This study analyzes the research trends of PCK (Pedagogical Content Knowledge) in Korean English classes from 2005 to 2019 across ten journal articles, two master’s theses, two doctoral dissertations, and five research reports. This was intended to provide hints for the future direction of English PCK studies. Six criteria—subject-matter knowledge, pedagogical knowledge, learner knowledge, curriculum knowledge, social context knowledge, and action research knowledge— have been applied to the analysis of the selected English PCK studies. The findings are as follows. Study on the subject-matter knowledge was the most frequent, appearing in 15 studies, mainly dealing with linguistic knowledge. In the field of pedagogical knowledge, studies on class design were most common, and in the field of learner knowledge, learner background and learner characteristics were equally studied. In the social context knowledge field, there were relatively few studies on parents, and in the field of action research knowledge, the number of studies corresponding to three sub-factors was the same. Our study concludes that to systematize the study of PCK for teacher professionalism in the subject matter of English, English PCK education should be done in both pre-service and in-service institutions and that PCK research environments should be provided to this end.

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

This paper explores the propositional content of subject it- extrapositions, which has received less attention because of individuality and variety in itself but may contribute to the pedagogical significance of studying grammatical features in relation to communicative functions. Using methods sections of international research articles in applied linguistics, I scrutinize the propositional content in order to understand when and where expert writers employ extrapositions. An analysis of extrapositions, referring to a possible counterpart, first person subject pronouns in the methods section, shows that content presented in it-clauses covers one not only applicable to present research or researchers but also general research or researchers in applied linguistics. Furthermore, a comparison of the journal papers is made with Korean students' master's theses. The findings indicate that the students may not fully understand the communicative or rhetorical function. The examination of the propositional content is hoped to help students who are still vaguely using it - clauses.

This article is a critical review on a case, Supreme Court Decision 2010Do1017 delivered on 2010. 7. 15. In the present case, the intimidated person neither felt fear nor was the subject of the harm threatened. Defendant threatened a person with a notice of harm that he would harm the legal interest of a corporation operated by the intimidated person. Supreme Court held that although the object of intimidation was not the subject of harm threatened, the behavior of defendant constitutes a crime of intimidation on the ground that a corporation can be a subject of harm threatened. Article 283 (1) of Criminal Law stipulates that the meaning of intimidation is “to threat a person” but it remains silent in the meaning and types of legal interest. This is why the concept of intimidation remains in the arena of interpretation. In order to interpret the meaning and the content of intimidation reasonably, it is essential to conduct comparative research on constituent elements of the crime of intimidation, as conducted in this study with provisions of Germany, Switzerland, Austria and Japan. In the case of Korean Criminal law, not surprisingly, a third party including family members of intimidated person can be a subject of harm notified as there is no provision applicable to a situation in which the object of intimidation is not a subject of harm threatened. However, the object of intimidation should be in ‘close relationship’ with the subject of harm threatened. Especially, for a corporation to be an subject of harm threatened, the content of intimidation should be interpreted narrowly, when considering the legislative examples of countries aforementioned which confine the scope of subject of harm threatened. It is thought to be unreasonable to expand the scope of punishment on the crime of intimidation by interpreting the provision to provide no limitation on the content of harm notified. In the present case, intimidated person did not feel fear because the subject of harm threatened was not himself, but his corporation. Even from the standpoint that crime of intimidation is a crime of danger, it is unreasonable to disregard the statement of the victim made in court in judging harmfulness of the notice. Moreover, considering the content of the notice which contained a threat that defendant would accuse the corporation of its illegal practice to the supervising department, Court should have been more cautious in its holdings on the consummation of the crime of intimidation.