Pub Date : 2024-02-29DOI: 10.31366/jer.2024.38.2.29
Seong-Hie Park
Parental education in Korea is understood as a consultative process that provides parents with the knowledge they need to raise their children, and it is difficult to find participatory parental education activities that prevent or resolve various conflicts. The death of a Seo Yi elementary school teacher and the assault on Yang Cheon-gu elementary school teacher in 2023 prove that the relationship between teachers and parents needs to be redefined in Korean education. Given this need for research, the purpose of this study is to analyze German parent education activities and gain implications for the direction of parent education in Korea. The research questions to achieve the purpose are: First, what are the macro, meso, and micro systems of parent education activities in Germany, where cooperation between parents and teachers is well established? Second, what is the direction of parent education in Korea? The research method was a literature review of parent education activities in Germany and the collected data were analyzed based on Bronfenbrenner's ecological system theory. As the results, this study suggested for Korea that the legal basis for parental education should be improved in the higher law, parental education autonomy should be guaranteed, a win-win partnership between teachers and parents should be promoted, and parental empowerment should be supported in order to activate parental education participation by public-private cooperation to ensure children's well-being.
{"title":"Direction of Korean Parent Education through Analysis of German Parent Education Activities","authors":"Seong-Hie Park","doi":"10.31366/jer.2024.38.2.29","DOIUrl":"https://doi.org/10.31366/jer.2024.38.2.29","url":null,"abstract":"Parental education in Korea is understood as a consultative process that provides parents with the knowledge they need to raise their children, and it is difficult to find participatory parental education activities that prevent or resolve various conflicts. The death of a Seo Yi elementary school teacher and the assault on Yang Cheon-gu elementary school teacher in 2023 prove that the relationship between teachers and parents needs to be redefined in Korean education. Given this need for research, the purpose of this study is to analyze German parent education activities and gain implications for the direction of parent education in Korea. The research questions to achieve the purpose are: First, what are the macro, meso, and micro systems of parent education activities in Germany, where cooperation between parents and teachers is well established? Second, what is the direction of parent education in Korea? The research method was a literature review of parent education activities in Germany and the collected data were analyzed based on Bronfenbrenner's ecological system theory. As the results, this study suggested for Korea that the legal basis for parental education should be improved in the higher law, parental education autonomy should be guaranteed, a win-win partnership between teachers and parents should be promoted, and parental empowerment should be supported in order to activate parental education participation by public-private cooperation to ensure children's well-being.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415635","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 : 2024-02-29DOI: 10.31366/jer.2024.38.2.1
Gunsoo Choi
The purpose of this study is to analyze the meaning of self-development and mental awakening in A. N. Whitehead's ‘Symbolism’ and to explore its educational implications. Whitehead calls symbolism including direct recognition(ie, causal efficacy, presentational immediacy) and symbolic reference. According to him, symbolism through direct recognition is infallible, but errors arise from symbolic reference that connects two types of perceptual experiences to symbols and meanings. He argues that self-development and mental awakening occur in symbolic reference and criticizes two errors in education based on this. One is the education of inert ideas, which is caused by the lack of self-development in knowledge education, and the other is that there is an error in the claim that the purpose of knowledge education is to sharpen the mind. The cause of the claim is due to putting knowledge ahead of mental awakening. Therefore, this study analyzed Whitehead's theory of symbolism and explained self-development and mental awakening. The concept of self-development and mental awakening in symbolism analyzed in this study can be used as a theoretical basis for the constrution of subjective learning focusing on the interest and curiosity of learners.
{"title":"The Educational Meaning of Self-Development and Mental Awakening in A. N. Whitehead's Symbolism","authors":"Gunsoo Choi","doi":"10.31366/jer.2024.38.2.1","DOIUrl":"https://doi.org/10.31366/jer.2024.38.2.1","url":null,"abstract":"The purpose of this study is to analyze the meaning of self-development and mental awakening in A. N. Whitehead's ‘Symbolism’ and to explore its educational implications. Whitehead calls symbolism including direct recognition(ie, causal efficacy, presentational immediacy) and symbolic reference. According to him, symbolism through direct recognition is infallible, but errors arise from symbolic reference that connects two types of perceptual experiences to symbols and meanings. \u0000He argues that self-development and mental awakening occur in symbolic reference and criticizes two errors in education based on this. One is the education of inert ideas, which is caused by the lack of self-development in knowledge education, and the other is that there is an error in the claim that the purpose of knowledge education is to sharpen the mind. The cause of the claim is due to putting knowledge ahead of mental awakening. \u0000Therefore, this study analyzed Whitehead's theory of symbolism and explained self-development and mental awakening. The concept of self-development and mental awakening in symbolism analyzed in this study can be used as a theoretical basis for the constrution of subjective learning focusing on the interest and curiosity of learners.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415543","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 : 2023-08-31DOI: 10.31366/jer.2023.38.1.25
Gunsoo Choi
Heidegger clarified the difference in ‘Being and Thinking’ by contrasting the theory of Logos of Herakleitos, Parmenides, and Sophocles in early Greece with the process of change of Logos after Plato. The purpose of this study is to examine Heidegger's metaphysical analysis and to suggest educational implications based on it. Heidegger defined the essence of human beings as Dasein, and suggested that it is a leap that Dasein asks the question of Being corresponding to the words of Being, and that teaching and learning of the thinking of Being is necessary for the leap of Dasein. However, human language and speech cannot communicate with Being; Therefore, the thinking of Being and the truth of Being are not directly related with teaching by language or words. Even so, according to Heidegger, two opposing forces of calculating thought and the thinking of Being can be harmonized in teaching and learning while cultivating the character of Dasein, and since education is related to metaphysics, the question of Dasein must be asked as the most fundamental question in education. Heidegger's encounter education could complement the knowledge-based teacher curriculum.
{"title":"A study of Educational Meaning in M. Heidegger’s 'Being and Thinking'","authors":"Gunsoo Choi","doi":"10.31366/jer.2023.38.1.25","DOIUrl":"https://doi.org/10.31366/jer.2023.38.1.25","url":null,"abstract":"Heidegger clarified the difference in ‘Being and Thinking’ by contrasting the theory of Logos of Herakleitos, Parmenides, and Sophocles in early Greece with the process of change of Logos after Plato. The purpose of this study is to examine Heidegger's metaphysical analysis and to suggest educational implications based on it. \u0000Heidegger defined the essence of human beings as Dasein, and suggested that it is a leap that Dasein asks the question of Being corresponding to the words of Being, and that teaching and learning of the thinking of Being is necessary for the leap of Dasein. However, human language and speech cannot communicate with Being; Therefore, the thinking of Being and the truth of Being are not directly related with teaching by language or words. \u0000Even so, according to Heidegger, two opposing forces of calculating thought and the thinking of Being can be harmonized in teaching and learning while cultivating the character of Dasein, and since education is related to metaphysics, the question of Dasein must be asked as the most fundamental question in education. Heidegger's encounter education could complement the knowledge-based teacher curriculum.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"167 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116002091","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 : 2023-08-31DOI: 10.31366/jer.2023.38.1.1
Hyangyoon Jung
The purpose of this study is to propose directions for improvement in the national curriculum after examining the implications of process-based evaluation focusing on the linguisticality of understanding in Gadamer’s hermeneutics. Based on the analysis results the implications are drawn as follows. First of all, the common language generated by mutual understanding of evaluation participants promotes the consistency of evaluation criteria as well as continuous self-change of evaluation participants. Therefore, this study proposed to expand the subjects participating in the common language to teachers as well as students when setting up the evaluation plan. Next, in the evaluation method, 'question' allows us to look into the other side of the experience, and the question itself is a clue that shows growth and enables active participation and interaction between teacher and students. In addition, question should be actively used as an evaluation method because it is possible to consider ‘null curriculum’ and realize student-centered evaluation through questions. Lastly, in utilizing the evaluation results, it should not end with simply providing feedback, but should lead to an active dialogue between teachers and students about feedback. The conversation with students when setting evaluation standards or methods can be considered to be a student-centered evaluation that respects the individuality of students. In addition, the democratic consultation and atmosphere among teacher’s communities on evaluation standards should be reflected in the relationship between teachers and students.
{"title":"Exploring the Implications of Gadamer's Hermeneutic Understanding on Process-Based Evaluation: Focusing on the Linguisticality of Understanding","authors":"Hyangyoon Jung","doi":"10.31366/jer.2023.38.1.1","DOIUrl":"https://doi.org/10.31366/jer.2023.38.1.1","url":null,"abstract":"The purpose of this study is to propose directions for improvement in the national curriculum after examining the implications of process-based evaluation focusing on the linguisticality of understanding in Gadamer’s hermeneutics. Based on the analysis results the implications are drawn as follows. \u0000First of all, the common language generated by mutual understanding of evaluation participants promotes the consistency of evaluation criteria as well as continuous self-change of evaluation participants. Therefore, this study proposed to expand the subjects participating in the common language to teachers as well as students when setting up the evaluation plan. \u0000Next, in the evaluation method, 'question' allows us to look into the other side of the experience, and the question itself is a clue that shows growth and enables active participation and interaction between teacher and students. In addition, question should be actively used as an evaluation method because it is possible to consider ‘null curriculum’ and realize student-centered evaluation through questions. \u0000Lastly, in utilizing the evaluation results, it should not end with simply providing feedback, but should lead to an active dialogue between teachers and students about feedback. The conversation with students when setting evaluation standards or methods can be considered to be a student-centered evaluation that respects the individuality of students. In addition, the democratic consultation and atmosphere among teacher’s communities on evaluation standards should be reflected in the relationship between teachers and students.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114966803","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 : 2023-02-28DOI: 10.31366/jer.2023.37.2.1
Byung-Seong Lee
The aim of this study is to analyze and translate ‘Allegory of Cave’ in Plato’s Republic, vol. 7 from an educational perspective, focusing on the unique meaning and importance of allegory. For achieving this aim, researcher firstly tried to reconstruct forms of this allegory, introduced by Plato in a conversational type step by step, and tried to identify many educational implications involved in this allegory in three main aspects. Conclusions are as follows; Firstly, researcher found that concept of ‘conversional education’ handled as important assignment of educational work in allegory. In view of this suggestion, educators would be rethinking critically and be prepared to change their traditional concept of education. Secondly, researcher found that removing prejudices or preconceptions is an important assignment for educational activities in this allegory. In view of this discovery, educators would make efforts to remove prejudices or preconceptions before teaching specific knowledge or information. Lastly, researcher discovered that one of the important attitudes of educators is to have the humanity toward ignorant and stupid people in the allegory. In this view, educators would provide their own true knowledge or information to the ignorant. In addition to this implications, researcher tried to suggest the possibilities of re-translating the ‘Allegory of Cave’ for having meaningful connotations and implications.
{"title":"A Study on Educational Implications of ‘Allegory of Cave’ in Plato’s Republic","authors":"Byung-Seong Lee","doi":"10.31366/jer.2023.37.2.1","DOIUrl":"https://doi.org/10.31366/jer.2023.37.2.1","url":null,"abstract":"The aim of this study is to analyze and translate ‘Allegory of Cave’ in Plato’s Republic, vol. 7 from an educational perspective, focusing on the unique meaning and importance of allegory. For achieving this aim, researcher firstly tried to reconstruct forms of this allegory, introduced by Plato in a conversational type step by step, and tried to identify many educational implications involved in this allegory in three main aspects. Conclusions are as follows; \u0000Firstly, researcher found that concept of ‘conversional education’ handled as important assignment of educational work in allegory. In view of this suggestion, educators would be rethinking critically and be prepared to change their traditional concept of education. \u0000Secondly, researcher found that removing prejudices or preconceptions is an important assignment for educational activities in this allegory. In view of this discovery, educators would make efforts to remove prejudices or preconceptions before teaching specific knowledge or information. \u0000Lastly, researcher discovered that one of the important attitudes of educators is to have the humanity toward ignorant and stupid people in the allegory. In this view, educators would provide their own true knowledge or information to the ignorant. In addition to this implications, researcher tried to suggest the possibilities of re-translating the ‘Allegory of Cave’ for having meaningful connotations and implications.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123810636","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 : 2023-02-28DOI: 10.31366/jer.2023.37.2.45
Seong-Hie Park
On March 22, 2016 the South Korean Child Welfare Act has been amended. Based on this, the responsibility of local governments, i.e., mayor/provincial governors and district leaders, has been specified in terms of institutional care for the children excluded from the institutional care. In addition, on July 13, 2021, the South Korean government announced a 'measure to strengthen support for children who are dependent on institutional protection (youths preparing for self-reliance)', which states that children who use institutional facilities can stay there until the age of 24 if wanted. Thus, the responsibility of local governments in establishing a self-reliance support system and the national responsibility for children being excluded from institutional care are increasing. Therefore, the purpose of this study is to present national responsibility for supporting self-reliance and the self-reliance support system of local governments for the children. The research topics are to examine the basic viewpoint of such support system regarding local governments in Germany and to suggest the principles and directions of the self-reliance support system for the children excluded from institutional care. The research method was to compare and analyze the German case of rebuilding the state responsibility and the self-reliance support system for children being terminated from institutional care through the 68 student protests. In conclusion, this research suggests to practice the state's accountability for self-reliance support for children in South Korea, to establish an agency dedicated to local governments and to grant strong authority, and to accompany experts; and offer follow-up care for the daily needs and empower these children through public-private cooperation of local governments.
{"title":"Proposal for a Governmental Support System for Children Excluded from Institutional Care through Comparative Analysis between South Korea and Germany","authors":"Seong-Hie Park","doi":"10.31366/jer.2023.37.2.45","DOIUrl":"https://doi.org/10.31366/jer.2023.37.2.45","url":null,"abstract":"On March 22, 2016 the South Korean Child Welfare Act has been amended. Based on this, the responsibility of local governments, i.e., mayor/provincial governors and district leaders, has been specified in terms of institutional care for the children excluded from the institutional care. In addition, on July 13, 2021, the South Korean government announced a 'measure to strengthen support for children who are dependent on institutional protection (youths preparing for self-reliance)', which states that children who use institutional facilities can stay there until the age of 24 if wanted. Thus, the responsibility of local governments in establishing a self-reliance support system and the national responsibility for children being excluded from institutional care are increasing. Therefore, the purpose of this study is to present national responsibility for supporting self-reliance and the self-reliance support system of local governments for the children. The research topics are to examine the basic viewpoint of such support system regarding local governments in Germany and to suggest the principles and directions of the self-reliance support system for the children excluded from institutional care. The research method was to compare and analyze the German case of rebuilding the state responsibility and the self-reliance support system for children being terminated from institutional care through the 68 student protests. \u0000In conclusion, this research suggests to practice the state's accountability for self-reliance support for children in South Korea, to establish an agency dedicated to local governments and to grant strong authority, and to accompany experts; and offer follow-up care for the daily needs and empower these children through public-private cooperation of local governments.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126445216","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 : 2023-02-28DOI: 10.31366/jer.2023.37.2.67
Su-Jin Choo
This study tried to concentrate on good classes and good teachers as preliminary child care teachers, and conducted the research with the expectation that good educational values could be implanted in preliminary child care teachers in the future. The research participants were 24 college students. Quantitative statistical and qualitative research method were conducted to investigate the preliminary child care teachers’ perception of good teachers and good classes. As a result of analyzing by jamovi 1.6.23, the most frequent words used as good teachers were warm-heart (6.3%), love (5.4%), kindness (4.6%), listening attentively (4.6%), and respect (4.2%). A total of 47 words related to good classes were expressed, and 151 words including duplicate words were expressed. The words that appeared as a good class were pleasant (5.9%), full of laughter (5.9%), cooperative (5.9%), early young children-centered (5.3%), interesting (5.3%), and creativity (4.6%). As a result of analyzing the descriptive responses on the perception of good teachers, it was classified into a total of three categories. First, a teacher with good character. Second, a teacher who gives love and happiness. Third, a good interactive teacher. As a result of analyzing the descriptive responses on the perception of good classes, it was classified into a total of three categories. First, a class where safety is paramount. Second, an early young children-centered, play-centered class. Third, an interactive class. This study is meaningful because it was able to learn about the ideas related to the qualities and attitudes to be possessed as a preliminary child care teachers and the contents that are valued for good teaching through the preliminary child care teachers’ perception of good teacher and good classes.
{"title":"Preliminary Child Care Teachers' Perceptions of Good Teachers and Good Teaching","authors":"Su-Jin Choo","doi":"10.31366/jer.2023.37.2.67","DOIUrl":"https://doi.org/10.31366/jer.2023.37.2.67","url":null,"abstract":"This study tried to concentrate on good classes and good teachers as preliminary child care teachers, and conducted the research with the expectation that good educational values could be implanted in preliminary child care teachers in the future. The research participants were 24 college students. Quantitative statistical and qualitative research method were conducted to investigate the preliminary child care teachers’ perception of good teachers and good classes. As a result of analyzing by jamovi 1.6.23, the most frequent words used as good teachers were warm-heart (6.3%), love (5.4%), kindness (4.6%), listening attentively (4.6%), and respect (4.2%). A total of 47 words related to good classes were expressed, and 151 words including duplicate words were expressed. The words that appeared as a good class were pleasant (5.9%), full of laughter (5.9%), cooperative (5.9%), early young children-centered (5.3%), interesting (5.3%), and creativity (4.6%). \u0000As a result of analyzing the descriptive responses on the perception of good teachers, it was classified into a total of three categories. First, a teacher with good character. Second, a teacher who gives love and happiness. Third, a good interactive teacher. As a result of analyzing the descriptive responses on the perception of good classes, it was classified into a total of three categories. First, a class where safety is paramount. Second, an early young children-centered, play-centered class. Third, an interactive class. \u0000This study is meaningful because it was able to learn about the ideas related to the qualities and attitudes to be possessed as a preliminary child care teachers and the contents that are valued for good teaching through the preliminary child care teachers’ perception of good teacher and good classes.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134493640","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 : 2023-02-28DOI: 10.31366/jer.2023.37.2.21
Young Hyun Noh, E. Ham, Eun kyung Kim, Eun Jung Heo, B. Lee, Kwang Hee Han
This study aims to analyze the characteristics of regional-level education longitudinal studies designed in the process of communication and cooperation between local universities, education offices, and schools, and to explore the role and function of future regional-level education longitudinal studies. As a result of the analysis, it was found that the university and the Office of Education went through the process of research design through cooperation, the process of design refinement through adjustments and experiment, and the process of complementing during research execution, respectively. The differences from the existing longitudinal studies based on the local education office are as follows. First, the existing educational longitudinal studies were designed to track individual students, focusing mainly on individual growth, while the Chungnam Innovation School longitudinal study was designed to see the unit of growth as a school and track unit schools. Second, while existing educational longitudinal studies investigated students' competencies in a self-report manner for the efficiency of the survey, Chungnam Innovation School's longitudinal studies were designed to evaluate students' competencies through performance-type tasks. Third, in the existing educational longitudinal study, schools were regarded as the subject or cooperator of the study, while in the Chungnam Innovation School longitudinal study, schools were regarded as producers or participants of data. Finally, it was discussed how communication and cooperation between local universities, education offices, and schools influenced the design and operation of a new type of educational longitudinal research.
{"title":"Characteristics of Longitudinal Study Design Based on School Participation through Cooperation between Local Universities, Office of Education, and Schools: Case Study of Chungnam innovation school","authors":"Young Hyun Noh, E. Ham, Eun kyung Kim, Eun Jung Heo, B. Lee, Kwang Hee Han","doi":"10.31366/jer.2023.37.2.21","DOIUrl":"https://doi.org/10.31366/jer.2023.37.2.21","url":null,"abstract":"This study aims to analyze the characteristics of regional-level education longitudinal studies designed in the process of communication and cooperation between local universities, education offices, and schools, and to explore the role and function of future regional-level education longitudinal studies. As a result of the analysis, it was found that the university and the Office of Education went through the process of research design through cooperation, the process of design refinement through adjustments and experiment, and the process of complementing during research execution, respectively. The differences from the existing longitudinal studies based on the local education office are as follows. First, the existing educational longitudinal studies were designed to track individual students, focusing mainly on individual growth, while the Chungnam Innovation School longitudinal study was designed to see the unit of growth as a school and track unit schools. Second, while existing educational longitudinal studies investigated students' competencies in a self-report manner for the efficiency of the survey, Chungnam Innovation School's longitudinal studies were designed to evaluate students' competencies through performance-type tasks. Third, in the existing educational longitudinal study, schools were regarded as the subject or cooperator of the study, while in the Chungnam Innovation School longitudinal study, schools were regarded as producers or participants of data. Finally, it was discussed how communication and cooperation between local universities, education offices, and schools influenced the design and operation of a new type of educational longitudinal research.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115274710","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 : 2022-08-31DOI: 10.31366/jer.2022.37.1.21
Hee-Yeon Kim, W. Kim
The purpose of this study is to develop character strengths-based, solution-focused group counseling program for elementary school students and verify its effects on their self-determination. To verify effects of the program, 20 elementary school students in grade 4 and 5 were selected and assigned to the experimental group and the control group of 10 students, respectively, after conducting the homogeneity test, 10 students in the experimental group participated in the program twice a week for 50 minutes for a total of 10 sessions. The results were evaluated by comparing changes in the experimental group and the control group before and after the program and changes expected in the future to each group through repeated measures ANOVA using SPSS 28.0. The results are as follows: First, character strengths-based, solution-focused group counseling program had significant effects on self-determination of elementary school students. Second, character strengths-based, solution-focused group counseling program had significant effects on all the subfactors of self-determination, which are autonomy, competence, and relationship. Therefore, this study is significant as an empirical study that tried character strengths-based, solution-focused method in an integrated approach to develop a program for elementary school students and verified the effects. In addition, the study is significant in that it can be used as a fundamental reference for constituting a program for the school site and counseling field through verification of effects on autonomy, competence, and relationship, which are subfactors of self-determination.
{"title":"The Effects of Character Strengths-based, Solution-focused Group Counseling Program on Self-determination of Elementary School Students","authors":"Hee-Yeon Kim, W. Kim","doi":"10.31366/jer.2022.37.1.21","DOIUrl":"https://doi.org/10.31366/jer.2022.37.1.21","url":null,"abstract":"The purpose of this study is to develop character strengths-based, solution-focused group counseling program for elementary school students and verify its effects on their self-determination. To verify effects of the program, 20 elementary school students in grade 4 and 5 were selected and assigned to the experimental group and the control group of 10 students, respectively, after conducting the homogeneity test, 10 students in the experimental group participated in the program twice a week for 50 minutes for a total of 10 sessions. The results were evaluated by comparing changes in the experimental group and the control group before and after the program and changes expected in the future to each group through repeated measures ANOVA using SPSS 28.0. The results are as follows: First, character strengths-based, solution-focused group counseling program had significant effects on self-determination of elementary school students. Second, character strengths-based, solution-focused group counseling program had significant effects on all the subfactors of self-determination, which are autonomy, competence, and relationship. Therefore, this study is significant as an empirical study that tried character strengths-based, solution-focused method in an integrated approach to develop a program for elementary school students and verified the effects. In addition, the study is significant in that it can be used as a fundamental reference for constituting a program for the school site and counseling field through verification of effects on autonomy, competence, and relationship, which are subfactors of self-determination.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"24 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130700842","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 : 2022-08-31DOI: 10.31366/jer.2022.37.1.1
Ga-ye Kang
This study was conducted to identify the research trends on the competence and professionalism of lifelong education instructors and to explore the direction in which future research should proceed. To this end, 38 degree papers on the competency and professionalism of lifelong education instructors, 25 academic papers, and a total of 63 articles pubilshed from 2008 to 2021 were analyzed for the lifelong education instructor activity field, research purpose, research method, type of research participants, and components of competency and professionalism. As the results of the analysis, it was found that in the lifelong education instructor activity field, integrated topics without a separate education area was most often studied and as the purpose of research, it was found that there were far more studies on competence strengthening than professional development. As for the research method, qualitative research was high, and it was confirmed that the type of research participant expanded to instructors, learners, planners, and parents. As a result of analyzing the components of competency and professionalism, competency included knowledge, skill, attitude, and professionalism included knowledge, experience, and problem solving, as well as 'creativity' and 'values, goals, and habits' as components.
{"title":"A Study on the Competency and Professionalism of Lifelong Education Instructors","authors":"Ga-ye Kang","doi":"10.31366/jer.2022.37.1.1","DOIUrl":"https://doi.org/10.31366/jer.2022.37.1.1","url":null,"abstract":"This study was conducted to identify the research trends on the competence and professionalism of lifelong education instructors and to explore the direction in which future research should proceed. To this end, 38 degree papers on the competency and professionalism of lifelong education instructors, 25 academic papers, and a total of 63 articles pubilshed from 2008 to 2021 were analyzed for the lifelong education instructor activity field, research purpose, research method, type of research participants, and components of competency and professionalism. As the results of the analysis, it was found that in the lifelong education instructor activity field, integrated topics without a separate education area was most often studied and as the purpose of research, it was found that there were far more studies on competence strengthening than professional development. As for the research method, qualitative research was high, and it was confirmed that the type of research participant expanded to instructors, learners, planners, and parents. As a result of analyzing the components of competency and professionalism, competency included knowledge, skill, attitude, and professionalism included knowledge, experience, and problem solving, as well as 'creativity' and 'values, goals, and habits' as components.","PeriodicalId":325322,"journal":{"name":"Educational Research Institute of Kongju National University","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115809607","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：