suggest that pre-service teachers' teachingefficacy should be improved and their cost perception for teaching and major should be reduced inorder to increase their preparation for a teaching career. In addition, in order to encourage low academicprocrastination and effort persistence in major and teaching subjects, it is important to increasemotivation for each class.
{"title":"Examination of the Prediction of Pre-Service Teachers' Teaching Motivation and Academic motivation for the Intention to Choose a Teaching Career, Teaching Career Preparation, and Academic Attitude","authors":"Juyeon Song, Jinyoung Kang","doi":"10.14333/kjte.2023.39.1.13","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.13","url":null,"abstract":"Purpose: This study aimed to confirm the relative prediction of teaching motivation and academicmotivation for pre-service teachers' intention to choose a teaching career, teaching career preparation,academic effort persistence, and academic procrastination. \u0000Methods: To this end, 261 pre-service teachers attending the teacher training period participated inthe survey. In the survey, the pre-service teachers' intention to choose a teaching career and teachingcareer preparation were measured, and effort persistence and academic procrastination in major andteaching subjects were measured as academic attitudes. The efficacy, value, and cost of teaching, major,and teaching subjects were measured with teaching motivation and academic motivation, respectively. Logistic regression analysis and path analysis were conducted to verify the hypothesis. \u0000Results: As a result, the research revealed differential predictions of teaching motivation, major andteaching subject motivation for intention to choose a teaching career, teaching career preparation, andacademic attitude. teaching value predicted the intention to choose a teaching career. Teaching efficacyand cost predicted teaching career preparation positively, and the cost of major subjects predictedteaching career preparation negatively. Teaching value, the efficacy and value of the major subjects,and the efficacy of the teaching subjects predicted the effort persistence in the major subjects. Theefficacy and cost of major subjects also predicted academic procrastination in the major subjects. Theefficacy of major and teaching subjects and the value of teaching subjects statistically predicted effortpersistence in the teaching subjects. The efficacy of major subjects and the value and cost of teachingsubjects predicted academic procrastination in teaching subjects. \u0000Conclusion: Based on the results of this study, we proposed guidelines on how to encourage themotivation for pre-service teachers' intention to enter the teaching profession and career preparationbehavior and the motivation for learning during the teacher training period as follows. The higherthe value of the teaching career, the higher the intention to choose a teaching career and the effortpersistence in the major subject, but this may not necessarily positively function in teaching careerpreparation or academic attitudes. The research findings suggest that pre-service teachers' teachingefficacy should be improved and their cost perception for teaching and major should be reduced inorder to increase their preparation for a teaching career. In addition, in order to encourage low academicprocrastination and effort persistence in major and teaching subjects, it is important to increasemotivation for each class.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72808468","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 : 2023-01-31DOI: 10.14333/kjte.2023.39.1.15
Sungjun Won, Hye-Min Lee
Purpose: The primary goal of this study was to investigate antecedents and consequences of teacherefficacy. Specifically, we examined the relations of individual teacher efficacy and collective teacherefficacy with job performance, job satisfaction, and student engagement. In addition, principal supportfor teaching and learning was evaluated as a predictor of teacher efficacy, and its indirect effectson the outcomes via teacher efficacy were tested. Methods: We used the second wave of the Korean Educational Longitudinal Study 2013 data. Atotal of 1,983 elementary school teachers' survey responses were analyzed using structural equationmodeling. Results: Results showed that both individual teacher efficacy and collective teacher efficacy predictedjob performance, job satisfaction, and student engagement, but their predictive patterns were different. Furthermore, principal support for teaching and learning significantly predicted teacher efficacy andalso job performance, job satisfaction, and student engagement indirectly via teacher efficacy. Conclusion: Findings indicate the distinct roles of individual teacher efficacy and collective teacherefficacy and the importance of principal support for promoting teacher efficacy.
{"title":"Antecedents and Consequences of Individual Teacher Efficacy and Collective Teacher Efficacy","authors":"Sungjun Won, Hye-Min Lee","doi":"10.14333/kjte.2023.39.1.15","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.15","url":null,"abstract":"Purpose: The primary goal of this study was to investigate antecedents and consequences of teacherefficacy. Specifically, we examined the relations of individual teacher efficacy and collective teacherefficacy with job performance, job satisfaction, and student engagement. In addition, principal supportfor teaching and learning was evaluated as a predictor of teacher efficacy, and its indirect effectson the outcomes via teacher efficacy were tested. \u0000Methods: We used the second wave of the Korean Educational Longitudinal Study 2013 data. Atotal of 1,983 elementary school teachers' survey responses were analyzed using structural equationmodeling. \u0000Results: Results showed that both individual teacher efficacy and collective teacher efficacy predictedjob performance, job satisfaction, and student engagement, but their predictive patterns were different. Furthermore, principal support for teaching and learning significantly predicted teacher efficacy andalso job performance, job satisfaction, and student engagement indirectly via teacher efficacy. \u0000Conclusion: Findings indicate the distinct roles of individual teacher efficacy and collective teacherefficacy and the importance of principal support for promoting teacher efficacy.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81774639","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 : 2023-01-31DOI: 10.14333/kjte.2023.39.1.02
S. Yoon
Purpose: According to the government policy, interest in and research on artificial intelligenceeducation has been actively conducted in Korea since 2019. The purpose of this study was to synthesizeeffects of artificial intelligence education through meta-analysis. Methods: The researcher rigorously selected a total of 43 primary studies including 25 journal articlesand 18 theses and dissertations reporting effects of artificial intelligence education. To calculate theeffect size, first, the effect size for each study was calculated, and then the overall effect size wascalculated. Subgroup analyses were then performed to compare differences by study characteristics. CMA 3.0 program was used in data analysis. Results: First, the overall effect size of artificial intelligence education is 0.687, which can beinterpreted as a medium effect size. Second, effect sizes according to the school level were 0.947for college, 0.784 for high school, 0.784 for middle school, and 0.633 for elementary school. Third,effect sizes according to the learning environment were 0.915 for online tools, 0.777 for the unplugged,0.705 for physical computing, 0.684 for block coding, 0.493 for script coding, and 0.332 for others. Fourth, effect sizes according to dependent variables were 0.857 for the cognitive domain and 0.57for the affective domain. Conclusion: Based on the results of this study, it is expected that school administrators and educatorswill be able to develop effective and efficient artificial intelligence education programs. Therefore,the author hopes that artificial intelligence education will enable students at all school levels toexperience successful learning and achieve their educational goals.
{"title":"The Effects of Artificial Intelligence Education: A Meta-Analysis","authors":"S. Yoon","doi":"10.14333/kjte.2023.39.1.02","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.02","url":null,"abstract":"Purpose: According to the government policy, interest in and research on artificial intelligenceeducation has been actively conducted in Korea since 2019. The purpose of this study was to synthesizeeffects of artificial intelligence education through meta-analysis. \u0000Methods: The researcher rigorously selected a total of 43 primary studies including 25 journal articlesand 18 theses and dissertations reporting effects of artificial intelligence education. To calculate theeffect size, first, the effect size for each study was calculated, and then the overall effect size wascalculated. Subgroup analyses were then performed to compare differences by study characteristics. CMA 3.0 program was used in data analysis. \u0000Results: First, the overall effect size of artificial intelligence education is 0.687, which can beinterpreted as a medium effect size. Second, effect sizes according to the school level were 0.947for college, 0.784 for high school, 0.784 for middle school, and 0.633 for elementary school. Third,effect sizes according to the learning environment were 0.915 for online tools, 0.777 for the unplugged,0.705 for physical computing, 0.684 for block coding, 0.493 for script coding, and 0.332 for others. Fourth, effect sizes according to dependent variables were 0.857 for the cognitive domain and 0.57for the affective domain. \u0000Conclusion: Based on the results of this study, it is expected that school administrators and educatorswill be able to develop effective and efficient artificial intelligence education programs. Therefore,the author hopes that artificial intelligence education will enable students at all school levels toexperience successful learning and achieve their educational goals.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90588436","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 : 2023-01-31DOI: 10.14333/kjte.2023.39.s.04
Chulhyun Lee
Purpose: The purpose of this study is to explore the concept of character by reviewing the current status and problems of character education, and to propose characteristics and methods of character education and tasks for character education. Methods: The researcher reviewed data on character education at home and abroad, analyzed the difficulties of character education in school education, explored the concept of ‘character’ as the main concept, identified the characteristics of character education, and proposed methods and tasks for character education. Results: First, the difficulties of character education were largely analyzed into five categories, and the concept of ‘character’ was divided into good nature, personality, and character. In addition, since character education works meaningfully in the field of practice rather than in the theoretical field, it was reviewed that it has a value-integrated and curriculum-integrated characteristic with various values and various subjects. Conclusion: The above research results suggest that character education can be understood as a work that provides the basis for a good mind before teaching knowledge or skills, and above all, practice in life plays an important role.
{"title":"Current Status and Tasks of Character Education","authors":"Chulhyun Lee","doi":"10.14333/kjte.2023.39.s.04","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.s.04","url":null,"abstract":"Purpose: The purpose of this study is to explore the concept of character by reviewing the current status and problems of character education, and to propose characteristics and methods of character education and tasks for character education. \u0000Methods: The researcher reviewed data on character education at home and abroad, analyzed the difficulties of character education in school education, explored the concept of ‘character’ as the main concept, identified the characteristics of character education, and proposed methods and tasks for character education. \u0000Results: First, the difficulties of character education were largely analyzed into five categories, and the concept of ‘character’ was divided into good nature, personality, and character. In addition, since character education works meaningfully in the field of practice rather than in the theoretical field, it was reviewed that it has a value-integrated and curriculum-integrated characteristic with various values and various subjects. \u0000Conclusion: The above research results suggest that character education can be understood as a work that provides the basis for a good mind before teaching knowledge or skills, and above all, practice in life plays an important role.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84339225","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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