2024, Vol.9, No.3

Journal of Studies on Schools and Teaching 2023 KCI Impact Factor : 1.77

pISSN : 2508-156X / eISSN : 3022-8077
https://journal.kci.go.kr/JSST

Recent advancements in digital technology have significantly impacted contemporary art, leading art education to adapt by utilizing various digital media for creation, appreciation, and portfolio development in alignment with the Fourth Industrial Revolution. However, there are concerns about the negative side effects of these technologies in school settings, necessitating enhanced digital competencies for art teachers to minimize these issues and improve outcomes. This study aims to propose Art related digital education strategies for elementary teachers, taking into account the specific characteristics and environment of domestic art education in South Korea, and to provide future directions based on recent international research. The study finds that, first, the essential digital competencies required for elementary teachers include the ability to interpret students' visual preferences, understand and apply digital media, utilize digital tools and platforms, foster creative problem-solving and collaborative attitudes, and build confidence and motivation through skill acquisition. Second, when providing this education, it is necessary to offer differentiated training for teachers with varying levels of expertise, tailor education based on students' artistic abilities, maximize digital utilization to address regional resource disparities, and develop digital technology education courses for project-based art classes that enhance creative exploration and expression. Third, based on the analysis of international research, it is recommended that to promote educational outcomes and ensure their stability and sustainability, there is a need for developing cost-effective and high-efficiency training programs that leverage existing digital knowledge, design knowledge-practical education courses that actively integrate learned digital skills into the classroom, and create innovative art education curricula that utilize interdisciplinary learning environments. Future research should focus on implementing and validating practical programs based on the strategies proposed in this study to effectively apply and extend the findings in elementary art education settings.

The purpose of this study is to educate and support pre-service childcare teachers by examining the role expectations and expertise of childcare teachers. This study was conducted from October 12, 2023 to December 8, 2023, and the participants were 24 second-year collage students from Gyeonggi-do. As a frequency analysis method and that of qualitative research, we followed comprehensive analytic procedures based on pragmatic eclecticism suggested by Kim Young-cheon (2017). Based on the writing regarding childcare teacher’s role expectations, safety made up 17.6% > protection 14.7% > etiquette 8.8% > education, experience, and stability was found to be 5.9%, and in addition, observation, empathy, and Words such as mother, faith, example, waiting, parent, fun, play, milestone, and good teacher appeared. Analysis of words regarding childcare teacher for cultivating one's knowledge showed that play material production 29.6%>, qualification 22.2%>, club 14.8%>, daycare center visit, daycare center volunteer work 11.1%> and in addition, taking care of their younger cousins and Words such as virtual class appeared. The expectations of the prospective childcare teachers as to their role as childcare teachers were as follows. First, was teacher's role in creating a safe environment. Second, was the role of a guardian similar to a parent. Third, was the role of an educator, who provides diverse experiences. Fourth, was the role of the teacher is to serve as a mirror. The things that a prospective childcare teacher is expected to know are as follows. First, sincere learning and participation in the childcare teacher training at various educational institutions. Second, acquiring certifications for self-development. Third, getting experience at daycare centers. Fourth, it was found that students could experience the caring role of teachers by taking care of their younger cousins. The implications of this study are to explore the role expectations and profession of teachers, and to help develop teachers' expertise by providing programs that provide diverse experiences at training institutions.

This study aims to explore the teaching experience of Jang, who has been working as a physical education teacher for 14 years by changing the subject from a technical teacher to a physical education teacher. Accordingly, data were collected through the subject of Jang, a participant in the study, and two auxiliary informants, and data were analyzed using an inductive method. The research results were described according to four topics, and first, the role transition process from a technical teacher to a physical education teacher was composed of subcategories ranging from athlete to a technical teacher, a course to select a change of subject, and a long, 6-month training course. Second, adapting as a physical education teacher (1st to 4th year) consisted of a new start as a director of the sports department, physical education classes starting from imitation, and communication through support group activities. Third, getting used to being a physical education teacher (5th to 8th year) consisted of a physical education class that gained confidence, the fate of a physical education teacher, the head of the student department and the head of grade, and the chairman of a social group. Fourth, melting into life as a physical education teacher (9th to 13th year) resulted in the operation of physical education classes that fit the trend of the times, junior teachers, and fellow teachers as helpful teachers. By providing a successful case of adaptation of a teacher who has changed subjects from a technical teacher to a physical education teacher based on the teaching experience of a teacher who has changed subjects, it is expected to be provided as a basic study to explore what qualities or educational centers are needed for future subject changes.