본 연구는 유아의 인성리더십 교육에서 교사의 상호작용 역량강화를 위한 교사 훈련 프로그 램을 개발하고 효과를 분석하는 것에 목적이 있다. 연구의 목적을 달성하기 위하여 설정한 연 구문제는 두 가지이다. 첫째, 유아 인성리더십 교육에서 교사의 상호작용 역량강화를 위한 훈 련 프로그램을 개발하는 것으로 도구 개발과 훈련체계 구성이 포함된다. 둘째, 개발된 교사 훈련 프로그램의 효과를 분석하는 것으로, 황금원 모델에 대한 지필테스트 결과의 분석, TTCS(TREASURE Talk Coding System)를 통한 동료코칭 피드백 분석, CICAIO(Coaching Inventory Child-Adult Interaction Through Observation)를 통한 상호작용 훈련 효과의 분석 이 포함된다. 연구 결과, 황금원 모델에 따른 구인별 음원 24개, 스탬프로 제작된 습관별 코칭 놀이감 8개, 구인별 음원과 코칭 놀이감을 활용한 코칭 스크립트 24개, 모듈별 코칭 동영상 3개, 8시간의 교사 훈련 체계를 포함한 교사 훈련 프로그램이 개발되었다. 또 황금원 모델에 대한 지필 테스 트, TTCS(TREASURE Talk Coding System)를 통한 동료코칭 피드백 분석, CICAIO(Coaching Inventory Child-Adult Interaction Through Observation)를 통한 상호작 용 훈련 효과의 분석을 통해 프로그램의 효과를 분석한 결과, 실험집단 유아 교사에게 유의미 한 효과가 있음이 확인되었다.

Indonesia is facing a serious problem in education. The problem is reflected in the form of low learning outcomes as shown by low PISA and TIMMS scores compared to other students of PISA and TIMMS participating countries. These results are believed to have correlation with the low quality of teachers. The Teachers and Lectures Law No. 14 Year 2005 requires teachers to be competent by mastering the four teacher competencies, i.e. pedagogical competency, personal competency, social competency, and professional competency. However, only a few are regarded as competent. Since the quality of teachers is the most important factor in improving the quality of education, the Indonesian government held a teacher certification program to increase the quality of education in Indonesia by improving teacher quality, accompanied by the provision of a professional allowance equivalent to one month’s base wage. By 2015 all teachers have been certified and only certified teachers are allowed to teach in Indonesia.

During the last decade, an increasing number of immigrants came to Korea mainly for getting jobs and following their spouses, and the Korean government attempted to introduce several policies and projects. Among those policies and projects, the bilingual teacher development program was launched for developing bilingual teachers to teach their cultures and languages to multicultural and general students as well. The purpose of this research was to find out what multicultural immigrant women who participated in a bilingual teacher development program wanted to obtain from the program, and possibly to suggest aiming at developing a teacher training program for the future. Twelve pre-service bilingual teachers who were being trained in bilingual teacher development program participated in the pre- and post-questionnaire surveys. The results of the study are as follows. First, 12 pre-service bilingual teachers fully understood their roles as bilingual teachers and they think they are prepared to carry out those roles through the training program and the practicum. However, after the practicum they recognized they need to deepen their knowledge on child psychology, counseling and material development. Next, the pre-service teachers were satisfied with the training program and the courses they took in the program would be helpful to work as a bilingual teacher. However, they demand more practicum in the training curriculum. Some suggestions are made for improving the current system of practicum in the bilingual teacher training curriculum.

One of major education process flaws in the Lembaga Pendidikan Tenaga Kependidikan (LPTK) or Teacher Training Institute in Indonesia is portrayed in the implementation of the Program Pengalaman Lapangan (PPL) or Apprentice Program that has not optimally developed candidate’s proficiency to be competent teachers. Therefore, this research is intended to construct a teaching and learning model of practical teaching that can improve pedagogical competence as the ultimate goal to be achieved by future teacher candidates. The main subjects of this study were undergraduate students of the Elementary School Teacher Education program conducting their PPL in Indonesia University of Education and Lampung University. Based on the analysis of Wilcoxon Signed Rank Test, on the level of significance of 95% (α = 0,05), the model produced from the research and development process and called theModel Pembelajaran Praktik Mengajar Reflektif (MP2MR) was verified to help improve students competence based on the following benefits,(a) teaching and learning and evaluation designs focused on standardized achievements (b) individual and contextual implementation of problem-solving based process of teaching and learning, and (c) priority to intrinsic evaluation.

The main focus of the current article is to introduce and apply an evaluation model to an rNSET program for non-native speaking English teachers. The rationale behind why an rNSET program evaluation should make use of a synthesized approach to look at diverse variables from a balanced perspective is provided. While using the model as a guideline, this article explores the way quality drivers in an intensive teacher education program are interconnected to affect program quality. What/why/how the case study foreign teacher educator does needs to be examined through teacher trainees' perceptions and reactions, who better know context variables in their own classrooms. It turned out that the trainer's teaching quality was affected a lso by the socio-cultural variables within and beyond his classroom area. [n addition, it was revealed that discrepancies between stakeholders' beliefs and practices could lower the program quality as well. The article illustrates the process of how quality drivers and context variables affect each other to determine program quality and warrants more attention from ELT evaluators.

In the dearth of pre-service and in-service teacher education in gifted education, particularly in foreign language education, teachers have difficulty in learning theory and principle. This study describes the secondary teachers" perception of gifted education in foreign language after they participated in a teacher training program. The research questions are: 1) How did the teachers perceive gifted education?; and 2) Did the teacher training program influence the teachers" perception of gifted education? If so, in what ways did it influence the teachers? The data include surveys of the 21 teachers, their class assignments and observations. This qualitative case study indicates despite the teachers" initial negative perception of gifted education, the program helped them see it in a renewed perspective. Briefly, through the program, the teachers familiarized themselves with the basic theory and principle in gifted education. More importantly, they gained hands-on experience by discussing various issues in gifted education and creating class materials. The study concludes with pedagogical implications.

Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.

Teachers who are responsible for children's education are very important to help the school age children to have right nutrition knowledge, they are confronted with difficulties to teach due to the lack of nutrition knowledge as well as materials that can be easily understood by children. The purpose of this study was to look into the basic knowledge of elementary school teachers on nutrition. The elementary school teachers investigated didn't get good marks in nutritional knowledge, food and cooking method knowledge and sanitary knowledge, as the collective averages in those areas were respectively 56.08±14.80, 60.52±10.95, and 45.25±16.13. Sixty seven percent of respondents the largest group, acquired nutritional information through mass media, but they wanted to be given teaching information in the form of educational materials(49.0%). More than 70 percent believed that nutrition should be educated by nutrition teachers (p〈0.01), and as for what should be handled in nutrition education, they thought that students should be educated to build the right eating habits (59.5%). Based on the results, a sequential nutrition education program for the lower grades of school children was developed. This program consisted of five different categories, and according to the results, that was designed to deal with the knowledge of teachers on nutrition, food, cooking method and hygiene, table manners and food-borne illness.

본 연구는 연구자가 미국 A 주립대학의 사범대학에서 다문화 교사교육 강좌를 가르친 경 험에 대한 실행연구(action research)를 바탕으로, 수업을 수강한 예비교사들의 다문화교육 학 습 경험을 인터뷰를 통해 탐색하고, 이를 통해 드러나는 교원양성기관 수업으로서의 다문 화 교사교육의 효과와 한계점을 분석하였다. 긍정적인 효과로는 예비교사들의 다양성 개념에 대한 인식이 변화·재구조화된 점이다. 유색인종 및 이주 집단의 사회 공헌을 중심으로 한 다문화사(史)에 대한 지식과 백인우월주의·자민족중심주의에 대한 비판적 인식도 증가하 였다. 수업을 통해 학습한 다문화교육 이론을 현장실습에 적용해보고, 특히 빈곤과 학업성 취격차 문제에 대한 경험적 지식을 축적한 것도 주요 성과로 꼽혔다. 반면, 한 학기 동안의 강의는 예비교사들의 다문화교육에 편견이나 거부감을 완전히 배재하거나 다문화교육에 대 한 궁극적인 책임과 헌신적 태도를 이끌어내기에는 한계가 있었다. 현장실습과의 연계가 부족한 상태에서 강의실에서 배우는 지식은 일부 예비교사들에게 다소 요원하게 느껴지기 도 하였다. 이와 같은 결과를 통해 한국 다문화 교사교육의 개선 및 발전방안에 대한 시사 점과 함의를 제안하고자 하였다.

교원연수는 교사의 전문성 계발의 방법으로 가장 보편적인 수단이 될 수 있으며, 현장에 적합한 연수과정을 개발하기 위해서 역량기반의 교육과정 개발(competency-based curriculum)이 효과적으로 적용되고 있다. 그러나 시간과 비용이 들고, 급변하는 환경에 민감하지 못하는 등 역량기반의 교육과정 개발의 단점을 극복하기 위해서는 보다 다양한 현장 상황에 적합한 대안적인 개발 방법론이 필요하다. 따라서 이 연구에서는 스마트교육을 위한 교원연수과정 개발 사례를 통해 모듈 개념을 활용한 역량기반 교원연수과정의 개발 방법론을 소개하고자 한다. 이를 위하여, 우선 스마트교육의 개념을 정리하고 역량 모델의 범위를 규명하였다. 그리고 문헌분석, 행동사건인터뷰, 설문조사 및 전문가 검토를 통해 스마트교육에 필요한 4개 범주 9개의 교원역량 모델을 도출하였다. 마지막으로 도출된 역량을 기반으로 연수모듈을 개발하였다. 역량기반의 연수모듈은 연수내용의 기초 단위로 레고(Lego)블럭과 같이 연수과정을 구성하는 작은 조각이다. 이를 기반으로 7개의 연수과정안을 도출하였다. 연수과정은 목적과 상황에 따라 연수모듈을 재조합하여 더욱 다양하게 개발될 수 있다. 이 연구를 통해 연수의 합의된 공동의 목표 달성과 현장 맞춤형 연수를 지원함으로써 일관성과 다양성, 공유와 맞춤의 연수효과가 기대된다.