Pub Date : 2022-11-30DOI: 10.14333/kjte.2022.38.6.11
Pyung-Gang Jung, Yedana Lee, Joonmo Yun
Purpose: Highly qualified educators are essential to teach students with Learning Disabilities(LD), who need intensive, individualized instruction. In this study, we conducted a pilot study with graduate students to examine directions to improve instructional competencies required for teaching students with LD. Methods: We explored the degree to which special education LD courses reflect CEC standards, consisting of essential knowledge and skills of professionals for teaching students with LD, by analyzing ten syllabi from graduate programs. Results: The “program, service, and outcome,” associated with evidence-based instructional strategies for students with LD, generally showed the highest proportion, whereas “collaboration” showed the lowest proportion of the total standards in the syllabi. Conclusion: Implications and future directions for training high-quality special educators in special education graduate programs are discussed.
{"title":"A Pilot Study to Improve Instructional Competencies of Graduate Students for Teaching Students with Learning Disabilities: Based on Syllabus Content Analysis","authors":"Pyung-Gang Jung, Yedana Lee, Joonmo Yun","doi":"10.14333/kjte.2022.38.6.11","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.11","url":null,"abstract":"Purpose: Highly qualified educators are essential to teach students with Learning Disabilities(LD), who need intensive, individualized instruction. In this study, we conducted a pilot study with graduate students to examine directions to improve instructional competencies required for teaching students with LD. Methods: We explored the degree to which special education LD courses reflect CEC standards, consisting of essential knowledge and skills of professionals for teaching students with LD, by analyzing ten syllabi from graduate programs. Results: The “program, service, and outcome,” associated with evidence-based instructional strategies for students with LD, generally showed the highest proportion, whereas “collaboration” showed the lowest proportion of the total standards in the syllabi. Conclusion: Implications and future directions for training high-quality special educators in special education graduate programs are discussed.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86606855","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.2022.38.6.10
Seokhwan Jung
Purpose: The purpose of this research was to examine characteristics of culture of school innovation in the early stages at private middle schools, appointed as innovation school, and to analyze how they have developed over time passes. Methods: For this purpose, Middle School A was selected among all appointed private innovation school in 2021 and a qualitative case study was performed with an analytic method for an ethnographic case study. Results: The characteristics of the settlement process of innovative culture in the early stage at Middle School A, can be analyzed in chronological order as follows; “thrill and anticipation vs. distrust and concern” was the main characteristic in the preparational stage of the innovation school, “changes in recognition of members thereof vs. acceptance of outside information” represents the characteristic in the stage of propelling the early innovation school, “institutionalization of democratic decision making vs. an incomplete democracy” was the characteristic in an operational stage of the early innovation school, and “acceptance of change vs. willful avoidance” represents the characteristic in changes that occurred one year after the appointment of this innovation school. A similarity of characteristics in the settlement process of the culture of school innovation by faculties of such a private school was discovered, and the phenomenon of ambivalence was observed,where positive and negative values of this culture coexisted in such an environment. This data was then analyzed by extending the range of the research. Conclusion: Cooperative contemplation and efforts are required, along with administrative support from the government, so that those direct-opposite values, shared by the school faculties simultaneously, may be shifted into a positive direction as time passes in the settlement process of the innovative culture at a private innovation school in the early stages.
{"title":"An Ethnographic Paper on the Settlement Process of Innovative Culture at Private Innovation Schools in the Early Period: Characteristics of Ambivalence","authors":"Seokhwan Jung","doi":"10.14333/kjte.2022.38.6.10","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.10","url":null,"abstract":"Purpose: The purpose of this research was to examine characteristics of culture of school innovation in the early stages at private middle schools, appointed as innovation school, and to analyze how they have developed over time passes. Methods: For this purpose, Middle School A was selected among all appointed private innovation school in 2021 and a qualitative case study was performed with an analytic method for an ethnographic case study. Results: The characteristics of the settlement process of innovative culture in the early stage at Middle School A, can be analyzed in chronological order as follows; “thrill and anticipation vs. distrust and concern” was the main characteristic in the preparational stage of the innovation school, “changes in recognition of members thereof vs. acceptance of outside information” represents the characteristic in the stage of propelling the early innovation school, “institutionalization of democratic decision making vs. an incomplete democracy” was the characteristic in an operational stage of the early innovation school, and “acceptance of change vs. willful avoidance” represents the characteristic in changes that occurred one year after the appointment of this innovation school. A similarity of characteristics in the settlement process of the culture of school innovation by faculties of such a private school was discovered, and the phenomenon of ambivalence was observed,where positive and negative values of this culture coexisted in such an environment. This data was then analyzed by extending the range of the research. Conclusion: Cooperative contemplation and efforts are required, along with administrative support from the government, so that those direct-opposite values, shared by the school faculties simultaneously, may be shifted into a positive direction as time passes in the settlement process of the innovative culture at a private innovation school in the early stages.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79159258","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.2022.38.6.05
Hyun-wook Kim
Purpose: The purpose of this study was to evaluate the Innovation School policy that has spread nationwide since 2009 through Cooper’s multidimensional policy analysis method. Based on this, the future direction of the Innovation School was discussed. Methods: A survey was conducted on elementary, middle, and high school teachers’ perceptions in area A, which has been operating the Innovation School since 2015. By applying a four-dimensional model as a tool for evaluating policy, the Innovation School policy was divided into normative-dimension, structural-dimension, constituentive-dimension, and technical-dimension domains. Based on this, the importance-performance analysis (IPA) was performed. Results: As a result of the study, democratic management was recognized as the most urgent and intensive factor to be supplemented. In addition, the importance and performance were rated the lowest for connection with the local community. In addition, the participation and role of staff and parents in the management of the Innovation School were found to be insignificant. And teachers’ perceptions pointed out the ambiguity of the roles of school supervisors and demanded that the meaningless evaluation be avoided. Conclusion: Teachers' perceptions can be perceived as a threat to the sustainability of the Innovation School. The local community and several school members were excluded from the Innovation School policy which was aimed at the broader school community. The question of democracy was also being raised, and this area can be evaluated as requiring another innovation.
{"title":"Multidimensional IPA Analysis of the Innovation School Policy","authors":"Hyun-wook Kim","doi":"10.14333/kjte.2022.38.6.05","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.05","url":null,"abstract":"Purpose: The purpose of this study was to evaluate the Innovation School policy that has spread nationwide since 2009 through Cooper’s multidimensional policy analysis method. Based on this, the future direction of the Innovation School was discussed. Methods: A survey was conducted on elementary, middle, and high school teachers’ perceptions in area A, which has been operating the Innovation School since 2015. By applying a four-dimensional model as a tool for evaluating policy, the Innovation School policy was divided into normative-dimension, structural-dimension, constituentive-dimension, and technical-dimension domains. Based on this, the importance-performance analysis (IPA) was performed. Results: As a result of the study, democratic management was recognized as the most urgent and intensive factor to be supplemented. In addition, the importance and performance were rated the lowest for connection with the local community. In addition, the participation and role of staff and parents in the management of the Innovation School were found to be insignificant. And teachers’ perceptions pointed out the ambiguity of the roles of school supervisors and demanded that the meaningless evaluation be avoided. Conclusion: Teachers' perceptions can be perceived as a threat to the sustainability of the Innovation School. The local community and several school members were excluded from the Innovation School policy which was aimed at the broader school community. The question of democracy was also being raised, and this area can be evaluated as requiring another innovation.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85133431","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.2022.38.6.06
Hyeyoung Ghim, Eun Jeong Jun, Y. Ryu
Purpose: This study examined three novice Korean teacher educators’ multicultural social justice teaching experiences who work in an early childhood teacher education program in the United States. An understanding of the participants’ teacher educating practices from a phenomenological perspective is presented. Methods: Three semi-structured interviews with each participant were conducted, which were guided by Seidman’s three-interview series. Results: The research found that all three participants demonstrated a strong belief that notions of multicultural social justice should be incorporated into all classrooms. However, they shared a timid approach rather than proactively creating a space for addressing structural inequities. This was understood to be related to the participants being situated in multilayered dilemmas. Conclusion: Conceptual, pedagogical, cultural, and political dilemmas encountered by the participants were delineated and practical suggestions for supporting teacher educators in delivering multicultural social justice teaching at an institutional level are detailed.
{"title":"미국에서 다문화 사회 정의 교육을 실천하려는 한국인 유아교사교육자들의 경험과 딜레마에 대한 질적 사례연구","authors":"Hyeyoung Ghim, Eun Jeong Jun, Y. Ryu","doi":"10.14333/kjte.2022.38.6.06","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.06","url":null,"abstract":"Purpose: This study examined three novice Korean teacher educators’ multicultural social justice teaching experiences who work in an early childhood teacher education program in the United States. An understanding of the participants’ teacher educating practices from a phenomenological perspective is presented. Methods: Three semi-structured interviews with each participant were conducted, which were guided by Seidman’s three-interview series. Results: The research found that all three participants demonstrated a strong belief that notions of multicultural social justice should be incorporated into all classrooms. However, they shared a timid approach rather than proactively creating a space for addressing structural inequities. This was understood to be related to the participants being situated in multilayered dilemmas. Conclusion: Conceptual, pedagogical, cultural, and political dilemmas encountered by the participants were delineated and practical suggestions for supporting teacher educators in delivering multicultural social justice teaching at an institutional level are detailed.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87183338","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.2022.38.6.09
Tae-eun Kim
Purpose: The aim of this paper is to suggest a framework of reader-response aspects suitable for English language learners in an EFL setting which is necessary when teaching English using story picture books. Methods: The paper starts with the discussion of Rosenblatt (1985, 1994)'s reader-response theory. The frameworks of reader-response aspects suggested by various researchers (Hancock, 1993; Sipe, 2000, 2008) are then investigated and analyzed. In addition, what page break means and in what ways readers can respond to page break is examined. Through the analysis and synthesis of a relevant theoretical background, a new framework of reader-response aspects is drawn and suggested for teachers to use in English instruction to enable English language learners to express their responses more systematically and comprehensively. Results: The framework of reader-response aspects based on response perspectives has significance in that it facilitates English language learners to respond comprehensively in a range of perspectives, including settings, characters, events, theme, text language, illustration or visual elements, page break, making connections, author perspective, and creative response. Conclusion: This paper examined the significance of understanding and applying the frameworks of reader-response aspects in English language learning and instruction using story picture books.
{"title":"Suggesting a Framework of Reader-Response Aspects for English Language Instruction Using Story Picture Books","authors":"Tae-eun Kim","doi":"10.14333/kjte.2022.38.6.09","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.09","url":null,"abstract":"Purpose: The aim of this paper is to suggest a framework of reader-response aspects suitable for English language learners in an EFL setting which is necessary when teaching English using story picture books. Methods: The paper starts with the discussion of Rosenblatt (1985, 1994)'s reader-response theory. The frameworks of reader-response aspects suggested by various researchers (Hancock, 1993; Sipe, 2000, 2008) are then investigated and analyzed. In addition, what page break means and in what ways readers can respond to page break is examined. Through the analysis and synthesis of a relevant theoretical background, a new framework of reader-response aspects is drawn and suggested for teachers to use in English instruction to enable English language learners to express their responses more systematically and comprehensively. Results: The framework of reader-response aspects based on response perspectives has significance in that it facilitates English language learners to respond comprehensively in a range of perspectives, including settings, characters, events, theme, text language, illustration or visual elements, page break, making connections, author perspective, and creative response. Conclusion: This paper examined the significance of understanding and applying the frameworks of reader-response aspects in English language learning and instruction using story picture books.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77420903","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.2022.38.6.12
Gyeong-won Lee, Young-Ju Pak, Wan-su Kim, Hee-won Kang
Purpose: This study was conducted to examine the characteristics of the evaluation and to propose a more developmental direction by analyzing the direction and method of evaluation proposed in the 2022 revised elementary moral curriculum draft. Methods: Following analysis of the details of the evaluation direction and method shown in the 2022 revised elementary moral curriculum draft, the characteristics were summarized into three areas. Results: Research revealed that the 2022 revised elementary moral curriculum draft aims to have ‘evaluation that strengthens student agency’, ‘evaluation that strengthens capability and effective doing morals’ and ‘evaluation of multiple overlap for morality formation’. Conclusion: The 2022 revised elementary moral curriculum draft emphasizes ‘evaluation that strengthens student agency’ as an initiative through the composition of a three-dimensional content system, by overcoming student's passivity and seeking active participation in moral problems. And Through the ‘evaluation that strengthens competence and effective doing morals’, the principles of ‘doing morals’ are also actively reflected in the evaluation to strengthen the capabilities linked to practice. In addition, while considering the student’s individuality and individual differences, the draft proposes an evaluation of multiple overlapping that secures the diversity of evaluation methods and pursues the formation of morality.
{"title":"An exploration for evaluation of the 2022 revised elementary moral curriculum","authors":"Gyeong-won Lee, Young-Ju Pak, Wan-su Kim, Hee-won Kang","doi":"10.14333/kjte.2022.38.6.12","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.12","url":null,"abstract":"Purpose: This study was conducted to examine the characteristics of the evaluation and to propose a more developmental direction by analyzing the direction and method of evaluation proposed in the 2022 revised elementary moral curriculum draft. Methods: Following analysis of the details of the evaluation direction and method shown in the 2022 revised elementary moral curriculum draft, the characteristics were summarized into three areas. Results: Research revealed that the 2022 revised elementary moral curriculum draft aims to have ‘evaluation that strengthens student agency’, ‘evaluation that strengthens capability and effective doing morals’ and ‘evaluation of multiple overlap for morality formation’. Conclusion: The 2022 revised elementary moral curriculum draft emphasizes ‘evaluation that strengthens student agency’ as an initiative through the composition of a three-dimensional content system, by overcoming student's passivity and seeking active participation in moral problems. And Through the ‘evaluation that strengthens competence and effective doing morals’, the principles of ‘doing morals’ are also actively reflected in the evaluation to strengthen the capabilities linked to practice. In addition, while considering the student’s individuality and individual differences, the draft proposes an evaluation of multiple overlapping that secures the diversity of evaluation methods and pursues the formation of morality.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"237 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84195279","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.2022.38.6.19
H. Jung, Hang Jo
Purpose: The purpose of this study was to explore the contents of the educational practicum required for pre-service professional counseling teachers, its problems, and its improvement from the perspective of the professional counseling teachers in the school field, which can present an effective operation plan for the educational practicum. Methods: For this research purpose, we selected fifteen professional counselors working at various school levels as an expert panel and collected their opinions through three Delphi surveys. Results: The research results are as follows. The contents of the training practicum for pre-service school counselors proposed by the Delphi expert panel include training on transfer procedures to external organizations, education & guidance for parents and teachers, promotion & planning of Wee-Class events, counseling case conceptualization, guidance on how to write a counseling log, and planning and operation of peer counseling clubs. In addition, the current educational practicum problems include the absence of a manual or curriculum for educational practice, ethical issues that arise when entrusting various types of counseling to trainees, non-payment of tutors' allowances during training, and difficulties in obtaining the consent of clients and their parents during counseling practice for educational trainees. Conclusion: We suggest that it is necessary to develop a training manual and curriculum for pre-service school counselors in order to improve the current educational practicum. In order to make a more effective educational practicum system, it is also necessary to listen carefully to the diverse voices of professional counseling teachers in the field and to actively reflect their opinions in the practicum. Through this, we hope that the educational practicum for pre-service professional counseling teachers will be continuously improved in a direction that is helpful to the enhancement of the practical competencies of trainees.
{"title":"A Delphi Study on the Improvement of Practicum for Pre-service Professional Counseling Teachers","authors":"H. Jung, Hang Jo","doi":"10.14333/kjte.2022.38.6.19","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.19","url":null,"abstract":"Purpose: The purpose of this study was to explore the contents of the educational practicum required for pre-service professional counseling teachers, its problems, and its improvement from the perspective of the professional counseling teachers in the school field, which can present an effective operation plan for the educational practicum. Methods: For this research purpose, we selected fifteen professional counselors working at various school levels as an expert panel and collected their opinions through three Delphi surveys. Results: The research results are as follows. The contents of the training practicum for pre-service school counselors proposed by the Delphi expert panel include training on transfer procedures to external organizations, education & guidance for parents and teachers, promotion & planning of Wee-Class events, counseling case conceptualization, guidance on how to write a counseling log, and planning and operation of peer counseling clubs. In addition, the current educational practicum problems include the absence of a manual or curriculum for educational practice, ethical issues that arise when entrusting various types of counseling to trainees, non-payment of tutors' allowances during training, and difficulties in obtaining the consent of clients and their parents during counseling practice for educational trainees. Conclusion: We suggest that it is necessary to develop a training manual and curriculum for pre-service school counselors in order to improve the current educational practicum. In order to make a more effective educational practicum system, it is also necessary to listen carefully to the diverse voices of professional counseling teachers in the field and to actively reflect their opinions in the practicum. Through this, we hope that the educational practicum for pre-service professional counseling teachers will be continuously improved in a direction that is helpful to the enhancement of the practical competencies of trainees.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73602260","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.2022.38.6.01
Jusun Youn, Jusung Jun
Purpose: The purpose of this study was to examine the relationship between intolerance of uncertainty, career indecision, and dysfunctional career thinking in ordinary high school students, and to verify the mediating effect of dysfunctional career thinking in the relationship between intolerance of uncertainty and career indecision. Methods: Research data were collected from 443 high school students in Goyang-si, Gyeonggi-do, Korea, and the data were analyzed using the PROCESS macro (Model=4) of Hayes (2022), which is a method of verifying mediating effects using bootstrapping. Results: The research results are as follows: First, there was a significant correlation between intolerance of uncertainty, career indecision, and dysfunctional career thinking of high school students. The higher intolerance of uncertainty, the higher dysfunctional career thinking, and the higher dysfunctional career thinking, the higher career indecision. Second, dysfunctional career thinking showed a complete mediating effect in the relationship between intolerance of uncertainty and career indecision. Conclusion: The above research results suggest that not only intolerance of uncertainty, but also educational and counseling interventions that can correct dysfunctional career thinking in a desirable direction are needed to resolve career indecision of high school student.
{"title":"Mediating Effect of Dysfunctional Career Thinking in the Relationship between Intolerance of Uncertainty and Career Indecision of Ordinary High School Students","authors":"Jusun Youn, Jusung Jun","doi":"10.14333/kjte.2022.38.6.01","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.01","url":null,"abstract":"Purpose: The purpose of this study was to examine the relationship between intolerance of uncertainty, career indecision, and dysfunctional career thinking in ordinary high school students, and to verify the mediating effect of dysfunctional career thinking in the relationship between intolerance of uncertainty and career indecision. Methods: Research data were collected from 443 high school students in Goyang-si, Gyeonggi-do, Korea, and the data were analyzed using the PROCESS macro (Model=4) of Hayes (2022), which is a method of verifying mediating effects using bootstrapping. Results: The research results are as follows: First, there was a significant correlation between intolerance of uncertainty, career indecision, and dysfunctional career thinking of high school students. The higher intolerance of uncertainty, the higher dysfunctional career thinking, and the higher dysfunctional career thinking, the higher career indecision. Second, dysfunctional career thinking showed a complete mediating effect in the relationship between intolerance of uncertainty and career indecision. Conclusion: The above research results suggest that not only intolerance of uncertainty, but also educational and counseling interventions that can correct dysfunctional career thinking in a desirable direction are needed to resolve career indecision of high school student.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"559 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88535860","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.2022.38.6.04
Dongkwang Shin
Purpose: This study attempted to compare the performance of an automated scoring model based on scoring features and three other automated scoring models that do not use the scoring feature. Methods: The data used in this study were 300 essays written by native English speakers in the tenth grade, which were divided into training and validating data at a ratio of 7:3. The RF model was used to predict the scores of the essays based on the analysis of 106 linguistic features extracted from Coh-Metrix. The accuracy of this model was compared to that of three deep learning models― RNN, LSTM, and GRU―which do not use those scoring features. Lastly, in the case of the RF model, scoring features mainly affecting accuracy prediction were further analyzed. Results: RNN which is a type of deep learning had an agreement with human scoring results ranging from .39 to .69 (mean=.58) in each rating domain, while LSTM showed an agreement between .59 and .72 (mean=.64), and GRU’s agreement was between .59 and .72 (mean=.64). However, when using the RF model based on the scoring features, its average accuracy was between .60 to .76 (mean=.69), which is the highest agreement among the four models. In the case of the RF model, ‘word count,’ ‘sentence count,’ and ‘vocabulary density’ were common characteristics across all scoring domains, but several scoring features reflecting the characteristics of each scoring domain were also found. Conclusion: When large-scale data is not available, the RF model showed relatively high automated scoring performance, and the RF model that provides learners with pedagogical feedback based on scoring features would be more useful compared to the other three automated scoring models in terms of the utilization of the automated scoring result.
{"title":"Effects of Scoring Features on the Accuracy of the Automated Scoring Model of English","authors":"Dongkwang Shin","doi":"10.14333/kjte.2022.38.6.04","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.04","url":null,"abstract":"Purpose: This study attempted to compare the performance of an automated scoring model based on scoring features and three other automated scoring models that do not use the scoring feature. Methods: The data used in this study were 300 essays written by native English speakers in the tenth grade, which were divided into training and validating data at a ratio of 7:3. The RF model was used to predict the scores of the essays based on the analysis of 106 linguistic features extracted from Coh-Metrix. The accuracy of this model was compared to that of three deep learning models― RNN, LSTM, and GRU―which do not use those scoring features. Lastly, in the case of the RF model, scoring features mainly affecting accuracy prediction were further analyzed. Results: RNN which is a type of deep learning had an agreement with human scoring results ranging from .39 to .69 (mean=.58) in each rating domain, while LSTM showed an agreement between .59 and .72 (mean=.64), and GRU’s agreement was between .59 and .72 (mean=.64). However, when using the RF model based on the scoring features, its average accuracy was between .60 to .76 (mean=.69), which is the highest agreement among the four models. In the case of the RF model, ‘word count,’ ‘sentence count,’ and ‘vocabulary density’ were common characteristics across all scoring domains, but several scoring features reflecting the characteristics of each scoring domain were also found. Conclusion: When large-scale data is not available, the RF model showed relatively high automated scoring performance, and the RF model that provides learners with pedagogical feedback based on scoring features would be more useful compared to the other three automated scoring models in terms of the utilization of the automated scoring result.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84943976","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.2022.38.6.17
A-Hyun Kim
Purpose: The purpose of this study was to understand the ecological transformation value contained in the ideas of Gugak education and to seek the direction of Gugak education in order to foster ecological sensitivity. Methods: First, a-literature review was conducted focusing on previous studies in the field of music and music education related to ecological transformation education. Second, the relationship between ecological transformation education and Gugak was revealed, and implications for Gugak education were identified. Third, the direction of Gugak education to cultivate ecological sensitivity was sought. Results: Three findings were sought as the direction of Gugak education to foster ecological sensitivity. First, in understanding ecological space, genre painting was utilized to learn how to use human life and ecological space in harmony with nature. Second, in experiencing the life of the ecological community, students learned how to coexist with nature by experiencing repeated customs every year, such as seasonal customs, other customs, rituals, plays, food, and songs. Third, in the expression of the sound of nature, the activities of singing and playing musical instruments, which can be called bowls containing nature as it is, were utilized for students to fully feel nature and accept ecological life. Conclusion: Gugak education plays a role in naturally recognizing the ecological transformation value contained in Gugak. Listening to Gugak based on these ideas, cultivated a willingness to participate in ecological transformation, and laid the foundation for further practice. In order for this to be properly implemented, it is necessary to devise and apply teaching and learning plans in consideration of the connection between research on content and related music at the school level. Therefore, in the 2022 revised music curriculum, it is hoped that Korean traditional music education will be provided to develop ecological sensitivity that is actually helpful at elementary and secondary schools.
{"title":"Ecological Transformation Value and Application Direction in the Ideas of Gugak Education","authors":"A-Hyun Kim","doi":"10.14333/kjte.2022.38.6.17","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.17","url":null,"abstract":"Purpose: The purpose of this study was to understand the ecological transformation value contained in the ideas of Gugak education and to seek the direction of Gugak education in order to foster ecological sensitivity. Methods: First, a-literature review was conducted focusing on previous studies in the field of music and music education related to ecological transformation education. Second, the relationship between ecological transformation education and Gugak was revealed, and implications for Gugak education were identified. Third, the direction of Gugak education to cultivate ecological sensitivity was sought. Results: Three findings were sought as the direction of Gugak education to foster ecological sensitivity. First, in understanding ecological space, genre painting was utilized to learn how to use human life and ecological space in harmony with nature. Second, in experiencing the life of the ecological community, students learned how to coexist with nature by experiencing repeated customs every year, such as seasonal customs, other customs, rituals, plays, food, and songs. Third, in the expression of the sound of nature, the activities of singing and playing musical instruments, which can be called bowls containing nature as it is, were utilized for students to fully feel nature and accept ecological life. Conclusion: Gugak education plays a role in naturally recognizing the ecological transformation value contained in Gugak. Listening to Gugak based on these ideas, cultivated a willingness to participate in ecological transformation, and laid the foundation for further practice. In order for this to be properly implemented, it is necessary to devise and apply teaching and learning plans in consideration of the connection between research on content and related music at the school level. Therefore, in the 2022 revised music curriculum, it is hoped that Korean traditional music education will be provided to develop ecological sensitivity that is actually helpful at elementary and secondary schools.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84748165","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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