Pub Date : 2022-11-30DOI: 10.14333/kjte.2022.38.6.02
Jung-pyo Lee, S. Suh, Sung-Mi Jeong
Purpose: This study explored the meaning of Teaching Practicum experience on the growth of elementary school teachers. Methods: For this purpose, an autobiographical Narrative Inquiry was used to study the experience of a Cooperating Teacher. The Teaching Practicum experience of a elementary school teacher ‘J’ using documents, memories, and interviews was drawn upon, and the meaning of J’s experiences were discussed. Results: As a result, J's narrative revealed the following meaning. Teaching Practicum is a process for pre-service teachers to understand the importance of relational context in the class. At the same time, it was revealed that a Cooperating Teacher recognizes the class is herself, so she has to accurately coordinate well complex relationships inside and outside the class, as the self-contained classroom teacher. This is the process of the professional development of elementary school teachers. Conclusion: Therefore, teacher training colleges should operate the Teaching Practicum in accordance with the original purpose by focusing on learning the role of a self-contained classroom teacher, and a Cooperating Teacher should also help ‘student teachers’ acquire the role of a self-contained classroom teacher properly.
{"title":"The Meaning of Teaching Practicum on the Growth of Elementary School Teachers: Focusing on the Experience of a Cooperating Teacher","authors":"Jung-pyo Lee, S. Suh, Sung-Mi Jeong","doi":"10.14333/kjte.2022.38.6.02","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.02","url":null,"abstract":"Purpose: This study explored the meaning of Teaching Practicum experience on the growth of elementary school teachers. Methods: For this purpose, an autobiographical Narrative Inquiry was used to study the experience of a Cooperating Teacher. The Teaching Practicum experience of a elementary school teacher ‘J’ using documents, memories, and interviews was drawn upon, and the meaning of J’s experiences were discussed. Results: As a result, J's narrative revealed the following meaning. Teaching Practicum is a process for pre-service teachers to understand the importance of relational context in the class. At the same time, it was revealed that a Cooperating Teacher recognizes the class is herself, so she has to accurately coordinate well complex relationships inside and outside the class, as the self-contained classroom teacher. This is the process of the professional development of elementary school teachers. Conclusion: Therefore, teacher training colleges should operate the Teaching Practicum in accordance with the original purpose by focusing on learning the role of a self-contained classroom teacher, and a Cooperating Teacher should also help ‘student teachers’ acquire the role of a self-contained classroom teacher properly.","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":"82612407","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.2022.38.6.08
Zhengfeng Huang
Purpose: Considering that there is no content on pansori in the textbook of Korean, this study examined the method of teaching the pansori Jeok Byuk Ga in the Korean language subject in China. Methods: After clarifying the scope of ｢Jeok Byuk Ga｣ that was suitable for education, and the learning that was appropriate according to the contents, such as ‘learning about contents’ by introducing classes, ‘learning about genres’ for acquiring genre knowledge, and ‘in-depth learning’ for thinking more deeply an activity was designed. Results: In ‘learning about content’, the research revealed that teachers can proceed through an entertainment activity called ‘playing with love’, and learning about a genre can be taught by comparing it with the genre of novels that students have already learned. In the ‘deep learning’ stage, activities can be conducted on diverse topics, such as thoughts on transformation, and a comparison of novels and pansori for learning ｢Jeok Byuk Ga｣. Conclusion: When teaching pansori students can learn more than ｢Jeok Byuk Ga｣in the Korean language course, as there are many other learning activities besides those noted in this research. However, since ｢Jeok Byuk Ga｣is an important work noting the change of pansori, it is possible to have an opportunity to discuss the common ways of enjoying literature such as genre change, and learning ｢Jeok Byuk Ga｣is would be to learners.
{"title":"Expering Pansori Application Scheme in Chinese Korean Language Curriculum: Take the ｢Jeok Byuk Ga｣","authors":"Zhengfeng Huang","doi":"10.14333/kjte.2022.38.6.08","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.08","url":null,"abstract":"Purpose: Considering that there is no content on pansori in the textbook of Korean, this study examined the method of teaching the pansori Jeok Byuk Ga in the Korean language subject in China. Methods: After clarifying the scope of ｢Jeok Byuk Ga｣ that was suitable for education, and the learning that was appropriate according to the contents, such as ‘learning about contents’ by introducing classes, ‘learning about genres’ for acquiring genre knowledge, and ‘in-depth learning’ for thinking more deeply an activity was designed. Results: In ‘learning about content’, the research revealed that teachers can proceed through an entertainment activity called ‘playing with love’, and learning about a genre can be taught by comparing it with the genre of novels that students have already learned. In the ‘deep learning’ stage, activities can be conducted on diverse topics, such as thoughts on transformation, and a comparison of novels and pansori for learning ｢Jeok Byuk Ga｣. Conclusion: When teaching pansori students can learn more than ｢Jeok Byuk Ga｣in the Korean language course, as there are many other learning activities besides those noted in this research. However, since ｢Jeok Byuk Ga｣is an important work noting the change of pansori, it is possible to have an opportunity to discuss the common ways of enjoying literature such as genre change, and learning ｢Jeok Byuk Ga｣is would be to learners.","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":"91487309","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.2022.38.6.14
Sungbin Lim, Chungseo Kang, Y. Mo
Purpose: The study examines how human capital and social capital among teachers' professional capital are related to three types of teacher self-efficacy (student participation, instruction, and class management), and investigates to what extent the relationships vary between millennials and non-millennials generations. Methods: Using the TALIS 2018 data, which provides a nationally representative sample of middle school teachers in South Korea, we conducted a linear regression analysis with the school fixed effect model. Results: The results show that even after controlling both individual and school characteristics, teachers' human capital and social capital were positively related to all three types of teacher self-efficacy. Next, the interaction effect between generation and professional capital is significant only for instruction self-efficacy. The millennials were more strongly related to human capital, and the non-millennials were more strongly associated with social capital when it comes to instruction self-efficacy. Conclusion: Based on the results, this study proposes accumulating teachers' human capital, supporting professional collaborative activities to revitalize social capital, and considering the distinctive characteristics of the millennials.
{"title":"Exploring the Relationship Between Teacher Professional Capital and Self-Efficacy: Based on the Interaction Effect of Generation","authors":"Sungbin Lim, Chungseo Kang, Y. Mo","doi":"10.14333/kjte.2022.38.6.14","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.14","url":null,"abstract":"Purpose: The study examines how human capital and social capital among teachers' professional capital are related to three types of teacher self-efficacy (student participation, instruction, and class management), and investigates to what extent the relationships vary between millennials and non-millennials generations. Methods: Using the TALIS 2018 data, which provides a nationally representative sample of middle school teachers in South Korea, we conducted a linear regression analysis with the school fixed effect model. Results: The results show that even after controlling both individual and school characteristics, teachers' human capital and social capital were positively related to all three types of teacher self-efficacy. Next, the interaction effect between generation and professional capital is significant only for instruction self-efficacy. The millennials were more strongly related to human capital, and the non-millennials were more strongly associated with social capital when it comes to instruction self-efficacy. Conclusion: Based on the results, this study proposes accumulating teachers' human capital, supporting professional collaborative activities to revitalize social capital, and considering the distinctive characteristics of the millennials.","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":"91475301","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.2022.38.6.18
Hwasook Mo, Sodam Park
Purpose: This study investigated students‘ trajectory of cooperative competence in middle school and examined if time-varying covariates - parenting behavior, peer relationships, teacher-student relationships - predict contemporary and 1-year lagged cooperative competence. Methods: samples from 2,590 seventh-grade students drawn from the Korean Children and Youth Panel Survey 2018, Second-Order Latent Growth Modeling analysis were examined to ascertain to what extent the time-varying covariates (parenting behavior, peer relationship and teacher-student relationships) have on contemporaneous and lagged effects. Results: First, the cooperative competence of middle school students decreased over time, and the decrease rates were steeper for those who showed a higher level of initial cooperative competence. Second, the contemporaneous effects of three time-varying covariates on cooperative competence were significant, while only peer and student-teacher relationships were found to have lagged effects. Conclusion: The result of this study suggests the importance of positive relationships with parents, peers and teachers for the development of cooperative competence and calls for future interventions to promote students‘ cooperative competence.
{"title":"Middle School Students' Trajectory of Cooperative Competence: Contemporaneous and Lagged Effects of Parenting Behavior, Peer Relationships, and Teacher-Student Relationships","authors":"Hwasook Mo, Sodam Park","doi":"10.14333/kjte.2022.38.6.18","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.18","url":null,"abstract":"Purpose: This study investigated students‘ trajectory of cooperative competence in middle school and examined if time-varying covariates - parenting behavior, peer relationships, teacher-student relationships - predict contemporary and 1-year lagged cooperative competence. Methods: samples from 2,590 seventh-grade students drawn from the Korean Children and Youth Panel Survey 2018, Second-Order Latent Growth Modeling analysis were examined to ascertain to what extent the time-varying covariates (parenting behavior, peer relationship and teacher-student relationships) have on contemporaneous and lagged effects. Results: First, the cooperative competence of middle school students decreased over time, and the decrease rates were steeper for those who showed a higher level of initial cooperative competence. Second, the contemporaneous effects of three time-varying covariates on cooperative competence were significant, while only peer and student-teacher relationships were found to have lagged effects. Conclusion: The result of this study suggests the importance of positive relationships with parents, peers and teachers for the development of cooperative competence and calls for future interventions to promote students‘ cooperative competence.","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":"87512345","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.2022.38.6.03
Jinsook Kim
Purpose: The purpose of this study was to draw implications for Korea's curriculum revision direction by comparing the characteristics and trends of the non-subject curriculum areas in Korea, China, and Japan. Methods: To this end, the name, goal, time allocation, sub-areas, document system and contents of these areas were reviewed and compared in the national elementary and secondary school curriculum revised in 2015, 2017, and 2018 respectively, in Korea, China and Japan. Results: As a non-subject curriculum, Korea has Creative Experiential Activities, China has Comprehensive Practical Activities, and Japan has the Period for Integrated Studies, Special Activities, Moral activities and Foreign language activities. Goals of non-subject curriculum in Korea are, group activities, a sense of community and creative life attitudes, in China it is, value recognition, responsibility, problem solving, and creativity realization, and in Japan, it is morals, foreign language subject goals, and integrated cross-sectional inquiry. In sub-domains, Korea has autonomous activities, club activities, volunteer activities, and career activities. China has inquiry activities, social service activities, design and production activities, and career and other activities. In Japan, moral activities, foreign language activities, class activity, student council activity, club activity, and school event are included. Conclusion: As a result of the comparison of the three countries, a transformation into a generative curriculum rather than non subjecrt or extra-curricular activities, it is suggested and it is necessary to prepare for the possibility of expanding the non-subject curriculum as a preparation for the future society.
{"title":"An Analysis of non-subject curricula of Korean, Chinese and Japanese national primary and secondary school curricula","authors":"Jinsook Kim","doi":"10.14333/kjte.2022.38.6.03","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.03","url":null,"abstract":"Purpose: The purpose of this study was to draw implications for Korea's curriculum revision direction by comparing the characteristics and trends of the non-subject curriculum areas in Korea, China, and Japan. Methods: To this end, the name, goal, time allocation, sub-areas, document system and contents of these areas were reviewed and compared in the national elementary and secondary school curriculum revised in 2015, 2017, and 2018 respectively, in Korea, China and Japan. Results: As a non-subject curriculum, Korea has Creative Experiential Activities, China has Comprehensive Practical Activities, and Japan has the Period for Integrated Studies, Special Activities, Moral activities and Foreign language activities. Goals of non-subject curriculum in Korea are, group activities, a sense of community and creative life attitudes, in China it is, value recognition, responsibility, problem solving, and creativity realization, and in Japan, it is morals, foreign language subject goals, and integrated cross-sectional inquiry. In sub-domains, Korea has autonomous activities, club activities, volunteer activities, and career activities. China has inquiry activities, social service activities, design and production activities, and career and other activities. In Japan, moral activities, foreign language activities, class activity, student council activity, club activity, and school event are included. Conclusion: As a result of the comparison of the three countries, a transformation into a generative curriculum rather than non subjecrt or extra-curricular activities, it is suggested and it is necessary to prepare for the possibility of expanding the non-subject curriculum as a preparation for the future society.","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":"86143947","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.2022.38.6.13
Boohyun Lee, Hae-Deok Song, YeonKyoung Kim
Purpose: The purpose of this study was to verify the factors affecting teachers' innovative behavior with ICT in the Covid-19 situation, and to provide theoretical and practical implications of teachers' innovative behavior using ICT such as online education. Methods: For this purpose, the structural relationship between teachers' digital literacy, school principal's transformational leadership, teacher engagement, and teachers' innovative behavior with ICT was verified. Data collected from 639 elementary, middle and high school teachers nationwide were analyzed by applying the structural equation model. Results: First, digital literacy and the teacher engagement of teachers had a direct and significant effect on innovative behavior with ICT, but the principal's transformational leadership did not have a significant effect on innovative behavior with ICT. Second, the teacher's digital literacy and the principal's transformational leadership had a direct and significant effect on teacher engagement. Third, as a result of verification of the mediating effect of teacher engagement, it was verified that teacher engagement had a mediating effect in the relationship between the digital literacy of teachers and innovative behavior with ICT, and the transformational leadership of the principal and innovative behavior with ICT. In particular, in the relationship between the principal's transformational leadership and innovative behavior with ICT, teacher engagement had a full mediating effect. Conclusion: Teachers' digital literacy and principal's transformative leadership were confirmed to possess direct and indirect factors affecting teachers' innovative behavior with ICT. Teacher engagement plays an important role in the relationship between relevant factors and teachers' innovative behavior with ICT, and it is necessary to consider ways to enhance teacher engagement in order to improve teachers' innovative behavior with ICT.
{"title":"The Effects of Teachers' Digital Literacy and Transformational Leadership of School Principals on Teachers’ Innovative Teaching Behavior with ICT Mediated by Teacher Engagement","authors":"Boohyun Lee, Hae-Deok Song, YeonKyoung Kim","doi":"10.14333/kjte.2022.38.6.13","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.13","url":null,"abstract":"Purpose: The purpose of this study was to verify the factors affecting teachers' innovative behavior with ICT in the Covid-19 situation, and to provide theoretical and practical implications of teachers' innovative behavior using ICT such as online education. Methods: For this purpose, the structural relationship between teachers' digital literacy, school principal's transformational leadership, teacher engagement, and teachers' innovative behavior with ICT was verified. Data collected from 639 elementary, middle and high school teachers nationwide were analyzed by applying the structural equation model. Results: First, digital literacy and the teacher engagement of teachers had a direct and significant effect on innovative behavior with ICT, but the principal's transformational leadership did not have a significant effect on innovative behavior with ICT. Second, the teacher's digital literacy and the principal's transformational leadership had a direct and significant effect on teacher engagement. Third, as a result of verification of the mediating effect of teacher engagement, it was verified that teacher engagement had a mediating effect in the relationship between the digital literacy of teachers and innovative behavior with ICT, and the transformational leadership of the principal and innovative behavior with ICT. In particular, in the relationship between the principal's transformational leadership and innovative behavior with ICT, teacher engagement had a full mediating effect. Conclusion: Teachers' digital literacy and principal's transformative leadership were confirmed to possess direct and indirect factors affecting teachers' innovative behavior with ICT. Teacher engagement plays an important role in the relationship between relevant factors and teachers' innovative behavior with ICT, and it is necessary to consider ways to enhance teacher engagement in order to improve teachers' innovative behavior with ICT.","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":"85182602","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.2022.38.6.07
Aehwa Lee
Purpose: The purpose of this study was to verify the effectiveness of a medical school Continuous Quality Improvement (CQI) program and to explore ways for improvement. Methods: To achieve the purpose of this study, a survey was conducted with seventy-two professors who participated in the 2020 CQI program for developing a CIPP evaluation model-based survey tool. Data analysis was conducted by t-test, One-Way ANOVA, and the Importance-Performance Analysis (IPA) using SPSS. Results: First, in the context evaluation stage, the purpose of the CQI program was fully recognized but the conditions for participation in the program and the support system needed to be improved. Second, in the input evaluation stage, the support facilities for the operation of the CQI program were satisfactory, but the level of participation and data provision of the program were found to need improvement. Third, in the process evaluation stage, it was found that maintaining and managing the status quo was sufficient for the CQI program operation plan and schedule. Fourth, in the product evaluation stage, it was found that the CQI program was helpful in strengthening student education and medical education competency. However, it was found that improvement was needed to help research activities. Conclusion: Following combining these results, a way to improve the CQI program was suggested in terms of goal setting, operation plan and execution, performance evaluation, and feedback.
{"title":"A Study regarding Improvement of the CQI Program in Medical School based on the CIPP Evaluation Model","authors":"Aehwa Lee","doi":"10.14333/kjte.2022.38.6.07","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.6.07","url":null,"abstract":"Purpose: The purpose of this study was to verify the effectiveness of a medical school Continuous Quality Improvement (CQI) program and to explore ways for improvement. Methods: To achieve the purpose of this study, a survey was conducted with seventy-two professors who participated in the 2020 CQI program for developing a CIPP evaluation model-based survey tool. Data analysis was conducted by t-test, One-Way ANOVA, and the Importance-Performance Analysis (IPA) using SPSS. Results: First, in the context evaluation stage, the purpose of the CQI program was fully recognized but the conditions for participation in the program and the support system needed to be improved. Second, in the input evaluation stage, the support facilities for the operation of the CQI program were satisfactory, but the level of participation and data provision of the program were found to need improvement. Third, in the process evaluation stage, it was found that maintaining and managing the status quo was sufficient for the CQI program operation plan and schedule. Fourth, in the product evaluation stage, it was found that the CQI program was helpful in strengthening student education and medical education competency. However, it was found that improvement was needed to help research activities. Conclusion: Following combining these results, a way to improve the CQI program was suggested in terms of goal setting, operation plan and execution, performance evaluation, and feedback.","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":"83306698","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.02
Min-Jung Kim
Purpose: Currently, the world is experiencing revolutionary changes in every aspect of social,economic, and cultural sides as it is shifting from the time of the 4th industrial revolution to the era of artificial intelligence. The need to re-evaluate the role of teachers in providing appropriate education and support to children who will be living in the age of artificial intelligence as the main subjects is raised. Methods: In this article, the desired images and core competencies of early childhood teachers have been reconstructed through a literature review. Results: The eight competencies were as follows; “professional emotionality, passion, ethics, curriculum execution, communication-based collaboration skills, extended sense of community, artificial intelligence literacy, and reflective thinking.” The images of teachers equipped with all of the above competencies were categorized into four branches, ‘teachers with healthy character qualities, teachers with practical knowledges, teachers with solidarity and execution skills, and teachers with innovative perspectives.’ Conclusion: The eight core competencies necessary for the era of artificial intelligence should be considered along with the practical issues early childhood education is facing: the continuity of education between pre-kindergarten, kindergarten, and elementary school, the integration of public and private kindergartens, curriculum, and restructuring of curriculums for teacher training institution, and other areas. By examining the images and core competencies of early childhood teachers in the era of artificial intelligence, we hope to contribute to the establishment of a clear direction for teachers to hold fast even in times of uncertainty.
{"title":"Early Childhood Teachers’ Core Competency in the era of Artificial Intelligence","authors":"Min-Jung Kim","doi":"10.14333/kjte.2022.38.5.02","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.02","url":null,"abstract":"Purpose: Currently, the world is experiencing revolutionary changes in every aspect of social,economic, and cultural sides as it is shifting from the time of the 4th industrial revolution to the era of artificial intelligence. The need to re-evaluate the role of teachers in providing appropriate education and support to children who will be living in the age of artificial intelligence as the main subjects is raised. \u0000Methods: In this article, the desired images and core competencies of early childhood teachers have been reconstructed through a literature review. \u0000Results: The eight competencies were as follows; “professional emotionality, passion, ethics, curriculum execution, communication-based collaboration skills, extended sense of community, artificial intelligence literacy, and reflective thinking.” The images of teachers equipped with all of the above competencies were categorized into four branches, ‘teachers with healthy character qualities, teachers with practical knowledges, teachers with solidarity and execution skills, and teachers with innovative perspectives.’ \u0000Conclusion: The eight core competencies necessary for the era of artificial intelligence should be considered along with the practical issues early childhood education is facing: the continuity of education between pre-kindergarten, kindergarten, and elementary school, the integration of public and private kindergartens, curriculum, and restructuring of curriculums for teacher training institution, and other areas. By examining the images and core competencies of early childhood teachers in the era of artificial intelligence, we hope to contribute to the establishment of a clear direction for teachers to hold fast even in times of uncertainty.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88049557","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.10
Seung Ri Choo, Ji Soo Ahn, Seo-Hyeon Lee, Eun kyung Kim
Purpose: The purpose of this study was to specify the competencies required of teachers for the smooth operation of the high school credit system, analyze the demand for support depending on the operating competency, and derive the parts to be supported by the Office of Education for an effective high school credit system. Methods: To this end, sixteen competencies required for the operation of the high school credit system were noted, A survey was conducted with seventy-five teachers working on high school credit system research and leading schools in Chungnam, and the competency demand was analyzed using Borich's demand analysis and The Locus for Focus model. Results: The competencies with the highest demand were ‘career exploration guidance’, ‘personal timetable management’, ‘student demand analysis’, ‘selection of completion standards by subject’,‘academic design consultation’ and ‘online media utilization’. As a result of analyzing this data by dividing it by each school‘s size, 'space utilization' and 'online media utilization' capabilities were high in large schools, and 'academic design counseling' and 'multi-subject instructional design operation'were high in small and medium-sized schools. Conclusion: Based on the results of the study, it was proposed to provide guidelines for completion standards for each subject, activate guidance programs for students who have not completed the areas,establish career exploration support programs and networks, organize and support professional support groups for the high school credit system, and assign professional teachers.
{"title":"A Study on the Competency and Needs of Teachers for the Operation of the High School Credit System: Focusing on High Schools in Chungcheongnam Province","authors":"Seung Ri Choo, Ji Soo Ahn, Seo-Hyeon Lee, Eun kyung Kim","doi":"10.14333/kjte.2022.38.5.10","DOIUrl":"https://doi.org/10.14333/kjte.2022.38.5.10","url":null,"abstract":"Purpose: The purpose of this study was to specify the competencies required of teachers for the smooth operation of the high school credit system, analyze the demand for support depending on the operating competency, and derive the parts to be supported by the Office of Education for an effective high school credit system. \u0000Methods: To this end, sixteen competencies required for the operation of the high school credit system were noted, A survey was conducted with seventy-five teachers working on high school credit system research and leading schools in Chungnam, and the competency demand was analyzed using Borich's demand analysis and The Locus for Focus model. \u0000Results: The competencies with the highest demand were ‘career exploration guidance’, ‘personal timetable management’, ‘student demand analysis’, ‘selection of completion standards by subject’,‘academic design consultation’ and ‘online media utilization’. As a result of analyzing this data by dividing it by each school‘s size, 'space utilization' and 'online media utilization' capabilities were high in large schools, and 'academic design counseling' and 'multi-subject instructional design operation'were high in small and medium-sized schools. \u0000Conclusion: Based on the results of the study, it was proposed to provide guidelines for completion standards for each subject, activate guidance programs for students who have not completed the areas,establish career exploration support programs and networks, organize and support professional support groups for the high school credit system, and assign professional teachers.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80614978","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 : 2022-09-30DOI: 10.14333/kjte.2022.38.5.01
Eun Park
Purpose: This study aimed to examine how learners' perceptions on readiness for autonomy can bedifferent prior to and after L2 writing with project-based learning (PBL). In addition, it consideredlearners’ beliefs of motivation and language learning opportunity after project-based L2 writing. Methods: Thirty L2 learners at the beginner level were asked to complete two questionnaires: 1)Readiness for Learner Autonomy Questionnaire (RLAQ) to compare learner perception change in fivefactors. These were Role of teacher (RT), Role of feedback (RF), Learner independence (LI), Learnerconfidence in study ability (LCS), Experience for language learning (ELL); and 2) a debriefing questionnaireto check learner beliefs of motivation and language learning opportunity. Results: The results showed that overall, learners’ readiness for autonomy was significantly changedin the four factors: RT, LI, LCS, and ELL except for RF. Learner beliefs of LI, LCS and ELL weresignificantly higher in the post RLAQ, while those of RT remarkably decreased and there was nosignificant change on RF, rather with a little higher mean score in the post RLAQ. Additionally,learners showed considerably high mean scores of motivation and language learning opportunity afterthe PBL project. Conclusion: Project-based L2 writing could be helpful for learners to be prepared for more autonomouslearning with increased independence, confidence, and to be motivated and learn language more, whilelearners were more likely to receive feedback after PBL. The result appeared to be attributed to PBLthat promotes cooperative guidance or feedback by teacher or peers with which learners who havelimited language knowledge could check and manage the process in a desired and appropriate wayfor their own project. This can add another aspect of the benefits from PBL in L2 writing classroomcontexts. (Dankook University)
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