Journal of Studies on Schools and Teaching 2021 KCI Impact Factor : 0.44

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pISSN : 2508-156x

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2021, Vol.6, No.1

  • 1.

    Elementary School Teachers’ Perception and Process of Improvement in Art Classes

    Shin, DongJin | 2021, 6(1) | pp.1~22 | number of Cited : 0
    Abstract PDF
    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,
  • 2.

    Effect of Activities of SSEMS on Elementary School Teachers’ SW Education Awareness

    Jung, HyoJin , Yang Chang Mo | 2021, 6(1) | pp.23~43 | number of Cited : 1
    Abstract PDF
    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.
  • 3.

    Participation of Youth in Village Education Community Activities Change of Democratic Citizens’ Consciousness

    Ju, YeongSun | 2021, 6(1) | pp.45~72 | number of Cited : 1
    Abstract PDF
    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.
  • 4.

    Satisfaction and Changes in Perception of Non-Face Online -Classes at C University-

    Dong-Won Kim , Kim Hyangjoung , Han, TaeGoo | 2021, 6(1) | pp.73~101 | number of Cited : 34
    Abstract PDF
    The purpose of this study was to draw implications of the overall trend of changes in the perception of non-face-to-face online classes at C University of Education due to the spread of COVID-19. Furthermore, differences in relation to gender, grade, and age were examined. It is expected the results will assist in supplementing and improving future online classes. SPSS 26 and NVIVO 12 were employed to analyze the data of three surveys that assessed satisfaction of online classes. The first and second survey revealed that the average of male students, sophomore and junior students, and students under 29 years of age was generally low. On the contrary, the average of the female, senior, and students over 30 years old was high. The low average of the male students and those under the age of 29 as well as an increase in the satisfaction of the junior students, a sharp decline in that of the senior students, and a continuous decline in that of the freshman students characterized the third survey. The professor’s feedback and communication efforts were recognized as the most positive change during the three surveys. Furthermore, the perception of the gradual improvement of lecture quality compared to the initial online classes gradually increased in the second and third surveys in comparison to the first. This result may have driven the increased satisfaction in the third survey. In comparison to the preferred online face-to-face classes, the results of the effect of non-face-to-face classes were presented. Finally, to ensure future improvements, the instructor’s feedback and communication setting reasonable assignments, and the implications of the evaluation including methods and procedures; supplementation of the laboratory and practice subjects; student interaction ; team improvement measures ; ability to use the system of instructors; and the system and solutions, server stability solutions were proposed. In order to enhance non-face-to-face online classes in the future, teaching designs, evaluation of online classes, and the preparation of conditions for the future Untact era were suggested.
  • 5.

    Perceptions of the competency development of participating teachers in professional learning community in schools

    Kim Nam Gyun , Kim, MinJo , Lee, Eun-Joo | 2021, 6(1) | pp.103~125 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to analyze perceptions of competency development of participating teachers in the professional learning community (PLC) in schools. We conducted a survey among 1000 kindergarten to high school teachers who participated in the PLC in schools. In addition to the survey data, focus group interviews were conducted to acquire a more enhanced understanding of the survey responses. The survey questions included three areas : individual competency development, relationship competency development, and competencies related to school organization. The results revealed first that teachers perceived the effect of participating in the PLC on their as well as their peers’ competency development. as effective. Therefore, we concluded that participation in the PLC contributes to teacher competency development. Second, the participants perceived that participation in the PLC contributed more positively to relationship competency development than individual competency development. Third, of the competencies related to school organization, the development of competencies related to the spread of a democratic participation school culture, communication, and collaboration was perceived most positively. Fourth, the participants were less positive about individual development encompassing critical thinking and knowledge reconstruction. They also perceived competency development of leaders, including peer support and authority sharing, as less positive. Finally, the groups that participated in the PLC actively and voluntarily were more positive about the impact of PLC participation on teacher competency development in comparison to the other groups.