This study aimed to examine educational connoisseurships of the 3rd and 4th year pre-service elementary school teachers (PSTs). Twenty eight 3rd year and 28 4th year PSTs were asked to write a critique on a video-taped elementary English lesson. Their comments were categorized and examined to see if there were any outstanding characteristics. It was also investigated whether the different amounts of coursework the two groups of PSTs had completed were reflected in their critiques. Many PSTs were found not to have developed their educational connoisseurships to examine whether a lesson was designed to maximize learning, and the functions of the target expressions were practiced and learned in a meaningful way. Two most common perspectives in their critiques were to examine whether the students were interested in the learning activities, and whether the learning activities helped students learn the target expressions. Some differences in the views on classroom English and differential learning activities were found across the two groups.

초등교사와 영양교사는 어린이 식생활 교육자로서 이들의 식품안전 및 위해에 대한 인식은 식생활교육에 큰 영향을 미칠 수 있다. 따라서 본 연구에서는 주요 식품 위해 요인으로 오인되고 있는 식품첨가물에 대해 수도권 소재초등학교에 근무하는 초등교사(279명)와 영양교사(72명)를 대상으로 식품첨가물에 대한 인식 및 정보요구도에 대한 설문조사를 실시하여 분석함으로써, 식품첨가물에 대한 올바른 정보전달 촉진을 위한 기초자료를 확보하고자 하였다. 맛을 우선하는 교사(39.1%)에 비해 영양교사는 식품을 구입할 때 안전성(68.1%)을 가장 먼저 고려하여 유의한차이(p < 0.001)를 보였고, 제조사, 가격 유통기한 외에 교사는 원산지(32.5%), 영양교사는 주성분(50.0%)을 우선 확인한다고 하였다(p < 0.01). 식품표시 이해도는, 주성분, 식품첨가물, 영양성분, 인증마크 등 모든 부분에서 영양교사가 높았으며, 교사(3.53), 영양교사(4.17) 모두 식품첨가물관련 표시 이해도가 가장 낮게 나타났다. 교사, 영양교사 모두 식품의 안전을 위협하는 요인으로 환경오염물질, 식중독 세균과 바이러스, 식품첨가물 순서로 응답하였고, 가공식품 구매시 ‘무첨가’, ‘무색소’ 표시가 있는 식품을 구매한다는 응답 비율이 높았다. 또한 영양교사는 식품첨가 물이 안전성, 유효성 평가를 거치고(100%), 사용기준 및 규격이 정해져 있다(81.9%)는 것을 안다고 응답했음에도 불구하고, 교사(75.2%)보다 많은 87.5%가 식품첨가물 섭취는 건강에 위험하다고 응답하는 괴리를 보여 이들에 대한 올바른 정보전달의 필요성을 확인할 수 있었다. 교사 및 영양교사 모두 식품첨가물에 대해 가장 알고싶어 하는 정보는 ‘안전성과 위험성’이었고, 정보매체로는 교사는 TV(3.80)를, 영양교사는 강의(3.65)를 가장 선호하였다. 식품첨가물에 대한 정보 제공기관이나 제공자에 대한 신뢰도에서 정부기관이나 식약처 공무원에 대한 신뢰도는 병원, 대학연구기관, 의사, 연구원 등에 대한 신뢰도보다 낮았다. 대중매체의 정보는 신뢰하지 않는다는 비율이 높았으나, 대중매체를 접한 후 교사(39.4%)는 식품첨가물 표시를 보게 된다고 하였고, 영양교사(50%)는 식품첨가물이 함유된 식품을 줄인다고 응답하여 그 영향력을 확인할 수 있었다. 또한 대중매체 내용이 선정적·감성적 접근을 하여 문제가 있다고 답변하며, 정부가 잘못된 정보를 곧바로 바로잡을 수 있도록 전문가 집단을 활용하여 균형적으로 정보를 제공하여야 한다고 지적하였다. 본 연구 결과, 초등교사와 영양교사는 식품첨가물에 대해 각기 다른 인식과 정보요구도를 보이고 있어 어린이들에게 올바른 식생활교육을 할 수 있도록 식품첨가물에 대한 정보전달 노력이 요구된다.

The purpose of this currents study was to examine the contributions of the contributions of leadership functions, supervision, and working motivation on teachers’ performance at public elementary school in one of the sub-districts in Jambi Province, Sumatra, Indonesia. Data were collected through a questionnaire from 122 teachers. The data were analyzed by using the descriptive analysis and regression analysis techniques, assistanced by the statistical application of the SPSS release 16.0. The findings of this study indicated that the leadership function included very high category with a mean value of 3.2657, supervision with a mean of 3.2608, motivation with a mean value of 3.3465, and teachers’ performance with the mean value of 3.4447. The findings of the simple regression analysis with a single-step method (entered) also indicated that the contribution of leadership function to teachers’ performance with a value of R Square was 47.6%, the contribution of supervision to teachers’ performance with a value of R Square was 45.3%, and the contribution of work motivation to teachers’ performance with a value of R Square was 69.3%. Furthermore, the findings of multiple the regression analysis showed that the contribution of leadership function, supervision, and working motivation altogether to teachers’ performance with the value of R Square was 74.3%. This study provided information for policy makers, school leaders, researchers, and teacher educators to understand how the contributions of the contributions of leadership functions, supervision, and working motivation affect teachers’ performance.

이 연구의 목적은 중학교 천문 수업에 대한 과학 교사의 교수 실행에서 나타나는 시스템 사고를 분석하는 것이 다. 이를 위해 4명의 중학교 8학년 과학 교사의 천문 단원 수업을 녹화하였고 녹화된 수업은 모두 전사하였으며, 선행 연구의 시스템 사고 위계 구조를 수정하여 개발한 시스템 사고 분석틀을 적용하여 이들을 분석하였다. 또한, 수업 분석 후 참여 교사의 과학 수업에 대한 지향과 교수학적 생각을 심층적으로 분석하기 위해 비디오 자극 회상 면담을 실시하 였다. 연구 결과는 다음과 같다: 모든 참여 교사들은 천문 수업에서 시스템 사고의 위계를 제대로 반영하지 못하였으며, 낮은 수준의 시스템 사고만을 활용하는 것으로 나타났다. 또한, 교사가 학생 중심의 교수 지향을 지녔다 하더라도 시스 템 사고의 교수 실행은 교사 중심으로 진행되는 것으로 나타났다. 천문 수업의 교수 실행에서 시스템 사고가 부족하게 나타나는 것은 공간적 사고에 보다 집중하는 것과 지구과학 비전공 교사로서의 천문 내용 및 형성 평가 지식 부족 때 문인 것으로 판단된다. 이러한 연구 결과를 바탕으로 천문 수업에서 효과적인 시스템 사고의 도입 방안을 논의하였다.

본 연구의 목적은 고등학교 과학 교과의 효과적인 수업방법에 대해 고등학교 과학교사들과 고등학생들이 가지고 있는 인지프레임을 조사하고, 그들이 2009 개정 과학과 교육과정의 고등학교 과학에서 제시하고 있는 교수학습 방법을 어떻게 이해하고 있는지를 알아보는 것이다. 이를 위해 275명의 고등학교 과학 교사와 275명의 고등학생으로부터 데이터를 수집하였고, 수집된 데이터는 언어네트워크 분석법을 통하여 단어 분석과 프레임 분석을 하였다. 그 결과는 다음과 같다. 첫째, 고등학교 과학 교사들은 문제해결능력과 탐구능력을 향상시킬 수 있는 학생 중심의 수업이 효과적이라고 인식하고 있다. 반면 고등학생들은 교사들이 충분한 자료를 제시하여야 하고 대학 진학에 도움이 될 수 있는 수업이 효과적이라고 인식하고 있다. 둘째, 두 집단은 모두 2009 개정 과학과 교육과정을 충분히 반영하지 못한 인지프레임을 가지고 있다. 특히 두 집단은 융합 또는 통합이라는 요소를 그들의 인지프레임에 연결시키지 못하고 있고, 여러 과학 분야의 내용들이 서로 밀접하게 관련되어 있다는 사실을 인식하지 못하고 있다. 그러므로 교사들이 고등학교 과학 교육과정에 대해 명확하게 이해하고 이를 실행할 수 있도록 현직 연수를 강화시킬 필요가 있다.

In the present study, we conducted in-depth interviews with school dieticians and nutrition teachers to determine the local foods they were aware of and their experiences with local foods. We also aimed to obtain more detailed measures for local food vitalization and suggestions for improvements. In-depth interviews were performed with 8 school dieticians and nutrition teachers, who stated that local food vitalization was needed for school food services, because it could be a foundation for securing safefood products, student healthi mprovements, environmental protection, and the establishment of a general consumption market. However, they were aware of a higher number of disadvantages than advantages in school situations and indicated the deterioration of the quality of food products as the biggest disadvantage. The most-suggested measurement items for local food vitalization in schools included improvement of the food distribution system, expansion of education, information sharing, prevention of monopolies, improvement of food-product quality, and mass production. In addition, it was suggested that school dieticians and nutrition teachers should invest efforts in the development of excellent recipes and varied diets utilizing local foods. Therefore, system supplementation is urgently required in order for school food service officials, and consumers, to efficiently introduce and vitalize local foods. It is also necessary to foster an environment that encourages trust-based relationships with producers to maximize the effect of system supplementation. This would be the foundation for improving the health of students, improving food-service quality, nutrition management, and vitalization of the regional economy in the future, and will positively affect students’ food consumption patterns even after they become adults.

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.

학교 교육과정의 자율화가 확대됨에 따라 단위학교를 중심으로 교사의 교육과정 역량을 강화하기 위한 방안을 탐색하는 연구는 중요한 의미를 갖는다. 이에 본 연구에서는 단위 학교의 교육과정 편성 운영 자율성 확대에 부응하기 위해 요청되는 교사의 전문성, 자율성, 책무성 확대 방안을 교사의 교육과정 역량 측면에서 찾고자 하였다. 미래 학교의 교사는 구체적인 학교 상황에서 교육과정을 어떻게 해석하고 적용할 것인지를 탐색하고 개발하는 역할을 수행하도록 기대된다. 본 연구에서는 문헌분석, 국내외 사례연구, 설문조사 등을 통해 과학 교사의 학교 교육과정 편성 운영 역량의 발휘 실태를 진단하였다. 과학교사들은 교육과정 운영에서의 실질적 자율성 부족, 인프라 미비, 학생성취도로 책무성을 묻는 체제, 숙고를 위한 시간의 부족, 교육과정에 대한 주체성 인식 부족 등이 교사의 자율적 학교 교육과정 편성 운영의 장애요인이라고 지적하였다. 본 연구의 결론 부분에서는 과학교사를 비롯한 현장 교사의 교육과정 역량 발휘의 장애요인에 대한 해결 방안으로 실질적 자율화의 확대, 현장 교사의 교육정책 결정 참여 활성화, 학교평가에서 정성적 요소 강화, 교사의 직급 및 승진 경로의 다양화를 통한 교육과정 역량 강화, 교사의 학습공동체 참여 활성화 등을 제안하였다.

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.

The purpose of this quantitative research was to examine whether there were statistically significant differences in Islamic elementary public school teachers’ curriculum orientation and teaching conception across demographic variables of gender, age, and teaching experience. Data were collected through questionnaires from 65 Islamic elementary public school teachers. Data were analysed through Rasch analysis and tests of inferential statistics. The results of the data analysis show that, over all: 1) the teachers’ curriculum orientation tended to be “technological” and “academic” rather than “social reconstructionistic”; and 2) the teachers tended to conceptualize teaching as “apprenticeshipdevelopmental” and “knowledge transmission” rather than “nurturing” or “social reform”. Tests of inferential statistics revealed a significant difference between male and female teachers’ conception of teaching. A significant difference was also found in the teachers’ curriculum orientation across the demographic variable of teaching experience. No significant difference was found across the variable of age. Correlations were identified between the teachers’ curriculum orientation and teaching conception. The findings of this study provide evidence for policy makers, school leaders, researchers, parents, and teacher educators that the curriculum orientation and teaching conception of the majority of the teachers seems to be incompatible with the nature of character education that necessitates teachers to be “nurturing” and “social reconstructionistic”. In addition, evaluation and reorientation of paradigms and approaches in teacher education and educational objectives and further research are suggested.

The aim of this study was to investigate the effects of group-based consultations on pre-service primary school teachers' English teaching competence. Twenty nine pre-service teachers in groups of four or five received two rounds of consultations on their micro-teaching demonstrations from two native English instructors. The consultation procedure was three steps: preparation, micro-teaching observation and feedback. The self-evaluation checklists and micro-teaching evaluations were analyzed quantitatively to find how much improvement between the first and second micro-teaching had been made. The results indicated that consultations helped the pre-service teachers to improve their English teaching competence in general. The comments written by the consultants and the pre-service teachers about their micro-teaching observations were examined qualitatively. The results showed that consultations enabled the pre-service teachers to realize the strengths and weaknesses in their teaching behavior. Also, the observation of peer teaching and group discussion helped them to gain useful teaching skills and insights on what a good English lesson should be like.

This study aims to examine job satisfaction of elementary school gym teachers by measuring the levels and finding the major elements of their job satisfaction, and to provide reliable statistical and evaluative materials by which to maximize job satisfact

이 연구는 두명의 중학교 과학 교사의 과학 수업이 어떻게 한국의 독특한 교육 상황에 의해 영향을 받으며, 이러한 수업 경험이 그들에게 가지는 의미가 무엇인지를 알아보기 위한 현상학적 해석 연구이다. 특히 본 연구는 두 과학 교사가 어떻게 교수 방법을 선정하며 외부적인 상황 즉 교육과정, 학교정책, 환경, 문화, 학생들의 학습동기등이 어떻게 과학 교사들의 교수 방법, 수업 실제에 영향을 미치는지에 중점을 두었다. 이 연구는 두 달간 대도시의 한 중학교에서 시행되었으며, 각 참여 교사에 대한 수업 관찰과 수업 관찰 후 이루어진 인터뷰가 주요 데이터로 사용되었다. 연구 결과는 현상학적 연구 방법에 의해 분석, 기록되었다. 이 연구의 결과는 첫째, 과학 수업에서 다루어야 할 과중한 교과 내용의 양과 제한된 수업 시간등의 외부적 요인들이 중등학교 과학교사들의 수업에 대한 신념이나 경험에 상관없이 수업의 형태를 결정하는 중요한 요인이라는 것을 보여준다. 둘째, 사교육을 통해 이루어지는 학생들의 과학교과 선행학습과 학생들이 수업에 참여할때 나타나는 낮은 학습 동기가 각 교사의 교사의 역할에 대한 인식에 영향을 미치며, 궁극적으로 교사들의 교수 방법 선정에 영향을 미친다는 것을 보여준다.

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

A new in-service teaching certificate system, the TEE Certificate system, was launched for Korean teachers of English with the aim of encouraging them to use English in their daily teaching practice. This study attempts to investigate key issues regarding the current development of the TEE Certificate system and addresses the implications for a successful TEE policy in Korea. It employs document analysis produced by the Ministry of Education, Science and Teclmology and to key Regional Offices of Education and semi-structured interviews with 15 supervisors, 11 teachers and 2 TEE Certificate examiners. The research findings suggest that there is a gap regarding the aims of the TEE Certificate system among stakeholders, leading to the different attitudes toward it. Those who have positive perceptions of the system see it as a tool for encouraging Korean teachers of English to develop their English language teaching competence. On the other hand, those who have negative attitudes see the negative aspects such as another type of burden on teachers and even the possibility of a form of lay-off. The new strategies of how to use the system are required to make it play a proper role in terms of the provision of an English-fi'iendly learning environment and supporting teachers' professional development.

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.

해수면온도는 급변하는 기후를 이해하는 가장 중요한 해양 변수 중의 하나이므로 과학 교과서에는 정확하고 오류없는 해수면온도 영상이 제시되어야 한다. 그러나 고등학교 교과서에 제시된 해수면온도 영상들은 다양한 원인에서 비롯된 많은 오류들을 가지고 있었다. 본 연구는 제 7차 교육과정에 근거한 24종의 고등학교 과학 교과서, 지구과학 I, 지구과학 II 교과서의 36개의 인공위성 해수면온도 영상을 17개 항목에 대하여 분석하였다. 해수면온도 영상 처리 과정에서 생긴 구름 제거, 육지 마스킹, 색상표, 위치 정보, 시간 표시와 관련된 오류와 인공위성에 대한 기본적인 표현 오류를 조사하였다. 예비교사 25명에게 문제가 있는 대표적인 인공위성 영상들을 제시하고 설문을 실시하고 반응을 분석하였다. 그 결과 대부분의 예비교사들은 해수면온도 영상 처리 과정에서 발생할 수 있는 오류에 대하여 인지하지 못하였으며, 해빙, 강수 유입, 한류와 같은 실제 해양현상과 연관지어 해수면온도를 이해하려는 경향을 보였다. 따라서 교과서 해수면온도 영상은 본 연구에서 제시한 세부 항목들을 고려하여 정확하게 처리되어야 한다.

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