Published since January 2016, the Journal of Studies on Schools and Teaching is an academic journal dedicated to the dissemination of research in general areas of teaching, including teaching design, reflections on teaching, and communication in teaching; research in teaching expertise, e.g. teacher learning communities; and comprehensive research of such concepts as school culture and school innovation. Centered around the keywords of "school," "teaching" and "teaching expertise," our focus is work that synthesizes theory and practice to ultimately bring about positive changes in schools, lead teaching professionals to higher levels of expertise, and improve the quality of education. The Journal of Studies on Schools and Teaching focuses on sharing the findings of field-oriented research on ‘schools’ and ‘teaching’ to aid teachers in maximizing their expertise and achieving the ongoing development of their academic capacity. The main focus of the journal is on the comprehensive improvement of education quality through the change of school system and qualitative improvement of teaching. Therefore, the journal publishes papers about research on teaching and school system, teaching expertise, roles of teachers, teachers’ learning community collaborating on design-implementation-reflection-communication of classes as a vehicle for achieving positive change in schools. The Journal of Studies on Schools and Teaching features theoretical, experimental, technical, and action research papers on schools and teaching. Field teachers are encouraged to research and submit their paper to this journal as well as education researchers and education experts.
The purpose of this study is to determine obstacles during art classes and efforts to overcome these as well as observe teachers’ changing perceptions and attitudes toward these classes.
The participants included four teachers from various backgrounds and careers. Two of them were members of the Professional Learning Community (PLC) in their schools and the other two participated in PLC individually. I conducted PLC about art classes for them, and analyzed their changing attitudes and perceptions about these classes during an interview. Their experiences in their endeavors to improve their art classes were explored in this study. Accordingly, I hope teachers with similar difficulties can refer to this record.
Through this study, participants first developed an understanding of art subjects.
Instead of focusing only on expression, which much emphasis is placed on in the art curriculum, an understanding of other areas of the art curriculum. were explained. Second, the quality of the class was improved by re-organizing the curriculum. The participants realized their educational goals by teaching their students not only the contents of the textbook, but also by utilizing materials that could attract students’ interests. Third, the participants conducted art classes that focused on the results as well as processes.
Through these art classes, students are afforded creative thinking experiences, appreciate the work of art in accordance with their own standards,
In this study, the current status of remote and large- scale group training for SW education is examined through a questionnaire. In order to improve elementary school teachers’ awareness of SW education, a plan to utilize the Elementary SW Teachers Research Group, which is a voluntary organization of teachers, was proposed.
With the introduction of SW education to elementary schools in accordance with the social trend of increasing the need for SW education, it is crucial for all elementary school teachers to promote instructional expertise in SW education. Although SW education training has been conducted steadily to enhance the expertise of teachers in this form of education, the training thereof has not connected with the curriculum and systematization of the training process. Furthermore, the contents of SW education have been insufficient. Consequently, voluntary meetings and research groups at home and abroad are conducted to improve teachers’ awareness and expertise in education.
As a result of the survey and in-depth interview analysis, the research members were able to increase their awareness of software education and expertise in technology knowledge through internal and external training conducted in the research group. It was possible to increase content teaching knowledge expertise in the process of sharing knowledge among members, and sharing the experience of SW education classes through other members in research schools. In order for SW education to be properly positioned in elementary education, it is necessaryimperative to increase awareness of the correct direction that SW education is pursuing, and training that can motivate the need for SW education. Elementary school teachers’ class expertise can be enhanced by training by asking questions freely in a comfortable atmosphere as well as sharing knowledge and exchanging opinions. In addition, it will be possible to increase elementary school teachers’ expertise through training, in which teachers learn and create together rather than transferring knowledge unilaterally.
The purpose of this study is to determine what changes the experience of participating in village education community activities bring to the youth’s democratic citizenship consciousness and to draw implications thereof. Accordingly, the cases related to democratic citizenship change in the process of youth participation were examined.
Subsequently, the concepts related to democratic citizenship were extracted and classified. The study’s primary findings were as follows: first, spontaneity and initiative were the driving forces of youth activities in the village education community. This became more evident when the village members actively supported the activities. The results further revealed a space for youth to perform various activities was important.
Furthermore, administrative support such as the enactment of ordinances to vitalize the village education community, and ensure youth policy activities was imperative. Second, the youth who actively participated in the activities of the village education community personally internalized basic democratic values and ideologies. Socially, they became democratic citizens who cooperated with each other through positive interactions with others and solved life problems. Consequently, youth-led village education community activities proved to be a virtuous cycle system that could achieve the goal of fostering democratic citizens. Consequently, it is imperative to give youth who have consistently carried out village-based project activities the authority to participate in the decision-making process of the village to collect opinions and make decisions as well as to provide a place for policy activities so as to ensure practical democratic citizens are fostered. Furthermore, for the village itself to be realized as a real living learning ground, for democracy, it is crucial for adults to offer their support as facilitators so that youth can lead the entire process of planning, implementation, and reflection of village education community projects.