Pub Date : 2023-01-31DOI: 10.14333/kjte.2023.39.1.09
Mi-kyoung Kim, Kyoo-Lak Cho
Purpose: This study aimed to ascertain implications for class design by comprehensively analyzingthe effects of emoticon types used as non-verbal communication in online discussions on theproblem-solving process and discussion messaging depending on the type of problem. Methods: In this study, a group of emoticon types (text type, graphic type, and flash type) wasformed, the online discussions were examined according to the problem (creativity problem, cognitiveconflict problem), and the content of the discussion messaging was classified. A two-way analysisof variance (ANOVA) was conducted with the type of emoticon and the type of problem as theindependent variable and the number of messages appearing by function of the problem-solving processas the dependent variable, and an interaction effect was confirmed. Contents of the following discussionmessaging contents were classified into semantic units according to a message type analysis tool (Henri,1992). A two-way analysis of variance (ANOVA) was then conducted with the emoticon and problemtype as the independent variable and the discussion messaging type as the dependent variable, andan interaction effect was confirmed. Results: It was found that emoticon types had different reactions depending on the emoticon typein the online discussion problem-solving process. The emoticon type influenced the discussionmessaging according to the problem type. Conclusion: This study suggests that an approach should be developed from the perspective ofinstructional design considering the types of problems and emoticons presented as learning tasks inonline discussions. The fact that the group by emoticon type showed differences in discussion messagingaccording to the problem type means that the emoticon type and problem type are the main factorsinfluencing the problem-solving process. The results indicate that if the problem is solved by consideringthe problem type and emoticon type suitable for online discussion, it can contribute to effective learningby facilitating the interaction of members and increasing their participation in learning.
{"title":"Effect of emoticon type on the problem solving process and discussion messaging according to problem type in online discussion","authors":"Mi-kyoung Kim, Kyoo-Lak Cho","doi":"10.14333/kjte.2023.39.1.09","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.09","url":null,"abstract":"Purpose: This study aimed to ascertain implications for class design by comprehensively analyzingthe effects of emoticon types used as non-verbal communication in online discussions on theproblem-solving process and discussion messaging depending on the type of problem. \u0000Methods: In this study, a group of emoticon types (text type, graphic type, and flash type) wasformed, the online discussions were examined according to the problem (creativity problem, cognitiveconflict problem), and the content of the discussion messaging was classified. A two-way analysisof variance (ANOVA) was conducted with the type of emoticon and the type of problem as theindependent variable and the number of messages appearing by function of the problem-solving processas the dependent variable, and an interaction effect was confirmed. Contents of the following discussionmessaging contents were classified into semantic units according to a message type analysis tool (Henri,1992). A two-way analysis of variance (ANOVA) was then conducted with the emoticon and problemtype as the independent variable and the discussion messaging type as the dependent variable, andan interaction effect was confirmed. \u0000Results: It was found that emoticon types had different reactions depending on the emoticon typein the online discussion problem-solving process. The emoticon type influenced the discussionmessaging according to the problem type. \u0000Conclusion: This study suggests that an approach should be developed from the perspective ofinstructional design considering the types of problems and emoticons presented as learning tasks inonline discussions. The fact that the group by emoticon type showed differences in discussion messagingaccording to the problem type means that the emoticon type and problem type are the main factorsinfluencing the problem-solving process. The results indicate that if the problem is solved by consideringthe problem type and emoticon type suitable for online discussion, it can contribute to effective learningby facilitating the interaction of members and increasing their participation in learning.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88037358","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.03
G. Lee
Purpose: The purpose of this study is to identify the career education policy and direction required in the field by analyzing the perception of the national level career education policy and the future national level career education policy direction targeting secondary school career education teachers. Methods: In order to achieve the purpose of the study, a survey was conducted on secondary school career teachers, and the data of 308 teachers were used for analysis. Results: First, the policies that require priority improvement are five policies, such as ‘strengthening the capacity of elementary and secondary career teachers’ and ‘operating career experience considering the characteristics of consumers’. Second, among future career education policy directions, 10 policy directions to be considered as top priority were “expanding career teacher training,” “career teacher information sharing platform,” and “improving awareness and treatment of career teachers.” Conclusion: Based on the results of the analysis of career education policies and directions, it is necessary to prioritize policies that require improvement and prioritized policy directions when developing and applying policies.
{"title":"Career Education Policy and Future Policy Direction Recognized by Secondary Career Teachers","authors":"G. Lee","doi":"10.14333/kjte.2023.39.s.03","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.s.03","url":null,"abstract":"Purpose: The purpose of this study is to identify the career education policy and direction required in the field by analyzing the perception of the national level career education policy and the future national level career education policy direction targeting secondary school career education teachers. \u0000Methods: In order to achieve the purpose of the study, a survey was conducted on secondary school career teachers, and the data of 308 teachers were used for analysis. \u0000Results: First, the policies that require priority improvement are five policies, such as ‘strengthening the capacity of elementary and secondary career teachers’ and ‘operating career experience considering the characteristics of consumers’. Second, among future career education policy directions, 10 policy directions to be considered as top priority were “expanding career teacher training,” “career teacher information sharing platform,” and “improving awareness and treatment of career teachers.” \u0000Conclusion: Based on the results of the analysis of career education policies and directions, it is necessary to prioritize policies that require improvement and prioritized policy directions when developing and applying policies.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82521020","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.2023.39.1.10
M. Woo, Seon-hi Shin, Misook Kim
Purpose: The purpose of this study was to investigate the complex relationship between teacherefficacy and the characteristics of the Innovative Autonomous School(democratic decision making,teacher learning community, student growth-centered curriculum, principal/administrator leadership,administrative system supporting creative education, support and supervision by the Office of Education,and cooperation of school and community). Methods: A survey was conducted on the perceptions of the teachers at the Innovative AutonomousSchool and path analysis was performed. Results: The research findings are as follows: first, support and supervision by the Office of Educationshowed an indirect effect through administrative system supporting creative education within a schoolon teacher efficacy, democratic decision making, a student growth-centered curriculum, and the teacherlearning community. It could be construed that the support by the Office of Education for schoolautonomy and administrative innovation within the school allowed teachers to focus on their teaching andlearning activities and are major variables affecting teacher efficacy. Second, principal(administrator)leadership showed an indirect effect through the administrative system supporting creative educationwithin a school on teacher efficacy, democratic decision making, student growth-centered curriculum,and the teacher learning community. Principal(administrator) leadership showed a direct effect ondemocratic decision making. The total effect of principal/administrator leadership on democratic decisionmaking was the largest among all pathways. Third, teacher efficacy showed a significant correlationwith democratic decision making, teacher learning community, and a student growth-centered curriculum. Conclusion: Although Innovative Autonomous Schools are similar to Innovative Schools, the formercan be seen as differentiated from the latter in that they actually realize school autonomy and canbe a model for school autonomy.
{"title":"An Analysis on the Relationship between the Characteristics of Seoul's Innovative Autonomous School and Teacher Efficacy","authors":"M. Woo, Seon-hi Shin, Misook Kim","doi":"10.14333/kjte.2023.39.1.10","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.10","url":null,"abstract":"Purpose: The purpose of this study was to investigate the complex relationship between teacherefficacy and the characteristics of the Innovative Autonomous School(democratic decision making,teacher learning community, student growth-centered curriculum, principal/administrator leadership,administrative system supporting creative education, support and supervision by the Office of Education,and cooperation of school and community). \u0000Methods: A survey was conducted on the perceptions of the teachers at the Innovative AutonomousSchool and path analysis was performed. \u0000Results: The research findings are as follows: first, support and supervision by the Office of Educationshowed an indirect effect through administrative system supporting creative education within a schoolon teacher efficacy, democratic decision making, a student growth-centered curriculum, and the teacherlearning community. It could be construed that the support by the Office of Education for schoolautonomy and administrative innovation within the school allowed teachers to focus on their teaching andlearning activities and are major variables affecting teacher efficacy. Second, principal(administrator)leadership showed an indirect effect through the administrative system supporting creative educationwithin a school on teacher efficacy, democratic decision making, student growth-centered curriculum,and the teacher learning community. Principal(administrator) leadership showed a direct effect ondemocratic decision making. The total effect of principal/administrator leadership on democratic decisionmaking was the largest among all pathways. Third, teacher efficacy showed a significant correlationwith democratic decision making, teacher learning community, and a student growth-centered curriculum. \u0000Conclusion: Although Innovative Autonomous Schools are similar to Innovative Schools, the formercan be seen as differentiated from the latter in that they actually realize school autonomy and canbe a model for school autonomy.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82209421","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.2023.39.1.07
Sung-han Kim, Chang-Keun Lee
Purpose: The purpose of this study was to propose an effective operational plan for organizing thecontent of extracurricular programs in order to nurture university students into becoming excellentteachers. Methods: By reviewing previous studies on extracurricular programs, the concept of extracurricularprograms was organized and the necessity of introducing extracurricular programs in universities ofEducation was extracted. Based on the characteristics and reality of the University of Education, thecriteria for selecting the contents of the extracurricular programs were set, and the contents of theprograms were selected accordingly. Results: The focus of the extracurricular programs is to cultivate moral character, and for this, itis necessary to cultivate thinking ability, improve moral sensitivity, and practice. As for the detailscorresponding to each of these items, reading and listening to lectures were assigned to foster thinkingability, movie appreciation and art experience were assigned to enhance moral sensitivity, and sharingactivities, various experience activities, and participation in school events were assigned to enhance theability to practice. The core of the actual operation plan is to inspire students' willingness to participateand increase effectiveness. In order to enhance the willingness to participate, we proposed a plan tolink excellent student awards and publicity, and to increase effectiveness, to link the programs withschool projects and classes. Conclusion: Considering the current situation of nurturing elementary school teachers, it is urgent tointroduce extracurricular programs. In this situation, this study is meaningful in that it suggests thecontents and operation method of extracurricular programs suitable for universities of Education.
{"title":"A Study on the Operation of Extracurricular Programs: Focusing on the University of Education","authors":"Sung-han Kim, Chang-Keun Lee","doi":"10.14333/kjte.2023.39.1.07","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.07","url":null,"abstract":"Purpose: The purpose of this study was to propose an effective operational plan for organizing thecontent of extracurricular programs in order to nurture university students into becoming excellentteachers. \u0000Methods: By reviewing previous studies on extracurricular programs, the concept of extracurricularprograms was organized and the necessity of introducing extracurricular programs in universities ofEducation was extracted. Based on the characteristics and reality of the University of Education, thecriteria for selecting the contents of the extracurricular programs were set, and the contents of theprograms were selected accordingly. \u0000Results: The focus of the extracurricular programs is to cultivate moral character, and for this, itis necessary to cultivate thinking ability, improve moral sensitivity, and practice. As for the detailscorresponding to each of these items, reading and listening to lectures were assigned to foster thinkingability, movie appreciation and art experience were assigned to enhance moral sensitivity, and sharingactivities, various experience activities, and participation in school events were assigned to enhance theability to practice. The core of the actual operation plan is to inspire students' willingness to participateand increase effectiveness. In order to enhance the willingness to participate, we proposed a plan tolink excellent student awards and publicity, and to increase effectiveness, to link the programs withschool projects and classes. \u0000Conclusion: Considering the current situation of nurturing elementary school teachers, it is urgent tointroduce extracurricular programs. In this situation, this study is meaningful in that it suggests thecontents and operation method of extracurricular programs suitable for universities of Education.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76107475","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.2023.39.1.05
Hyeong-ju Choi, Byung-Seong Lee
Purpose: The purpose of this study was to reflect on the teaching practicum experiences of Koreanpre-service teachers in light of Dewey's concept of an experience, and present tasks for the developmentof teaching practicum experiences in the future. Methods: In order to achieve the research purpose, a review of previous studies dealing with theeducational practicum experiences of pre-service teachers was conducted, and the findings were thenanalyzed the concept of ‘an experience’ in Dewey's empirical theory. Through the synthesis the experiencesof the pre-service teachers were reflected upon and tasks were concidered for them. Results: When considering Dewey's concept of an experience, it was reflected that the educationpracticum experience of Korean pre-service teachers was very fragmented, passive, and incomplete. As a result, three tasks were presented for the pre-service teacher's education practicum experienceto become an experience : 1) Reorganizing the curriculum so that pre-service teachers can integratetheir self and reality based on the continuity of experience, 2) Securing education practicum time sothat incomplete experiences can fully become a complete an experience 3) Transitioning from tutor-centered education to an inquiry-oriented education practicum so that the experience of pre-serviceteachers can become an intellectual experience through active, intellectual, and creative thinking. Conclusion: This study revealed the meaning of the experience that pre-service teachers should performand presented tasks for it. This study is meaningful in that it attempted a theoretical approach, unlikephenomenological studies that analyzed pre-service teachers' educational practicum experiences.
{"title":"A Study of the Reflections and Tasks of Teaching Practicum Experiences: Based on Dewey's ‘an Experience’","authors":"Hyeong-ju Choi, Byung-Seong Lee","doi":"10.14333/kjte.2023.39.1.05","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.05","url":null,"abstract":"Purpose: The purpose of this study was to reflect on the teaching practicum experiences of Koreanpre-service teachers in light of Dewey's concept of an experience, and present tasks for the developmentof teaching practicum experiences in the future. \u0000Methods: In order to achieve the research purpose, a review of previous studies dealing with theeducational practicum experiences of pre-service teachers was conducted, and the findings were thenanalyzed the concept of ‘an experience’ in Dewey's empirical theory. Through the synthesis the experiencesof the pre-service teachers were reflected upon and tasks were concidered for them. \u0000Results: When considering Dewey's concept of an experience, it was reflected that the educationpracticum experience of Korean pre-service teachers was very fragmented, passive, and incomplete. As a result, three tasks were presented for the pre-service teacher's education practicum experienceto become an experience : 1) Reorganizing the curriculum so that pre-service teachers can integratetheir self and reality based on the continuity of experience, 2) Securing education practicum time sothat incomplete experiences can fully become a complete an experience 3) Transitioning from tutor-centered education to an inquiry-oriented education practicum so that the experience of pre-serviceteachers can become an intellectual experience through active, intellectual, and creative thinking. \u0000Conclusion: This study revealed the meaning of the experience that pre-service teachers should performand presented tasks for it. This study is meaningful in that it attempted a theoretical approach, unlikephenomenological studies that analyzed pre-service teachers' educational practicum experiences.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78012521","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.2023.39.1.04
Keunhye Lee, Young-keun Jeong, Yong-seong Min
Purpose: This study was conducted for the purpose of predicting future changes in the socio-culturalfield and exploring the direction of future school knowledge based on this. Methods: As future megatrends in the socio-cultural field, ‘changes in demographics and families’,‘increasing social disparities and inequality’, ‘intelligence/networking’, and ‘changes in values’ werederived. In order to draw the aspects and characteristics of future school knowledge for each megatrend,a Delphi survey was conducted twice with 15 experts in the socio-cultural field. Results: As a result of the Delphi survey, it is predicted that the composition of future school knowledgewill be formed between the following two axes in the social and cultural field. One axis is theunderstanding of human nature and human life, which does not change easily. The other axis is theexpectation of predicting the impact of changes in the times and environment on human life, adaptingto such changes, and creating changes to realize a better human life. Conclusion: In the future school knowledge, a phenomenal understanding, which was emphasized byconventional school knowledge, will still form an important axis. However, as well as such phenomenalunderstanding, the discovery and preparation of problems expected in future environmental changes,the devising and practice of solutions to those problems, and the values, attitudes and ethics thatgive direction and consistency to such practices, is expected to be emphasized significantly more thanit is now.
{"title":"Exploring the Prospects of Future School Knowledge in the Socio-Cultural Field","authors":"Keunhye Lee, Young-keun Jeong, Yong-seong Min","doi":"10.14333/kjte.2023.39.1.04","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.04","url":null,"abstract":"Purpose: This study was conducted for the purpose of predicting future changes in the socio-culturalfield and exploring the direction of future school knowledge based on this. \u0000Methods: As future megatrends in the socio-cultural field, ‘changes in demographics and families’,‘increasing social disparities and inequality’, ‘intelligence/networking’, and ‘changes in values’ werederived. In order to draw the aspects and characteristics of future school knowledge for each megatrend,a Delphi survey was conducted twice with 15 experts in the socio-cultural field. \u0000Results: As a result of the Delphi survey, it is predicted that the composition of future school knowledgewill be formed between the following two axes in the social and cultural field. One axis is theunderstanding of human nature and human life, which does not change easily. The other axis is theexpectation of predicting the impact of changes in the times and environment on human life, adaptingto such changes, and creating changes to realize a better human life. \u0000Conclusion: In the future school knowledge, a phenomenal understanding, which was emphasized byconventional school knowledge, will still form an important axis. However, as well as such phenomenalunderstanding, the discovery and preparation of problems expected in future environmental changes,the devising and practice of solutions to those problems, and the values, attitudes and ethics thatgive direction and consistency to such practices, is expected to be emphasized significantly more thanit is now.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90483241","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.2023.39.1.14
Jiwan Seo, Surnchong Kim, S. Choi
Purpose: This research examined the online discussion class design method and the learning realityby comparing the analysis results of group online discussions and multiple online discussions afterconducting online discussions. Methods: An online reading discussion class was conducted in groups with 46 students of Koreaneducation students at K University, and the discussion rules were designed to allow all debaters topresent their opinions more than five times through LMS's or . A total of 456pieces of data were collected, and degree centrality, closeness centrality, betweenness centrality, andeigenvector centrality were derived through a social network analysis. Afterwards, post-onlineinterviews were carried out with all debaters, and then in-depth interviews were conducted with fivepeople who showed a high or low level of connection centrality values in each group. Results: The correlation between centrality and network influence was analyzed based on degreecentrality and eigenvector centrality according to the group online discussion, and the effect of learningreality in online learning on learning was confirmed. Conclusion: This study suggested that the design of online learning rules to enhance learning realityin online learning and an individual goal considering the characteristics of online discussion learningare required.
{"title":"Study on the Asynchronous Online Discussion Participation Patterns of University Student Readers Using Social Network Analysis","authors":"Jiwan Seo, Surnchong Kim, S. Choi","doi":"10.14333/kjte.2023.39.1.14","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.14","url":null,"abstract":"Purpose: This research examined the online discussion class design method and the learning realityby comparing the analysis results of group online discussions and multiple online discussions afterconducting online discussions. \u0000Methods: An online reading discussion class was conducted in groups with 46 students of Koreaneducation students at K University, and the discussion rules were designed to allow all debaters topresent their opinions more than five times through LMS's or . A total of 456pieces of data were collected, and degree centrality, closeness centrality, betweenness centrality, andeigenvector centrality were derived through a social network analysis. Afterwards, post-onlineinterviews were carried out with all debaters, and then in-depth interviews were conducted with fivepeople who showed a high or low level of connection centrality values in each group. \u0000Results: The correlation between centrality and network influence was analyzed based on degreecentrality and eigenvector centrality according to the group online discussion, and the effect of learningreality in online learning on learning was confirmed. \u0000Conclusion: This study suggested that the design of online learning rules to enhance learning realityin online learning and an individual goal considering the characteristics of online discussion learningare required.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75800578","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.2023.39.1.01
Hyun-min Song, Jeong-Ryeol Kim
Purpose: The current study aimed to investigate teachers' perceptions of content-integrated classes:the success factors of content-integrated classes and elementary school teachers’ understanding andknowledge of content-integrated classes. Methods: To this end, 155 surveys of elementary school teachers were analyzed drawing upon thecurrent status of teachers' English ability and content-integrated classes, preferred grades and subjects,and success factors and difficulties of content-integrated classes, and the surveys were then classifiedunder six understanding and knowledge categories through factor analysis. Results: The most preferred grade for the content-integrated class was the fifth grade, followed bythe sixth grade, with the higher grades being favored by the teachers due to the students’ Englishability. Functional subjects such as art, physical education, and music were preferred in the surveyand this was attributed to the students’ interest, motivation and the nature of the subjects beingexperiential. Teachers considered the teachers’ and the students’ English ability to be both successfactors and to be related to difficulties when conducting content-integrated classes. In addition, it wasdiscovered that the factor analysis could restructure the elementary school teachers' understanding andknowledge of content-integrated classes to include the necessity and effect of such classes, their methods,conditions for conducting such classes, their success factors, definitions and recognition categories. Conclusion: The current study concluded that the English and content-integrated classes are moreappropriate for the higher grades in elementary schools as their English skills can meet the demandsof English vocabulary and expressions adopted in such classes. In addition, more experiential subjectsare preferred due to the interests which motivates students to participate in content-integrated classes.
{"title":"Teachers' Perceptions of Content and Language Integrated Elementary English Education","authors":"Hyun-min Song, Jeong-Ryeol Kim","doi":"10.14333/kjte.2023.39.1.01","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.01","url":null,"abstract":"Purpose: The current study aimed to investigate teachers' perceptions of content-integrated classes:the success factors of content-integrated classes and elementary school teachers’ understanding andknowledge of content-integrated classes. Methods: To this end, 155 surveys of elementary school teachers were analyzed drawing upon thecurrent status of teachers' English ability and content-integrated classes, preferred grades and subjects,and success factors and difficulties of content-integrated classes, and the surveys were then classifiedunder six understanding and knowledge categories through factor analysis. Results: The most preferred grade for the content-integrated class was the fifth grade, followed bythe sixth grade, with the higher grades being favored by the teachers due to the students’ Englishability. Functional subjects such as art, physical education, and music were preferred in the surveyand this was attributed to the students’ interest, motivation and the nature of the subjects beingexperiential. Teachers considered the teachers’ and the students’ English ability to be both successfactors and to be related to difficulties when conducting content-integrated classes. In addition, it wasdiscovered that the factor analysis could restructure the elementary school teachers' understanding andknowledge of content-integrated classes to include the necessity and effect of such classes, their methods,conditions for conducting such classes, their success factors, definitions and recognition categories. Conclusion: The current study concluded that the English and content-integrated classes are moreappropriate for the higher grades in elementary schools as their English skills can meet the demandsof English vocabulary and expressions adopted in such classes. In addition, more experiential subjectsare preferred due to the interests which motivates students to participate in content-integrated classes.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"151 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73414323","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.02
Kapsu Kim
Purpose: This study is written with the purpose of examining the direction of changes in teacher education for the purpose of fostering teachers whose roles are diversifying. It was judged that the direction of change in teacher education would be possible through reflection on the past, awareness on the present, and practical action for the future. Methods: Critical literature study and researcher's insight were used for the paper. Results: The problems of the teacher education curriculum, analysis of the teacher education curriculum problems from a failure theory perspective, and research analysis results related to the reform plan of the teacher education system were presented. Conclusion: The conclusions of the study are as follows. First, teacher education institutions need to operate their own unique curriculum, and for this purpose, it is necessary to extend the teacher education period to some extent. Second, the integration and abolition of teacher education institutions requires a careful approach and sufficient time. Third, the role of instructors in teacher education institutions is very important. Fourth, the new practice of teacher education should be led by teacher education institutions.
{"title":"The Direction of Change in Teacher Education: Reflection and Practice","authors":"Kapsu Kim","doi":"10.14333/kjte.2023.39.s.02","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.s.02","url":null,"abstract":"Purpose: This study is written with the purpose of examining the direction of changes in teacher education for the purpose of fostering teachers whose roles are diversifying. It was judged that the direction of change in teacher education would be possible through reflection on the past, awareness on the present, and practical action for the future. \u0000Methods: Critical literature study and researcher's insight were used for the paper. \u0000Results: The problems of the teacher education curriculum, analysis of the teacher education curriculum problems from a failure theory perspective, and research analysis results related to the reform plan of the teacher education system were presented. \u0000Conclusion: The conclusions of the study are as follows. First, teacher education institutions need to operate their own unique curriculum, and for this purpose, it is necessary to extend the teacher education period to some extent. Second, the integration and abolition of teacher education institutions requires a careful approach and sufficient time. Third, the role of instructors in teacher education institutions is very important. Fourth, the new practice of teacher education should be led by teacher education institutions.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85308716","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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