The purpose of this study is to gauge the opinions of parents and teachers of English for the primary and secondary schools. It seeks to discover the implications for English education and provide referential data necessary to run a better English policy in school. A survey was conducted on a total of 3,294 particpants including 2,040 parents of public schools and 1,254 English teachers in primary and secondary schools. The questionnaire consists of 12 questions about the policies of TEE (Teaching English in English) and the NEAT (National English Ability Test). We used the SPSS 20.0 software to perform chi-square and t-tests. The results showed that teachers and parents were in agreement about the necessity of both TEE and the NEAT. In particular, the majority of parents thought that teaching English in English is important, and that the NEAT should be used for practical English improvement.

The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.

The aims of this study were to explore the value of integrated use of the related literary texts and movies through teachers' awareness toward them, and to develop English teaching-learning method using them. Thirty-four primary school teachers who enrolled a graduate course participated in the study. The teachers read a literary text, Because of Winn-Dixie written by Kate DiCamillo, and watched the movie based on the text. Data collected were analyzed through a mixed method which used both qualitative and quantitative techniques. The result of the study emerged in two steps. First, experiences of participating teachers were investigated in terms of understanding literary texts and movies, participants' experience as both English learners and teachers, and the understanding of complementary aspects of a literary text and the movie based on the text. Then, teaching-learning method for English learners were developed. For example, the study suggested how to develop four language skills through integrated use of the literary texts and movies, and provided a list of related literary texts and movies applicable in diverse EFL contexts. Based on the results, the study suggested teachers to apply methods and techniques to other literary texts and movies in the teaching of English in EFL settings.

The purpose of this study is to compare the perceptions and needs for nutrition education between early childhood teachers and parents. This data will address the effective plans and suggest further nutrition education programs for early childhood education centers. This study was conducted with 200 early childhood teachers and 174 parents in Busan. We collected data through questionnaires from teachers and parents and then computed the frequency and χ2 test to analyze the data. The questionnaire was revised and complemented on the basis of related literatures and previous researches. According to our results in this study, there was a significant difference between the teachers’ and parents’ perceptions on the need of nutrition education and the reason for needing nutrition education. And there were differences among aims, contents, methods, and effective ways of nutrition education for children. In addition, there was a significant difference among the needs from teachers and parents on nutrition education. Finally, the results of this study suggest various implications for developing nutrition education programs in early childhood education centers. These results can be used to develop nutrition education program by considering the teachers’ and parents’ perceptions and needs. These may be useful data when planning for the nutrition curriculum in early childhood education centers.

The purpose of this study was to research and analyze which classes teachers and students, who are the subjects on the education field, view as ‘good physical education classes,’ and thus analyzing the differences in response, conceptualize the concrete realities and apply them to the actual classes. In order to achieve the stated goal above, a survey was conducted of 190 secondary school physical education teachers and 742 secondary school students of Seoul Metropolis who were chosen through random sampling. The survey was reconstructed with reference to previous researches, after which it was tested with regard to credibility and validity before use. The conclusions were as follows: First, with regard to the values that should be pursued in ‘good PE classes,’ both teachers and students stated that relationships were seen as the most important, with 'transmission' and 'product' viewed as least important on the part of the teachers and students respectively. Second, with regard to the factors hindering ‘good PE classes,’ both groups chose the education policy as the main obstacle, with teachers selecting the available facilities and environment as the second greatest factor, and students in turn choosing reciprocal relationships with teachers. Third, with regard to the subcomponent factor, it was found that students viewed meaningful and interesting class contents as important, whereas teachers were of the opinion that it was important to lay down definite goals and contents. With regard to the teaching method, teachers viewed methods that provoke student interest and take into account individual student aptitude and ability highly, while students viewed interesting classes as ‘good PE classes.’ Both groups felt that active interaction and an atmosphere of mutual respect were important to the class ambience and environment. Although there was a relatively low response rate with regard to the general view on evaluation, teachers were of the opinion that in order to get a thorough evaluation on ‘good PE classes’ there needed to be an assessment on student attitude and emotion in addition to athletic capability, whereas students felt that a reliable, impartial, and objective assessment was the best way to evaluate good PE classes. Thus, based on the research above, we can define ‘good PE classes’ as classes where interesting and meaningful contents can be delivered to students through various, interesting means, where teachers and students can interact actively, and where not only athletic capabilities, but attitudes and emotions can also be evaluated in an impartial and credible way.

목적: 본 연구는 초등학교 담임교사를 대상으로 시각에 대한 인식 현황을 파악하여 초등학생의 시각에 대한 교사들의 관심과 적절한 지도를 제안하고자 한다. 방법: 2011년 4~7월까지 경기도 화성시 O초등학교 담임교사 112명을 대상으로 설문조사를 실시하였다. 불성실하게 응답한 12부를 제외한 100명의 자료를 분석하였다. 결과: 시각 문제를 담당하기 적합한 전문가는 안과의사라고 인식하고 있는 교사가 88%였다. 학생에게 전문기관에서 눈 검사를 받도록 권유해본 적이 있었던 교사는 76%였다. 현행 교육과정에 시각에 대한 교육 내용이 포함되어 있다고 인식하는 교사는 24%였고 시각에 대한 내용이 교육과정에 필요하다고 인식하는 교 사는 80%였다. 시각이상이라는 용어를 인식하는 교사는 71%, 저시력이라는 용어를 인식하는 교사는 54%, 시각치료라는 용어를 인식하는 교사는 22%였다. 시각이상의 존재여부를 증상으로 알 수 있다고 생각하는 교사는 22%였다. 선호하는 시각관련 정보 제공 형태는 46%가 웹싸이트를 선호하여 가장 높은 선호도를 보였다. 결론: 초등학교 교사들이 시각에 대한 정보가 부족하고 시각에 대한 인식이 낮으므로 초등학교 교사를 대상으로 하는 시각 교육이 이루어져야 할 것으로 보인다.

In most child-care facilities, homeroom teachers take the responsibilities for safety education, which has been conducted in class hours on a regular basis. It was found that most homeroom teachers are lacking in teacher training opportunities, and the younger they are, the less training experience they get. Teachers with fewer teaching careers had a greater interest in safety education and training courses. In addition, homeroom teachers have been utilizing monthly toddler magazines as a method to acquire knowledges for safety education and prevention of safety accidents. The safety accidents which have most frequently occurred in care-care facilities turned out to be stumble and tear, and infants aged 3 years or younger were found to be easily exposed to the safety accidents mainly due to the frolic between peers during the free-choice activity time. The homeroom teachers recognized only traffic safety education among the range of safety training courses, which varied depending on teaching career such as traffic safety education and indoor/outdoor safety environment training, etc. In addition, it turned out that the safety training methods were limited to the utilization of discussion techniques, role-playing, description and demonstration.

이 연구의 목적은 초등교사가 될 교대 신입생들의 우주와 은하 그리고 현행 초등 과학과 교과서에 등장하는 주요 천체들(별, 행성, 위성, 소행성, 혜성)의 상대적 크기에 대한 인식을 조사하고, 이들이 가지고 있는 천체의 상대적 크기에 대한 오개념의 원인을 밝히는 것이다. 이를 위해 63명의 예비교사가 이 연구에 참여하였으며, 이들은 연구자들이 개발한 설문지에 제시된 문항, 즉 제시된 천체들을 그 상대적 크기 순서로 나열하고 각 천체들의 대한 설명의 글을 작성하도록 하는 문항에 응답을 하였다. 이들의 응답은 양적 분석과 응답자의 기술에 근거한 질적 분석을 통해 분석되었으며, 이에 대한 구체적인 연구 결과는 다음과 같다: 첫째, '우주〉은하〉별〉행성〉위성〉소행성〉혜성'이라고 제시된 천체들에 대해 바르게 나열한 교사는 총 63명 중 5명(7.9%), '우주〉은하〉별〉행성'까지 바르게 나열한 예비교사도 28명(44.4%)에 불과하였다. 둘째, 천체들의 상대적 크기에 대한 예비교사들의 두드러진 주요 오개념은, '행성이 별보다 크다(행성〉별, 29명, 46.0%)', '소행성이 위성보다 크다'(소행성〉위성, 37명, 58.7%) '혜성이 별보다 크다(혜성〉별, 14명, 22.2%)'는 것이다.

The purpose of this study is to provide basic data on effective sport instructor system through analyzing the current status and teachers’ understanding of it’s importance and the sport instructor system performance. Three hundred seventeen teachers in B

This study aims to suggest the basic data for the effectiveness of「Seoul Students 7560⁺ Exercise」 in the school scene by analyzing the elementary teachers’ awareness of the operational conditions, expected effects and stimulation methods of the「Seoul Stud

The purpose of this study was to help activate the operation of community school sports club based on league system, and to offer the basic material for the measures which can be applied to school field well. To achieve this goal, 271 teams performed 12 e

The purpose of this study was to analyze the perception of teaching Korean folk-dance in elementary schools. For this purpose, four teachers conducting physical education in elementary school were interviewed on three topics; the general perceptions on Ko

본 연구의 목적은 유아교육기관에서 이루어지는 동작교육에 대한 교사 인식을 규명하는 데 있 다. 이와 같은 연구의 목적을 달성하기 위하여 다음과 같이 연구문제를 설정하였다. 교사들은 유아교육기관 교육과정 중 동작교육에 대한 교사들의 인식과 동작교육 수업을 진행하 기 위해 수업 연구에 대한 노력과 수업 자료를 갖고 있는지와 교사들이 생각하는 동작교육에 대 한 창의성 여부는 어떠한가를 심층면담하고 분석하였다. 수업에 실질적인 도움이 되는 일에 대한 질문에 대부분 대학교육에서나 지속적인 연수를 통하 여 동작교육을 다양하게 실습해 볼 수 있는 프로그램이 제공되어야 한다고 보고 있다. 그리고 그 자료를 현장에서 필요할 때 참조 활용할 수 있도록 수준별 프로그램을 제작하여 유아교육기관에 보급함으로써 보다 질 높은 동작교육을 할 수 있을 것이라는 응답을 하였다. 이러한 내용은 동작 교육 지도에 있어서 시급히 해결해야 할 문제점, 창의적 동작표현 수업 시 어려운 점 등의 내용 을 살펴 본 결과에 대한 해법으로도 제시 될 수 있다. 연구의 결과를 볼 때 움직임과 관련된 동작교육만이 그 교과의 인식과 경험을 풍요롭게 만들어 주는 것인 만큼 대학교육이나 다양한 연수 프로그램, 그리고 여러 가지 교재 개발을 통해 교사들 은 수업에 필요한 구체적인 자료를 제공받기도 하고, 스스로 현장에서 개발하기도 하여 그 영역 에 대한 세계를 함께 공유할 수 있도록 해야 한다.

The present study explores how high school English teachers perceive recently proposed or implemented English education policies. Among the policies are performance assessment, the depaπmentalized classroom system (DCS), 20 11 revised national curriculum for English, the two-Ievel (Types A' B) English tests in College Scholastic Ability Test (CSAT), and National English Ability Test (NEAT). The study examines three aspects ofteacher perception on each p이 icy: knowledge, attitudes, and implementation. A questionnaire was administered, and the responses of 395 high school English teachers were analyzed‘ The res비ts showed that the knowledge aspect scored the highest for all five p이 icies while differences were revealed as to specific aspects of knowledge, attitudes, and implementation across different policies. It was also revealed that the attitude aspect was positively correlated with the implementation aspect and that correlation between attitude and implementation was higher than the 、 correlation between attitude and knowledge. The facto rs identified to be highly correlated with all five policies were teacher’s academic attainment, age, and teaching experience, the number of students per class, and the implementation of English creative school. Implications are suggested for in-service teacher development, English education policy-making, and effective policy implementation.

본 연구의 목적은 화성암의 반상조직에 대한 초임 지구과학교사들의 내용교수지식을 확인하고, 지구과학 수업에서 학생들의 시행착오를 방지할 수 있는 교수 방안을 제안하기 위한 것이다. 이를 위하여 반상조직에 대한 기본인식, 생성조건 및 생성과정, 교수-학습지도에 관한 인터뷰 가이드를 구성하였고, 초임 지구과학교사 5명(고등학교 3명, 중학교 2명)을 대상으로 개방적 토론식 면담을 실시하였다. 반상조직에 대한 초임 지구과학교사들의 인식을 분석한 결과는 다음과 같다. 반상조직이 모든 화성암에서 발견됨에도 불구하고 대부분의 초임 지구과학교사들은 산출상태에 집중하여 화산암과 심성암에서는 반상조직이 발견될 수 없다고 인식하고 있다. 반상조직의 생성 변수로서 냉각 속도, 핵형성 밀도, 성장속도, 성장기간 등의 요인이 고려되어야 하지만, 초임 지구과학교사들은 생성 온도와 냉각속도 등의 요인을 주로 생성 변수로서 인식하고 있다. 반상조직은 반정과 석기의 상대적인 결정의 크기나 입도를 고려하는 것이 바람직하지만 성분의 차이로 구별하려는 경향이 있다. 그리고 초임 지구과학 교사들은 보웬의 반응계열과 연관지어 각 반정과 석기의 성분이 반드시 다를 것이라고 인식하고 있다.

The purpose of this study is to provide practical basic data by analyzing elementary school teachers' perception and utilization of physical education textbooks. For this study, on-off line questionnaires were used to survey 250 teachers including 3rd, 4t

The purpose of this study was to review the actual condition and cognition of sport appreciation class of physical education teachers in middle schools where 2007 revised PE curriculum is being operated focusing on the experiences of PE teachers operating