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2019, Vol.4, No.2

  • 1.

    A Study on the Direction of Primary Moral Education through the Analysis of Moral Education in Australia

    Kim, YeongSeong | 2019, 4(2) | pp.1~16 | number of Cited : 0
    Abstract PDF
    Australia is a federal state of six states and two brigades. Prior to 2008, the Australian Curriculum of Education and Training Program's method of operation was implemented in accordance with the guidance of the Office of Education. Each school reorganized its programs according to the actual conditions of the local community and the educational community to provide education. After 2008, Australia tries to solve existing education problems by setting national-level curriculum goals in earnest, based on the Melbourne Declaration. A typical feature of the Australian national curriculum is its capacity-oriented curriculum. Through the national curriculum, seven general competences are evenly incorporated into the contents of all the classes, so that students can acquire not only the content of the curriculum but also the capabilities and functions that are the components of the curriculum. By analyzing the national curriculum of Australia and the education program of state and school, this paper analyzed how Australia's moral education was organized and operated. Australia's curriculum does not have a "moral" curriculum, but it is characterized by allowing students to acquire general skills that moral values while learning other subjects. Australia's moral education is run through a wide variety of methods of project learning and cooperative learning in a wide variety of contexts. In addition, Australia's moral education methods and characteristics were analyzed by looking at various types of moral education, such as programs reflecting positive psychology and education through connection with the community. By doing so, the paper aims to explore the implications and direction of teaching and learning methods and strategies in Korean moral education.
  • 2.

    A Study on India's Moral Education for the Proposal of Primary Moral Education

    Moon, YiSak | 2019, 4(2) | pp.17~33 | number of Cited : 0
    Abstract PDF
    Korea's moral education has received numerous criticisms since its inception. In particular, it is a well-known fact that our moral education has been essentially distorted by past military dictatorships. Therefore, our moral education tried hard to improve it. It is for this purpose to study the various moral education of the world. But studying and copying advanced moral education in the West is not the only thing that works. To face our problems, We need to compare and study India's education. Because India had suffered similar pain of modern contemporary times like ours. In this paper, we examined moral education in the historical context of India and found and analyzed the forms of moral education sought by Indian authorities through the academic journals on Indian education in the country and the data of the Indian Ministry of Human Resource Development. Through this study, we found that value education is a priority in moral education in India, and thus there are many implications for our moral education, which virtue. These implications will help us look at the current criticism of Korea's moral education and further move in the right direction.
  • 3.

    A Study on the Difficulties of Beginning Teacher’s and their Experience in coping with the School Atmosphere (in Elementary School)

    Hwang, SuJi | 2019, 4(2) | pp.35~55 | number of Cited : 1
    Abstract PDF
    The purpose of this study is to syntagmatically analyze the difficulties and the process of coping with such difficulties of beginning teachers in elementary school by using an analysis of grounded theory, and theorize the phenomenon that beginning teachers in elementary school experience the course of such difficulties by categorizing relevant concepts. This study selected eleven beginning teachers employed in Gyeonggi-do and Chungcheongbuk-do with under three years of career and used interviews and written answer. The concepts and categories were derived by continuous comparing and analyzing collected data, and core categories were constructed through analysis utilizing the paradigm model. As a result of the study, 150 concepts, 26 subcategories and 10 categories were derived in open coding. The ten categories derived from open coding were reorganized and the paradigm model was used to compare and analyze the relationships among the categories. As a result, The categories are classified as ‘insufficiency of experiences for actual school site’ for causal condition, ‘standing alone,’ ‘heavy sense of responsibility' for contextual condition, ’having difficulty’ for central phenomenon, ‘school’s positive atmosphere’ and ‘school’s negative atmosphere’ for intermediary condition, ‘receiving help from school,’ ‘give up receiving help from school’ for action/interaction strategy, and ‘stability and growth,’ ‘stagnant’ for the result. As a core category for integrating this process, this study chose ‘Forcing sprouting of seeds sprinkled on fertile soil and seeds sprinkled on wilderness’ and composed the outline of the story based on the core categories, and constructed a model of the ‘Forcing sprouting of seeds sprinkled on fertile soil and seeds sprinkled on wilderness’.
  • 4.

    A Study on the Teachers' Cognition Survey Of the Culture of the Teachers' Learning Community On the same grade in Elementary School -Based on the case of J Elementary School-

    No, MiRan | 2019, 4(2) | pp.57~84 | number of Cited : 0
    Abstract PDF
    As the perspective of knowledge, learning has been changed, the perception of teacher specialty development and growth also changed. As a new alternative to this, a teacher learning community has emerged and interest has also increased. If the previous studies for teacher learning community mainly focused on expertise development and class improvement of teachers, the purpose of this study is to investigate the actual conditions of the elementary school teachers in the same grade, analyze recognition level of the participating teachers for the elementary school teachers' learning community culture, and finally to grasp the teacher 's perception about ‘re-culturalization’ plan. To solve this problem, this study set up research problem as follows: First, what is the actual condition of operating the elementary school teacher’s learning community? Second, what is the perception level of participating teachers in the elementary school teacher learning community culture in the same grade of elementary schools? Third, what is the teacher 's perception of the ‘re-culturalization’ plan for elementary school teachers' learning communities in the same grade? In order to solve the above research problems, previous research was analyzed and questionnaires were used to investigate and analyze the actual state of the operation of the teachers' learning communities and interviews were conducted to find out more detailed culture. Based on these results, conclusions and implications of this study are as follows: First, J Elementary School run the same grade teacher learning community and the participation rate of its members was also high. Second, when the leader or member is a voluntary operator or an active participant, the average of cultural factors awareness of communication processes, communication protocol, communication attitudes, professionalism and autonomy was generally high. Third, in order to ‘re-culture’ the teachers' learning communities in the same grade of elementary school, external support such as administrative and financial support from the Education Office should be made. Fourth, the effective way of ‘re-culturalization’ of the teacher 's learning community in the same grade of elementary school can be achieved by cooperating, communicating and learning each other among the teachers' learning communities in the same grade in elementary school unit. In general, it is the basic premise that the 're-culturalization' of the teacher 's learning community in the same grade of elementary school must be intertwined with the ‘re-culturalization’ of the school and other teacher 's learning community within the school, it should be a cooperative and communicating culture.