Pub Date : 2023-01-31DOI: 10.14333/kjte.2023.39.s.06
ssang cheol Lee
{"title":"『교원양성의 새로운 방향: 반성과 실천』에 대한 토론","authors":"ssang cheol Lee","doi":"10.14333/kjte.2023.39.s.06","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.s.06","url":null,"abstract":"<jats:p />","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88287378","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.2023.39.1.08
Taewoo Kim, Youngjun Lee
Purpose: In this study, the instructional practice types of middle school teachers in Korea were derivedand important factors were explored to classify and predict each instructional practice type. Methods: The OECD TALIS 2018 data consisting of 2,308 middle school teachers and 148 middleschool principals in Korea was utilized as analysis data. Latent Profile Analysis(LPA) was conductedto derive instructional practice types, and random forest analysis was conducted to explore importantfactors in classifying and predicting each instructional practice type. Results: Five types of instructional practice for middle school teachers in Korea were derived: ‘Active’,‘Unconditional knowledge delivery’, ‘Student control-centered’, ‘Innovative pursuit’, and ‘Inactive’. Important factors classifying and predicting each instructional practice type were common factors(teacherefficacy, regular teacher teaching experience, number of students in target class, class time distribution,subjects) and unique factors(external teaching choice motivation, principal teaching experience, classautonomy, and teacher collaboration). Conclusion: Based on the results of this study, educational implications related to support accordingto the types of instructional practice of middle school teachers in Korea were proposed.
{"title":"Classifying the Instructional Practice Types of Middle School Teachers and Exploring Predictive Factors: Evidence from TALIS 2018","authors":"Taewoo Kim, Youngjun Lee","doi":"10.14333/kjte.2023.39.1.08","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.08","url":null,"abstract":"Purpose: In this study, the instructional practice types of middle school teachers in Korea were derivedand important factors were explored to classify and predict each instructional practice type. \u0000Methods: The OECD TALIS 2018 data consisting of 2,308 middle school teachers and 148 middleschool principals in Korea was utilized as analysis data. Latent Profile Analysis(LPA) was conductedto derive instructional practice types, and random forest analysis was conducted to explore importantfactors in classifying and predicting each instructional practice type. \u0000Results: Five types of instructional practice for middle school teachers in Korea were derived: ‘Active’,‘Unconditional knowledge delivery’, ‘Student control-centered’, ‘Innovative pursuit’, and ‘Inactive’. Important factors classifying and predicting each instructional practice type were common factors(teacherefficacy, regular teacher teaching experience, number of students in target class, class time distribution,subjects) and unique factors(external teaching choice motivation, principal teaching experience, classautonomy, and teacher collaboration). \u0000Conclusion: Based on the results of this study, educational implications related to support accordingto the types of instructional practice of middle school teachers in Korea were proposed.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88782937","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.08
Jae Ho Lee
{"title":"『인성교육의 현황과 과제』에 대한 소고","authors":"Jae Ho Lee","doi":"10.14333/kjte.2023.39.s.08","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.s.08","url":null,"abstract":"<jats:p />","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74674113","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.2023.39.1.06
Mina Choi, Hye-Lan Roh
Purpose: This study was conducted with the purpose of predicting the learner traits and satisfactionfactors that affect the digital literacy and self-regulation levels of students who have taken a universitycourse with distance learning. Methods: This study was conducted through a survey given to all students who took a distance learningcourse in the second semester of 2020 at C University in Chungbuk province. Of the 419 valid surveys332 subjects were analyzed excluding the average values of digital literacy and self-regulation. Followingthis the 332 subjects were again divided into upper and lower groups by variables. Binary logisticregression was then performed. Moreover, multinominal logistic regression was performed by dividingthe group into four groups lower-lower, upper-lower, lower-upper and upper-upper. Results: The main research results are as follows. First, the possibility that the lower digital literacygroup would not think it was convenient because they could take the course any place they wanted,and the possibility that thought the class method was appropriate increased. Second, the self-regulationlower group was found to be more likely to think that the guidance for academic affairs and distancelearning was not appropriate. Third, compared to the digital literacy and self-regulation the upper-uppergroup, the lower-lower group was more likely to think that the class method was appropriate, andthe belief that the guidance for academic affairs was not appropriate increased. The lower-upper classwas more likely to think that the attendance check recognition method was not clear. Furthermore,the upper-lower groups were found to be more likely to have lower grades. Conclusion: In conclusion, it is necessary to apply a differentiated class management strategy reflectingthe group characteristics according to the level of digital literacy and self-regulation.
{"title":"Logistic Regression Analysis of Learner Traits and Satisfaction Influencing Levels of D igital Literacy and Self-regulation in University Distance Learning","authors":"Mina Choi, Hye-Lan Roh","doi":"10.14333/kjte.2023.39.1.06","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.06","url":null,"abstract":"Purpose: This study was conducted with the purpose of predicting the learner traits and satisfactionfactors that affect the digital literacy and self-regulation levels of students who have taken a universitycourse with distance learning. \u0000Methods: This study was conducted through a survey given to all students who took a distance learningcourse in the second semester of 2020 at C University in Chungbuk province. Of the 419 valid surveys332 subjects were analyzed excluding the average values of digital literacy and self-regulation. Followingthis the 332 subjects were again divided into upper and lower groups by variables. Binary logisticregression was then performed. Moreover, multinominal logistic regression was performed by dividingthe group into four groups lower-lower, upper-lower, lower-upper and upper-upper. \u0000Results: The main research results are as follows. First, the possibility that the lower digital literacygroup would not think it was convenient because they could take the course any place they wanted,and the possibility that thought the class method was appropriate increased. Second, the self-regulationlower group was found to be more likely to think that the guidance for academic affairs and distancelearning was not appropriate. Third, compared to the digital literacy and self-regulation the upper-uppergroup, the lower-lower group was more likely to think that the class method was appropriate, andthe belief that the guidance for academic affairs was not appropriate increased. The lower-upper classwas more likely to think that the attendance check recognition method was not clear. Furthermore,the upper-lower groups were found to be more likely to have lower grades. \u0000Conclusion: In conclusion, it is necessary to apply a differentiated class management strategy reflectingthe group characteristics according to the level of digital literacy and self-regulation.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77298895","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.2023.39.1.12
Hyo-won Kim
Purpose: In order to understand the characteristics that early childhood teachers should have as playsupporters, this study identified playfulness types according to the playfulness of pre-early childhoodteachers, explored predictive variables that affected them, and compared the differences in understandingof children’s play, student engagement, academic self-efficacy, and learning motivation between groups. Methods: To this end, 123 students from S university in Gwangju were subjected to latent profilingand polynomial logistic regression analyses. Results: First, three latent classes were derived: a ‘low playfulness group’, a ‘middle playfulnessgroup’, and a ‘high playfulness group’. Second, as a result of analyzing the difference between groups,it was found that the ‘high playfulness group’ recognized understanding of children's play and academicself-efficacy was higher than the ‘middle playfulness group’. Finally, it was found that self-directedlearning, participation in high-efficiency programs, academic motivation, and academic self-efficacyaffected group classification. Conclusion: Based on these results, discussions and educational implications for the developmentof playfulness for pre-early childhood teachers were proposed.
{"title":"Analysis of the Latent Class of Pre-early Childhood Teachers' Playfulness and Impact Variables","authors":"Hyo-won Kim","doi":"10.14333/kjte.2023.39.1.12","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.12","url":null,"abstract":"Purpose: In order to understand the characteristics that early childhood teachers should have as playsupporters, this study identified playfulness types according to the playfulness of pre-early childhoodteachers, explored predictive variables that affected them, and compared the differences in understandingof children’s play, student engagement, academic self-efficacy, and learning motivation between groups. \u0000Methods: To this end, 123 students from S university in Gwangju were subjected to latent profilingand polynomial logistic regression analyses. \u0000Results: First, three latent classes were derived: a ‘low playfulness group’, a ‘middle playfulnessgroup’, and a ‘high playfulness group’. Second, as a result of analyzing the difference between groups,it was found that the ‘high playfulness group’ recognized understanding of children's play and academicself-efficacy was higher than the ‘middle playfulness group’. Finally, it was found that self-directedlearning, participation in high-efficiency programs, academic motivation, and academic self-efficacyaffected group classification. \u0000Conclusion: Based on these results, discussions and educational implications for the developmentof playfulness for pre-early childhood teachers were proposed.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82616806","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.01
Young-Hoon Kim, Kyoung-Eun Yang
Purpose: This paper discusses convergence education and future education perspectives of computing and algorithms applied to humanistic and social sciences with artificial intelligence. These algorithms are referred to as social algorithms. Methods: This paper considers the social scientific implications of social algorithms from an educational perspective, examining the issues and topics associated with the use of these algorithms for educational practices. Results: This discussion of social algorithms explicitly focuses on examples and case studies of educational practices rather than on theory and techniques. As specific issues for exploring the potential of social algorithms, this paper proposes social algorithm development processes, deductive-inductive approaches to social model building, and geospatial algorithms. It also suggests a more comprehensive list of geospatial data research topics for educational practices associated with social computing, including collective intelligence, community mapping, digital mapping content (i.e. Google Earth), evolutionary algorithms, and digital literacy of geospatial data. Conclusion: Some significant findings are highlighted along with ways that these can be infused with work on social algorithms and computing.
{"title":"Exploring Social Computing Approaches for Future Education and Convergence Education with Social Algorithm Perspectives","authors":"Young-Hoon Kim, Kyoung-Eun Yang","doi":"10.14333/kjte.2023.39.s.01","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.s.01","url":null,"abstract":"Purpose: This paper discusses convergence education and future education perspectives of computing and algorithms applied to humanistic and social sciences with artificial intelligence. These algorithms are referred to as social algorithms. \u0000Methods: This paper considers the social scientific implications of social algorithms from an educational perspective, examining the issues and topics associated with the use of these algorithms for educational practices. \u0000Results: This discussion of social algorithms explicitly focuses on examples and case studies of educational practices rather than on theory and techniques. As specific issues for exploring the potential of social algorithms, this paper proposes social algorithm development processes, deductive-inductive approaches to social model building, and geospatial algorithms. It also suggests a more comprehensive list of geospatial data research topics for educational practices associated with social computing, including collective intelligence, community mapping, digital mapping content (i.e. Google Earth), evolutionary algorithms, and digital literacy of geospatial data. \u0000Conclusion: Some significant findings are highlighted along with ways that these can be infused with work on social algorithms and computing.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80235630","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.2023.39.1.03
Young-Kuen Kwak
Purpose: The purpose of this study was to understand the elementary school moral subject competency-centered autonomous integrated deepening unit and the 6th grade 2nd unit applied in the textbook,propose practical application plans, and provide commentary on the proposal. Methods: To this end, the meaning of a competency-centered autonomous integrated deepening unitthat emerged in the process of applying the 2015 moral curriculum to the school field was explored. A competency-centered autonomous integrated deepening 2nd unit in the 6th grade of elementary schoolwas also examined as a representative example of a competency-centered autonomous integrated deepeningunit. Through this, a new plan that can actually be applied and a commentary on it were proposed. Results: It was necessary to provide an example of a competency-centered autonomous integrateddeepening unit, that was unlike the direction approached in the existing textbook. It was judged tobe appropriate to focus on justice as a core value and moral thinking ability, which is central tocompetency. In order to organize the example into the goals, contents, and methods of the unit, it wasconsidered appropriate to apply the content and development process of Sandel's justice theory, andKohlberg's moral discussion class model and dilemma. In addition, the additional moral subject educationexplanation of the proposal is expected to be used as a meaningful reference in the morals class. Conclusion: The example of a competency-centered autonomous integrated deepening 2nd unit resultingfrom this series of processes is expected to provide new meaning for perspective, both autonomouslyand creatively, in moral subject education in elementary schools.
{"title":"A Study of the Understanding of the Capacity-centered Autonomous Integrated Deepening 2nd Unit in the 6th Grade of Elementary School, and a Proposal of Practical Applications and Explanation: Focusing on Sandel's Theory of Justice and Kohlberg's Moral Debate Class Model","authors":"Young-Kuen Kwak","doi":"10.14333/kjte.2023.39.1.03","DOIUrl":"https://doi.org/10.14333/kjte.2023.39.1.03","url":null,"abstract":"Purpose: The purpose of this study was to understand the elementary school moral subject competency-centered autonomous integrated deepening unit and the 6th grade 2nd unit applied in the textbook,propose practical application plans, and provide commentary on the proposal. \u0000Methods: To this end, the meaning of a competency-centered autonomous integrated deepening unitthat emerged in the process of applying the 2015 moral curriculum to the school field was explored. A competency-centered autonomous integrated deepening 2nd unit in the 6th grade of elementary schoolwas also examined as a representative example of a competency-centered autonomous integrated deepeningunit. Through this, a new plan that can actually be applied and a commentary on it were proposed. \u0000Results: It was necessary to provide an example of a competency-centered autonomous integrateddeepening unit, that was unlike the direction approached in the existing textbook. It was judged tobe appropriate to focus on justice as a core value and moral thinking ability, which is central tocompetency. In order to organize the example into the goals, contents, and methods of the unit, it wasconsidered appropriate to apply the content and development process of Sandel's justice theory, andKohlberg's moral discussion class model and dilemma. In addition, the additional moral subject educationexplanation of the proposal is expected to be used as a meaningful reference in the morals class. \u0000Conclusion: The example of a competency-centered autonomous integrated deepening 2nd unit resultingfrom this series of processes is expected to provide new meaning for perspective, both autonomouslyand creatively, in moral subject education in elementary schools.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84252135","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 : 2022-11-30DOI: 10.14333/kjte.2022.38.6.16
Hee Kyong Kim, Ye-Eun Kim
Purpose: The purpose of this study was to analyze research papers of teachers’ adaptive practices published in the last ten years through theoretical considerations on the concept and factors of teachers' adaptive practices for examining the characteristics of teachers’ adaptive practice and related factors and to suggest future research directions and implications for teacher education. Methods: For this purpose, a total of fifty-four papers on adaptive practices published in the last ten years searched in ERIC database were analyzed for an adaptive practices’ definition, factors, and effects, and the definitions of adaptive practices were analyzed with network analysis. Results: As a result of the analysis, first, teachers' adaptive practices occur to help learning in response to new, uncertain, or non-routine teaching and learning situations or to individual learners' various responses. This could be viewed as the active controlled behavior of teachers. Second, reflective thinking, flexibility, knowledge, and experience of teachers are required as important teacher factors for the adaptive practices of teachers. As for environmental factors, adaptive practices are limited in a uniform education policy or evaluation system, and are promoted in an environment that is open and supports various attempts. Third, it was found that the teachers’ adaptive practices help to improve learning achievement and enhance students’ interest and participation in class, and it was helpful for teachers to improve expertise and lifelong learning ability, and to establish a teacher's identity. Conclusion: Considering the results of the analysis, the adaptive practice of teachers is one of the important areas of teachers’ expertise. To further improve in this area, it is important to understand the nature of unpredictable educational environments, to develop reflective thinking and flexibility, and to provide opportunities for professional development that can build a repertoire of adaptation cases through various challenges.
{"title":"A Literature Review on Adaptive Practice of Teachers: Focusing on Network Analysis","authors":"Hee Kyong Kim, Ye-Eun Kim","doi":"10.14333/kjte.2022.38.6.16","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.16","url":null,"abstract":"Purpose: The purpose of this study was to analyze research papers of teachers’ adaptive practices published in the last ten years through theoretical considerations on the concept and factors of teachers' adaptive practices for examining the characteristics of teachers’ adaptive practice and related factors and to suggest future research directions and implications for teacher education. Methods: For this purpose, a total of fifty-four papers on adaptive practices published in the last ten years searched in ERIC database were analyzed for an adaptive practices’ definition, factors, and effects, and the definitions of adaptive practices were analyzed with network analysis. Results: As a result of the analysis, first, teachers' adaptive practices occur to help learning in response to new, uncertain, or non-routine teaching and learning situations or to individual learners' various responses. This could be viewed as the active controlled behavior of teachers. Second, reflective thinking, flexibility, knowledge, and experience of teachers are required as important teacher factors for the adaptive practices of teachers. As for environmental factors, adaptive practices are limited in a uniform education policy or evaluation system, and are promoted in an environment that is open and supports various attempts. Third, it was found that the teachers’ adaptive practices help to improve learning achievement and enhance students’ interest and participation in class, and it was helpful for teachers to improve expertise and lifelong learning ability, and to establish a teacher's identity. Conclusion: Considering the results of the analysis, the adaptive practice of teachers is one of the important areas of teachers’ expertise. To further improve in this area, it is important to understand the nature of unpredictable educational environments, to develop reflective thinking and flexibility, and to provide opportunities for professional development that can build a repertoire of adaptation cases through various challenges.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78903401","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 : 2022-11-30DOI: 10.14333/kjte.2022.38.6.20
Hyun-ok Choi, Jooryung Park
Purpose: This study developed a gender role scale for university faculty members to measure and verify how they feel and express their gender roles, and to validate the developed tool. Methods: Preliminary questions were extracted by selecting fifty-nine questions as three sub-factors after verifying the validity of the contents from one to three times with tweleve university professors and field experts. Results: An online survey was conducted with 241 university faculty members using exploratory factor analysis. The validity of this scale was verified by conducting a confirmatory factor analysis of 373 university faculty members, and the suitability of the scale was confirmed. Conclusion: Analysis confirmed that the scale was a valid test tool through the correlation between the Korean gender equality consciousness scale and the Korean multi-faceted gender consciousness scale.
{"title":"The Development and Validation of a Gender Role Recognition Scale for University Faculty","authors":"Hyun-ok Choi, Jooryung Park","doi":"10.14333/kjte.2022.38.6.20","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.20","url":null,"abstract":"Purpose: This study developed a gender role scale for university faculty members to measure and verify how they feel and express their gender roles, and to validate the developed tool. Methods: Preliminary questions were extracted by selecting fifty-nine questions as three sub-factors after verifying the validity of the contents from one to three times with tweleve university professors and field experts. Results: An online survey was conducted with 241 university faculty members using exploratory factor analysis. The validity of this scale was verified by conducting a confirmatory factor analysis of 373 university faculty members, and the suitability of the scale was confirmed. Conclusion: Analysis confirmed that the scale was a valid test tool through the correlation between the Korean gender equality consciousness scale and the Korean multi-faceted gender consciousness scale.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84495555","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 : 2022-11-30DOI: 10.14333/kjte.2022.38.6.15
Jiyoon Yang, Hyeonjin Kim
Purpose: The purpose of this study was to explore the characteristics of teachers’ performance through educational ODA experiences. Methods: Five teachers who have participated in educational ODA for more than two years and who are continuing their research and activities in related fields after participation were selected as research participants. In-depth interviews were conducted and analyzed based on the qualitative content analysis method. Results: As a result of the study, a total of ten performance characteristics as themes were derived in a total of three domains. In the basic area, the themes were derived from the constant interest and experience of service, and the challenge of pursuing new things without being complacent. Themes during performance are performance completion with a healthy self-concept, flexible transformation and application of educational expertise, selection and use of media for cross-cultural communication formation of friendly relationships with others, and reflection and commitment found in mistakes. After completion of projects, characteristics such as understanding with a broader perspective, continuous research and expansion of experience, and externalization of experience and commitment emerged. Conclusion: The findings of this study indicate that the performance of teachers participating in educational ODA shows similarities with ODA educators, but also has unique characteristics. The study suggests implications for the development of competency models and educational programs for educational ODA.
{"title":"Exploring the Characteristics of Teacher's Performance in Educational ODA Experience","authors":"Jiyoon Yang, Hyeonjin Kim","doi":"10.14333/kjte.2022.38.6.15","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.15","url":null,"abstract":"Purpose: The purpose of this study was to explore the characteristics of teachers’ performance through educational ODA experiences. Methods: Five teachers who have participated in educational ODA for more than two years and who are continuing their research and activities in related fields after participation were selected as research participants. In-depth interviews were conducted and analyzed based on the qualitative content analysis method. Results: As a result of the study, a total of ten performance characteristics as themes were derived in a total of three domains. In the basic area, the themes were derived from the constant interest and experience of service, and the challenge of pursuing new things without being complacent. Themes during performance are performance completion with a healthy self-concept, flexible transformation and application of educational expertise, selection and use of media for cross-cultural communication formation of friendly relationships with others, and reflection and commitment found in mistakes. After completion of projects, characteristics such as understanding with a broader perspective, continuous research and expansion of experience, and externalization of experience and commitment emerged. Conclusion: The findings of this study indicate that the performance of teachers participating in educational ODA shows similarities with ODA educators, but also has unique characteristics. The study suggests implications for the development of competency models and educational programs for educational ODA.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83047239","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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