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  • 1
    Online Resource
    Online Resource
    Change and Growth of Daycare Center Director through Experience of Participation in Learning Community
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2022
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 27, No. 3 ( 2022-12-31), p. 41-71
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 27, No. 3 ( 2022-12-31), p. 41-71
    Abstract: In this study, we qualitatively explored the changes and growth of daycare center directors through learning community participation experiences. The participants in the study were six directors of daycare centers in H city. The learning community was conducted from August 2021 to January 2022. As a result of this study, first, problem awareness and problem solving strategies have changed at the group level. The critical mind went through busy work and problems, teachers' problems, principles and practice problems, and problems with the daycare center's operating system to find problems within themselves. The awareness of the problem turned from the outside to the inside. The problem-solving strategies were 'Utilizing breaks from work', 'Overcoming the old me', 'Breaking the old frame and rebuilding from the basics', and 'Teaching centered on teachers'. Second, individual consciousness has changed. As a result of the analysis of individual consciousness, face-to-face, meeting/questioning, self-awareness, internal change, external change, internal/external change, and self-reflection were different for each individual. In addition, the research participants newly established 10 principles. This included the director's mental and physical management, emotional and business support for teachers, and systematic director's work management. In this study, more active practice and self-reflection emerged as the learning community proceeded in a way that discovered problems from the director's own experience and derived practical tasks. Therefore, substantial changes and growth occurred to the research participants. Therefore, the subject reflecting the individual circumstances and demands of the director, a learning community accompanied by practice and self-reflection must be introduced as a method of re-educating the director.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 학습공동체 참여 경험을 통한 어린이집 원장의 변화와 성장
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2022.27.3.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2022.27.3.41
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2022
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  • 2
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    Online Resource
    A study on exchanges through vocational education between Korea and Germany: Historical Background and Present Meaning
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2023
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 28, No. 2 ( 2023-08-31), p. 27-47
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 28, No. 2 ( 2023-08-31), p. 27-47
    Abstract: A study on exchanges through vocational education between Korea and Germany: Historical Background and Present Meaning Yu, Jinyoung(KRIVET, Research Fellow)/Kim, Kihong(KRIVC, Counsultant) This study aims to examine the exchange and its meaning centered on the recent vocational high school between Korea and Germany. Exchange relations between Korea and Germany began in the 1960s during the Cold War, and are based on development aid, especially for economic cooperation and technical cooperation. Continuous and diverse cooperative relationships are taking place in the middle-level vocational education sector between Korea and Germany, and against this background, it is important to consider the recent social and economic backgrounds of the two countries. On the German side, the recent revision of the immigration law aims to solve the problem of the shortage of professionals or skilled workers in the country, and on the Korean side, young people have their respective interests to enter the better qualifications and labor market. Germany is trying to solve the problem of the shortage of professionals or skilled workers in its country through the recent revision of the immigration law, and on the Korean side, young people have their respective interests to enter the better qualifications and labor market. In response to these interests, exchanges in the field of vocational education are actively taking place in the public sector, the private sector, schools, and municipal and provincial offices of education. By examining recent vocational education exchanges through literature research and related interviews, we tried to discuss the implications and prospects of educational exchanges between Korea and Germany.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 한·독 간 직업교육 교류에 관한 고찰
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2023.28.2.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2023.28.2.27
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2023
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  • 3
    Online Resource
    Online Resource
    A Comparative Study of German and Korean Teacher Education Programs to Enhance Pre-service Teachers’ Digital Competencies
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2023
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 28, No. 2 ( 2023-08-31), p. 69-93
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 28, No. 2 ( 2023-08-31), p. 69-93
    Abstract: This study aims to draw implications for research on teacher education programs in South Korea and through a comparison of teacher education programs for enhancing the digital competencies of pre-service teachers which have been actively researched and developed in Germany and South Korea in recent years. For this purpose, this study first analyzes the case of teacher education programs to enhance the digital competence of pre-service teachers in Germany by examing the background of the Project ‘Digitalization of Teacher Education’, the concept of digital competence being discussed in Germany, and the teacher education programs being piloted in two universities. This study then analyzes the case of teacher education programs to enhance the digital competence of pre-service teachers in South Korea by examing the background of the ‘AI EDucation Alliance and Policy lab’, the concept of digital competence being discussed in South Korea, and the proposed reform of the teacher education programs. Through the comparison of the cases of teacher education programs in the two countries, it found that there are some differences in the concept of digital competency which is being studied in the two countries, and the teacher education programs for enhancing digital competency. Based on these differences, this study concludes that research on digital competence should be conducted in a wider range of institutions and from a variety of perspectives and topics, that the concept of digital competence itself should be studied more in depth, and that teacher education programs should be improved to enhance the critical reflection competency of pre-service teachers.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 예비 교원의 디지털 역량 강화를 위한 독일과 한국의 교원양성과정 사례 비교 연구
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2023.28.2.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2023.28.2.69
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2023
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  • 4
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    Online Resource
    The main issues captured from academic underachievement research in South Korea: Keyword co-occurrence analysis from 2002 to 2022
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2023
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 28, No. 2 ( 2023-08-31), p. 195-214
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 28, No. 2 ( 2023-08-31), p. 195-214
    Abstract: The purpose of this study was to explore the main issues related to academic underachievement and propose policies to prevent them, using information from academic journals indexed in the Korean Citation Index (KCI). The keyword “academic underachievement” was entered into the KCI to collect research sources without any restrictions on publication year or target school level. In these 244 extracted papers, the co-occurrence of 853 keywords that occurred at least once was calculated and visualized as a network of relationships between keywords. We proposed key issues in the areas of family, psychology, and environment for each school level. For children, we revealed resilience to failure and executive function (psychology), parent-child relationships (family), and limiting smartphone use (environment) as main issues regarding academic underachievement. Adolescents’ academic underachievement was related to psychological issues such as ADHD and individual differences. College students' academic underachievement was related to academic failure experiences such as academic warnings (psychology) and university culture and lifestyle (environment). The study found that the issues of “failure” and “executive function” were the main concerns for academic underachievement among students of all ages. This suggests that addressing students' psychological responses to failure and developing their executive functions are crucial issues to address academic underachievement in South Korea in the long term.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 국내 학업부진 방지를 위한 현안 진단
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2023.28.2.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2023.28.2.195
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2023
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  • 5
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    Online Resource
    A Critical Approach to Student Agency Discourse: Focusing on ‘Burnout Society’ and the Concept of Governmentality
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2023
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 28, No. 1 ( 2023-04-30), p. 1-24
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 28, No. 1 ( 2023-04-30), p. 1-24
    Abstract: This study aims to critically analyze ‘student agency’ which is presented as a key competency in future education, through the lenses of Han’s ‘Burnout Society’ and Foucault’s governmentality. Student agency is an ability for students to act independently in and out of school. However, although discourses on student agency become crucial for future education, reflective or critical approach to the concept is scarcely found. If most researchers simply try to utilize the concept for future education without any critical reflection, pathological issues in education (e.g., student depression) would remain unsolved. Foucault’s concept of governmentality helps more comprehensive understanding along with Han’s argument. Governmentality is a systematic social mechanism that activates power by controlling minds of individuals. In neoliberalism, governmentality deceives individuals by making them to orientate themselves towards ‘freedom to be normal.’ With Foucault’s idea, Han’s concept of self-exploitation is interpreted as an exploitation by formless power structure. For this concept, it is remarkable that power gradually hides its appearance and blurs a boundary between a subject and the power structure. Student agency discourse, however, tends to be insufficient with the reflection of a relationship between learners and power structure focusing only on methodological aspects by highlighting student agency as a solution for future education. The issues which may be occurred by this are as follows. First, this may repeat the argument of pedagogy in the Enlightenment era by supporting students’ autonomy and rationality. Second, the uncertainty of future could belittle a discourse on the role and duty of education. Third, student agency can be misunderstood as a panacea for future education when it is interpreted as a competency in lifelong learning.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 학습자 주체성 담론에 대한 비판적 접근
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2023.28.1.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2023.28.1.1
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2023
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  • 6
    Online Resource
    Online Resource
    The Possibility of Problematizing Parent Education in Contrast to Teacher Education: The Legacy of the Modern Civil Class and the Desire of Parents
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2022
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 27, No. 3 ( 2022-12-31), p. 117-138
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 27, No. 3 ( 2022-12-31), p. 117-138
    Abstract: This study examined the aspects of parent education, a category of adult education emerging as an extension of education, that can be problematized or thematized at a different level from teacher education. In the conventional conception of education that we know, parents are the same category as teachers, who are on the opposite side of the growing generation. Parent education sets the goal of educating parents with the goal of nurturing children. Although teacher education appears to be conceptually similar to parent education, the existential situations of parents and teachers as learners are different, which is a crucial point where parent education can be problematic. From the moment they have children, parents experience life as a different being from teachers. Parents who have children, are in a qualitatively different ontological position from teachers who take a ‘neutral’ stance on learners. In this study, the decisive basis for parent education to be problematic was found in the historical and social approach to the perspective and behavior of modern Western civic education. Then various perspectives on parent education were dealt with in that the goals of parent education and the desires of parents as learners were in a conflicting relationship with each other. To this end, a critical analysis was conducted focusing on the discourse on liberal arts education in the humanities, Freud and Lacan’s criticism of desire, and Deleuze’s analysis of desire.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 교사교육과 대비되는 부모교육의 문제화 가능성
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2022.27.3.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2022.27.3.117
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2022
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  • 7
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    Online Resource
    Interventionsansatz zur Beendigung von Mobbing durch den No Blame Approach(I)
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2022
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 27, No. 3 ( 2022-12-31), p. 1-19
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 27, No. 3 ( 2022-12-31), p. 1-19
    Abstract: Mobbing ist eine spezifische Form der Gewalt. Der No Blame Approach ist ein Interventionsansatz für pädagogische Fachkräfte in der Schule. Er konzentriert sich einzig und allein auf die Lösung des Problems für das Opfer und agiert auf der persönlichen Ebene. Ziel des No Blame Approach ist es, die Mobbing-Situation in kurzer Zeit sowohl zu beenden, als auch das Auftreten weiterer Mobbingfälle zu verhindern. Der Ansatz braucht ein hohes Maß an Empathie, nicht nur bei der gesprächsführenden Person sondern auch bei der Unterstüzungsgruppe. Der Blick geht in die Zukunft, ohne die lästigen Details der Vergangenheit. Dadurch vermeidet man Rechtfertigungsdruck und Schuldzuweisung. Die Durchführung des No Blame Approach erfolgt in drei zeitlich aufeinander folgenden Schritten. Die Teilnahme an den Entwicklungsprozessen ist freiwillig und baut Druck ab. Dieser Ansatz vertraut auf die Ressourcen und Fähigkeiten der beteiligten Schüler, wirksame Lösungen herbeizuführen. Mobbing wird nicht geduldet und hat unverzüglich aufzuhören.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 학교사회에서 집단따돌림의 개입모델로서 “책임전가 없는 접근법”(Ⅰ)
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2022.27.3.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2022.27.3.1
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2022
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  • 8
    Online Resource
    Online Resource
    A Study on the Educational Experiences of Environmental Education Instructors
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2023
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 28, No. 1 ( 2023-04-30), p. 47-76
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 28, No. 1 ( 2023-04-30), p. 47-76
    Abstract: Environmental education aims to solve a variety of problems around all kinds of pending environmental issues. In South Korea, environmental education has developed in a dual system between school environmental education provided by environment teachers as part of the school's subject curriculums and social environmental education provided by environmental education instruction in the community outside the school. Today school environmental education has shrunk considerably while needs for environmental education in the community grow day by day. In this situation, environmental education instructors outside the school provide students with environmental education by visiting schools themselves as well as in the community outside the school, covering most of practical environmental education for students. In the area of education, there have been no full researches on environmental education outside the school and especially environmental education instructors providing the education. This study thus set out to investigate the educational experiences of environmental education instructors by selecting four environmental education instructors as research participants and conducting an in-depth interview with them in June~September, 2021. The findings show that environmental education instructors took various chances to begin providing education and there was a high degree of diversity in the content of education and the aspects of growth through educational experiences among the instructors. These findings once again demonstrated the value of diversity that environmental education should guarantee. The environmental education instructors all made many efforts to provide the right education on all sorts of discriminating environmental matters while pursuing diversity. A high level of spontaneity demonstrated by the instructors in the process became an important foothold for their self-growth. The uniqueness of individual environmental education instructors was reflected on environmental education in various ways, and their enriched educational experiences added further diversity to their unique educational capabilities. These findings raise a need for social and educational supports to help the content and methods of environmental education develop in a productive manner in harmony with the uniqueness of environmental education instructors. It is also needed to provide institutional supports for the management of environmental education to guarantee diversity and flexibility like today and, at the same time, ensure systematic long-term education.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 환경교육강사의 교육 경험에 관한 연구
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2023.28.1.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2023.28.1.47
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2023
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  • 9
    Online Resource
    Online Resource
    Analytical study of German digital education policy and teacher education for digital competency enhancement
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2023
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 28, No. 2 ( 2023-08-31), p. 169-194
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 28, No. 2 ( 2023-08-31), p. 169-194
    Abstract: The rapid development of digital technology has led us to a society of digital transformation. Digital competency has become the core competency of social members, and all members of society should cultivate digital basic competency as an essential basic competency like reading, writing, and counting. This paper analyzes Germany's digital education policy and teacher education for digital competency in order to gain implications for improving digital education and teacher education for digital competency in Korea. Germany has a very comprehensive and systematic long-term strategy for digital education policy, from infrastructure to developing teaching and learning contents and methods, strengthening teachers' digital competency education, and establishing academic evidence. While promoting the expansion of infrastructure for digital education in schools, it emphasizes the importance of educational content based on the principle of “no (educational) concept, no facilities”. In order to strengthen the digital competency of teachers, the government has improved the standards of teacher education and set new directions for teachers' digital competency, showing changed teaching methodologies and questioning the traditional image of teachers, emphasizing that new education can only begin when teachers are curious about new areas and challenge them. It also realizes that the digital education transformation is essential for the sustainable development of society and that this change in society cannot be ignored anymore. The German digital education policy and teacher education for digital competency are consistently characterized by an emphasis on social sustainability, humanity, subjectivity, learners' learning prerequisites, and consideration of values and ethics.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: 독일 디지털 교육정책과 디지털 역량 강화를 위한 교사교육 분석 연구
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2023.28.2.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2023.28.2.169
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2023
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  • 10
    Online Resource
    Online Resource
    Effects of Parenting Attitudes on Third Grade Elementary Students’ Peer Relationships During the COVID-19 Pandemic
    Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft ; 2022
    In:  Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft Vol. 27, No. 2 ( 2022-08-30), p. 1-16
    Details
    In: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft, Vol. 27, No. 2 ( 2022-08-30), p. 1-16
    Abstract: This study investigated how the parenting attitude of primary caregivers perceived by lower-grade elementary students during the COVID-19 pandemic affects the students’ peer relationships, and whether their self-esteem plays a mediating role in parenting attitudes and peer relationships of primary caregivers. For this purpose, 139 elementary students, enrolled in 3rd grades in Gangwon-do, were recruited excluding children with intellectual disabilities and children who did not attend school. We performed hierarchical regression according to the research model and Sobel test to examine the statistical significance of the mediating effect of students’ self-esteem. As a result of the study, it was reported that children in the lower grades of elementary school spent more time with their parents and less time spent offline with their peers during the COVID-19 pandemic. As a result of the regression analysis, it was found that the parenting attitude of the primary caregiver greatly affects the child's peer relationship. In addition, it was shown that peer relationships were more positive when self-esteem was intervened as a mediating effect. It was concluded that the parenting attitude of the primary caregiver had an effect on their children’s peer relationships, but had more influence through self-esteem. Implications of the study and future research were suggested.
    Type of Medium: Online Resource
    ISSN: 1738-6675
    Uniform Title: COVID-19 대유행 중 부모양육태도가 초등학교 3학년 자녀의 자아존중감을 매개로 또래관계에 미치는 영향
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.26894/kdge.2022.27.2.
    DOI: 10.26894/kdge.
    DOI: 10.26894/kdge.2022.27.2.1
    Language: Unknown
    Publisher: Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft
    Publication Date: 2022
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