Instructional Planning Research Articles

가야금병창 연구 동향 연구 －국내 석사학위 논문을 중심으로－

The purpose of this study is to examine the trends and future directions of esearch on gayageum byeongchang, focusing on master’s theses published from 1982 to February2024, and to derive socio-educational implications, explore under-researched areas, and propose future research directions. A total of 148 master’s theses on gayageum byeongchang were selected and examined by period, school, and topic. Looking at the trends in gayageum byeongchang master’s theses and graduate school research by period, it was found that research on gayageum byeongchang became more active over time, with a total of 7 theses in the 1980s, 49 theses in the 2000s, 66 theses in the 2010s, and 24 theses from the 2020s to February 2024. In terms of schools, Central University had the most master’s theses on gayageum byeongchang with 32, followed by the Korea National University of Arts with 21. When classified into major categories such as musical research, educational research, and other research, it was found that musical research accounted for 75% of the total, with most studies focusing on person-centered musical analysis or comparisons between gayageum byeongchang and other genres. Educational research accounted for 33% of the total, mainly focusing on teaching methods and instructional plans by target audience, while other topics accounted for 3% of the total. Based on the results of this study, I would like to suggest the following directions for future research on Gayageum Byeongchang: First, research topics should be expanded from various angles to develop new research topics that align with the current educational environment or trends in society, integrating with other subjects or disciplines to actively respond to societal changes. Second, to enhance the quality of theses and improve musical research, it is necessary to establish systematic classification criteria for accurate writing systems or notation formats based on the creativity and diversity of research topics. Third, research should be expanded to include various target audiences. While studies targeting teachers, the general public, high school students, middle school students, and elementary school students are visible, there is a lack of studies targeting the elderly, infants, or students with disabilities. Systematic teaching methods and textbooks tailored to the developmental stages and characteristics of the target audience should be actively developed and researched to ensure a balanced representation of research subjects without bias. Fourth, educational materials development and programs should be developed and studied so that systematic education suitable for each age-specific development stage can be achieved. Fifth, research and development of Gayageum musical instruments should be carried out for public distribution. If reasonably priced Gayageum musical instruments are distributed, Gayageum Byeongchang education will be more active. These results are expected to help understand the current status of master’s theses on gayageum byeongchang, suggest future research directions, and contribute to the qualitative improvement of master’s theses.

Professional Competence of Teachers and School Climate: A Conceptual Perspective

This paper explores the conceptual perspective of professional competence of teachers and the school climate. Professional competence is explained in terms of professional knowledge, teachers’ disposition, and their professional skills. Professional education courses in teacher training institutes play a crucial role in developing professional competence among teachers. These courses equip teachers for instructional planning, classroom management, assessment and evaluation and creating and managing a conducive learning environment. They also emphasize building a congenial relationship between the school and the community, aligning with various domains of school climate. School climate encompasses the cumulative experiences of students, teachers, and head teachers about different aspects of the institution. This conceptual paper conducts an extensive theoretical review of over 135 research articles on both professional competence and school climate, examining their concepts, dimensions, and measuring methods. Given the common factors of both the concepts, a conceptual linkage has been established. This paper aims to enhance understanding of professional competence and school climate and their interrelationship with various influencing factors.

Evaluasi Pembelajaran pada Keterampilan Menulis di Kelas Tinggi

Writing skills are one of the main competencies that must be mastered by students in the upper grades of elementary school. This article discusses the evaluation of writing skills learning in elementary school classes. The purpose of this research is to explore the role of formative and summative evaluations, as well as authentic evaluations in improving students' writing abilities. The literature study method was used to collect information related to writing learning evaluation. The subjects of this research were elementary school students, with research objects including aspects such as sentence structure, vocabulary, and organization of ideas in writing. The research results show that evaluation of writing learning has an important role in improving students' writing skills. Evaluation helps in measuring student progress, provides appropriate feedback, supports instructional planning, and encourages reflection for both teachers and students. The implication of this research is the importance of carrying out systematic evaluations by educators in order to create a quality learning environment, especially in terms of improving students' writing skills in the upper grades of elementary school. Thus, this article provides valuable insight for educational practitioners in improving writing learning evaluation methods that are effective and have a positive impact on student development.

Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation

Little is known about the mechanisms underlying preservice teachers' judgments of students' task motivation, which is relevant to instructional planning. In this study, 64 preservice teachers rated their personal expectations of success and task values, and they judged average ninth grade students' expectations of success and task values associated with four modeling and four intramathematical problems. Preservice teachers judged students' task values lower than their personal task values. In the ranking of problems, the correlation between personal and judged task motivation was strongly positive, indicating that preservice teachers’ personal task motivation is a powerful determinant of their diagnostic judgments.

The Reading Profiles of Grade 1 Learners of Tagudin District: Input for an Instructional Plan

The Reading Profiles of Grade 1 Learners of Tagudin District: Input for an Instructional Plan

Listening and Speaking Pedagogical Approaches towards the Development of Innovative Macro Skills among English Teachers in Binakayan National High School: A Narrative Study

A child becomes able to speak after getting enough exposure to the language through listening. This only proves that listening and speaking are the most important skills to be developed first among all skills. But, despite this truth of importance, for many years, these two skills do not receive any priority in language teaching and testing. Hence, this study aims to analyze the listening and speaking pedagogical approaches of Binakayan National High School English teachers, their impact to their profession as language teachers through their response to the challenges, and their contribution for the development of innovative macro skills. This research is a narrative study using a purposive sampling with pre-set criteria for the prospect respondents. Data gathering was done through interviews, self-made questionnaires which underwent content validation, and focus group discussion as research instruments. In data analysis, transcribing/inductive coding and thematic analysis were utilized in getting the emerging ideas of the study. The study ‘s findings and results state that Binakayan National High School English teachers apply listening and speaking pedagogical approaches in their instructional plan through task-based and interactive teaching and learning approaches, they respond to challenges of these approaches gracefully which lead them become more dedicated to their profession as language teachers, and enumerating the pedagogical approaches they apply in their English classroom, still they need more technical assistance on the development of strategies and techniques towards innovative macro skills.

동시 텍스트를 활용한 국어과 중심 통합 수업 방안 연구

Objectives This study focused on integrated classes, which are the core tasks of school education in today's knowledge convergence era, and attempted to propose a plan for integrated classes centered on the Korean language department using poetry texts. Methods Poetry texts have many elements in common with various subjects in that they are prominent in musicality and conversationality and reflect various aspects of human life, and have excellent potential as a medium for integrated classes. If you run an integrated class using poetry text in the Korean language department, you can expect the effect of effective language learning, total understanding of knowledge, motivating learning and strengthening memory, and solving future social problems through creativity and character enhancement. Results Accordingly, an integrated instructional plan was proposed in consideration of the significance of integrated classes using poetry texts. First, according to what is integrated with the Korean language and literature fields centering on the poem text, it was classified into intra-subject integration, inter-subject integration, and cross-curricular integration with learning topics. In-subject integration is a plan to integrate and operate literature and other areas within the Korean language department, inter-subject integration is a method to integrate the Korean language and literature fields with other subjects, and cross-curricular learning topics. Poetry texts suitable for use in each type were presented, and a Korean language department-centered integrated class was designed and proposed based on this. Conclusions The significance of this study is that it specifically proposed an integrated teaching plan for the Korean language department using poetry texts. It is necessary to refine the integrated teaching plan through continuous revision and supplementation by applying these measures to actual classes.

PENGEMBANGAN SKILL DAN KOMPETENSI TIK GURU MATEMATIKA DAN IPA KOTA JAMBI MELALUI e-TUTORIAL BERBASIS KEBUTUHAN GURU(TEACHER’S NEED)

To improve the quality of learning, the government has attempted to facilitate school with equipment Information and Communication Technology (ICT), such as the procurement of computer labs, school computer connection to the Internet, and increase the skills of teachers in computer operationalize. In fact, only a few teachers who use computers for a whole series of teaching, starting from the use of computers to plan instruction, learning activities and evaluation of learning. The research reveals the teacher's perception of the skills and knowledge, and determine the factors that influence the control of teachers in ICT. Furthermore, this study also develops a tutorial www.etiktutor.org website dedicated to teachers who want to improve their knowledge and ICT skills through online tutorials. The survey results in this study show turns the ability of ICT teachers are categorized Jambi, and the factors that most influence on teachers' ICT capability is the availability of ICT tools and teacher access to participate in ICT education. Furthermore, the website tutorial tutorial materials based on the needs of teachers has received a very positive perception of teachers, where they say that www.etiktutor.org website is very useful to improve the knowledge and ability of mathematics teacher ICT and science high school in the city of Jambi. Keyword: communication technology competence, e-tutorial

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

This study explored teachers’ lived experiences of teaching translation inclusively online for the first time during the lockdown of the COVID-19 pandemic. The participants teach English and translation in the English Department, College of Languages and Translation, at Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Data were collected using a 5-point Likert questionnaire and semi-structured interviews. The study delved into the teaching approaches that teachers used to achieve course objectives, and the technology tools they embedded into the Learning Management System (LMS). The results indicated (73%) positive experiences, with (86.8%) finding the LMS effective for delivering instructional plans and (78.5%) reporting an increase in awareness of continuous technology education. The emergent themes of cognitive approaches included project-based instruction (89%), collaborative techniques (71%), conference-based strategies (64%), and constructivist approaches (50%). The results also showed improvements in students’ translation skills (80.7%), linguistic abilities (83.2%), social skills (78.5%), communicative skills (65.1%), and psychometric abilities (78.3%), indicating the positive effects of technology on cognitive domains. The findings illustrated that adopting effective instructional methods and integrating operative technological tools can significantly contribute to delivering enriched online content. The study recommends integrating Cultural Translation and Interpretation Studies (CTIS) and Cognitive Translation Studies (CTS) into professional development programs to enhance innovative teaching approaches for online settings. Consequently, the study contributes to language and translation education and technology by presenting an inclusive model that emphasizes the importance of incorporating translation theories, teaching methodologies, and appropriate technologies for effective online teaching.

Instructional Planning Proficiency of Instructors in the Vocational College as a Predictor of Teaching Performance

This study investigates the correlation between instructional planning proficiency and teaching performance in the context of vocational education at Neijiang Vocational and Technical College, China. The research, conducted with 240 respondents, explores the demographic profile, instructional design competence, consideration of student background, teaching performance and engagement, and classroom management and adaptability. Findings indicate a commendable level of instructional planning proficiency among instructors, with positive correlations to teaching performance, engagement, and effective classroom management. The study employs Cognitive Load Theory as a theoretical framework, emphasizing the significance of managing cognitive load in vocational education. Implications underscore the need for targeted professional development to further enhance instructional planning capabilities, fostering continuous improvement among instructors. The research contributes valuable insights for policy development, decision-making, and faculty development initiatives in vocational education.

대학에서 실용음악음향 페다고지 수업의 팀 기반 동료교수법 적용 연구

The purpose of this study is to present an application case of the team-based peer teaching method in the four-year 'Practical Music Sound Pedagogy' class at K University in Korea. To this end, 17 students of this lecture opened in Department A in the first semester of 2023 were applied to team activities for 16 weeks by applying the peer teaching method. The researcher developed a team-based peer teaching-learning model with three steps and five lower steps of introduction, development, and conclusion so that the peer teaching method can be meaningfully performed and applied in the practical music pedagogical class. In addition, a weekly class plan was developed to enable team-centered self-directed and active teaching-learning through instructional planning and exploration, pedagogical team activities, mini-peer teaching activities, and extended peer teaching activities. In-depth interviews were conducted with a total of 9 students, consisting of 3 people per team, for peer teaching activities applied in the course of class. As a result, it was found that students' self-directed learning, academic attitude and achievement, and peer professor-learner interaction improved through the application of the team-based peer teaching method. This study will serve as basic data for attempting team-based peer teaching methods in related department major subjects.

Using augmented reality in molecular case studies to enhance biomolecular structure-function explorations in undergraduate classrooms.

Molecular case studies (MCSs) are open educational resources that use a storytelling approach to engage students in biomolecular structure-function explorations, at the interface of biology and chemistry. Although MCSs are developed for a particular target audience with specific learning goals, they are suitable for implementation in multiple disciplinary course contexts. Detailed teaching notes included in the case study help instructors plan and prepare for their implementation in diverse contexts. A newly developed MCS was simultaneously implemented in a biochemistry and a molecular parasitology course at two different institutions. Instructors participating in this cross-institutional and multidisciplinary implementation collaboratively identified the need for quick and effective ways to bridge the gap between the MCS authors' vision and the implementing instructor's interpretation of the case-related molecular structure-function discussions. Augmented reality (AR) is an interactive and engaging experience that has been used effectively in teaching molecular sciences. Its accessibility and ease-of-use with smart devices (e.g., phones and tablets) make it an attractive option for expediting and improving both instructor preparation and classroom implementation of MCSs. In this work, we report the incorporation of ready-to-use AR objects as checkpoints in the MCS. Interacting with these AR objects facilitated instructor preparation, reduced students' cognitive load, and provided clear expectations for their learning. Based on our classroom observations, we propose that the incorporation of AR in MCSs can facilitate its successful implementation, improve the classroom experience for educators and students, and make MCSs more broadly accessible in diverse curricular settings.

Examining educational continuity in distance learning guidance documents: A content analysis of the Ministry of Education response to COVID-19 in Belize

This article examines educational continuity in distance learning guidance documents developed by the Ministry of Education, Culture, Science and Technology in Belize during school closure for the 2019–2020 school year. Documents that were purposefully developed as part of the ministry's response to school closure because of the pandemic were collected and analyzed. The four themes that emerged from the analysis—access to technology, home-based learning and resources, continuing professional development, and adjustments to instructional planning and academic policies—describe how the ministry's guidance documents on distance learning supported educational continuity in Belize during school closure for the 2019–2020 school year. The analysis also reveals that the ministry’s reachability effort relied heavily on low or no-tech modalities to ensure educational continuity in response to the pandemic.

Translation Algorithm of Proper Nouns in English-Chinese Translation Based on Lexical Knowledge Spectrum Map

The Lexical Knowledge Spectrum Map (LKSM) represents a comprehensive visual representation of the breadth and depth of lexical knowledge within a specific domain or language. By categorizing words and phrases along a spectrum ranging from basic to advanced levels of complexity, the LKSM provides learners and educators with a clear overview of vocabulary proficiency and progression. This dynamic tool not only helps individuals track their language learning journey but also guides instructional planning by identifying areas of focus and potential gaps in lexical understanding. With its intuitive interface and adaptable framework, the LKSM serves as a valuable resource for promoting effective vocabulary acquisition and mastery across diverse linguistic contexts and educational settings. This paper introduces a novel translation algorithm designed specifically for handling proper nouns in English-Chinese translation, leveraging the Lexical Knowledge Spectrum Map (LKSM) and Feature Vector Optimization with Statistical (FVOS) techniques. Proper nouns pose a unique challenge in translation due to their cultural and contextual significance, often requiring specialized handling to ensure accuracy and coherence in the target language. The proposed algorithm utilizes the LKSM to categorize proper nouns along a spectrum of lexical complexity, providing a comprehensive framework for understanding and translating these entities effectively. Additionally, FVOS techniques are employed to optimize feature vectors for proper noun translation, enhancing the algorithm's ability to capture and preserve semantic nuances across languages. With FVOS model English proper nouns translated into Chinese, the proposed algorithm achieves an average accuracy of 85%, outperforming baseline translation methods by 15%. Moreover, specific proper noun categories exhibit notable improvements, with names of people achieving an accuracy of 90%, followed by locations at 85%, and organizations at 80%.

예비교사의 수업설계 역량 증진을 위한 생성형 AI기반 맞춤형 피드백의 효과 탐색

This study aimed to develop personalized feedback using generative AI and apply it to pre-service teachers to examine their reactions and effects. For this purpose, the study utilized the generative AI ChatGPT to create three rounds of personalized feedback. The first feedback was tailored based on the diagnosis of teaching competencies, while the second and third feedback were customized for instructional plans written by pre-service teachers. These personalized feedback sessions were sequentially provided to a total of 40 pre-service teachers. The research results showed that learners generally perceived personalized feedback positively, indicating that the provided feedback was helpful for creating instructional plans or improving teaching competencies. However, some participants suggested that the feedback content was relatively general and expressed a desire for more specific examples tailored to their individual needs. Regarding the effectiveness of personalized feedback, the study confirmed improvement in teaching competencies related to instructional design and operational skills among pre-service teachers. This research is significant in providing specific applications of generative AI in the field of education at a time when its utility is increasing. However, the study has limitations as it only examined the results of teaching competency diagnoses in confirming the effectiveness of personalized feedback. Future research will aim to explore evaluation results for instructional plans and teaching demonstrations.

Systematic review of quantitative research on digital competences of in-service school teachers

This systematic literature review provides an overview of quantitative research conducted between 2016 and 2021 on the digital competence of in-service school teachers. The main objective is to examine how the digital competence of in-service teachers is defined and measured, along with the explanatory factors influencing its development. The review focuses on databases such as Web of Science, Scopus, and the Education Resources Information Center. Through a rigorous selection process involving search terms, inclusion and exclusion criteria, and an assessment of article quality, 44 articles were chosen from an initial set of 1845. Findings reveal that the assessment of in-service teacher digital competence typically encompasses five dimensions: (1) planning and preparation of digital-based lessons, (2) use of digital technologies to support teaching practices, (3) implementation of classroom activities incorporating student use of digital technologies, (4) utilization of digital technologies to foster 21st-century skills in students, and (5) emphasis on student digital skills. Furthermore, studies in the field tend to prioritize the measurement of in-service teacher abilities to use digital technologies for instructional planning and as a teaching resource. There is less emphasis on measuring their competence in guiding student-centered activities or developing students’ skills. The primary factors explaining digital competence include sociodemographic characteristics, technology use, teaching practice, experience, and attitudes towards ICT. In conclusion, the results highlight the need for a greater consensus and specification regarding the operationalization of in-service teacher digital competences, as well as the improvement of measurement instruments.

2022 개정 교육과정을 반영한 중학교 미술교과 디자인 단원 수업지도안

Objectives This study proposes a design instructional plan for middle school art departments to develop core competencies pursued in the 2022 curriculum.
 Methods This article examines the core competencies outlined in the 2022 curriculum and proposes a framework for achieving them in design education in the art department, followed by the development of a design lesson plan.
 Results The framework of the new design education is to learn knowledge about solving problems in life through design and its convergence with other fields. To achieve this, students are encouraged to creatively solve problems in their immediate surroundings, read texts on the convergence of design and other disciplines, and imagine what the future will look like when technology and design converge.
 Conclusions Through this course, it is expected that learners will be able to integrate knowledge and experience from various fields to solve problems creatively and proactively deal with new situations.

Understanding the Determinants of ‘Shared Control’ in Early Childhood Education in Ghana

Developing children who are autonomous learners and able to contribute constructively to decision-making, forms part of the reasons why the Ghana Education Service, in the year 2019, introduced the Standards-based curriculum for basic education in Ghana. Teachers were, thus, tasked to adopt the constructivist instructional philosophy to help realize this educational goal. Using a sequential mixed method, this research involved basic schools in the Sunyani-west municipal of Ghana as cases. The current study investigated the practice of shared control as a way of developing children’s autonomous learning abilities. The results of the study indicate that teachers hardly allowed learners to contribute to the management and planning of instruction. Teachers’ perception of the learners’ limited cognitive ability, policy constraints (lesson planning system, examination-driven nature of the curriculum), and some socio-cultural factors significantly contributed to the minimal practice of shared control during instruction. Further results show that the GES, ironically, worked against the possibility of ensuring shared control. Recommendations have, therefore, been offered for the consideration of policymakers and curriculum implementers.

Supporting Black Students’ Mathematical Identity

The author provides an instructional plan on African contributions designed to engage and empower African American students in mathematics.

노작교육론 기반의 ‘공동체 역량’신장을 위한 침선 공예 프로그램 개발: 두루주머니형 파빌리온 제작 사례를 중심으로

As the untact culture spread due to post-COVID-19 and Edutech emerged as a spotlight industry, the craft program was developed while sympathizing with the reality that students' solidarity with the community was weakening. This study focuses on finding out the effectiveness of pavilion production classes using sewing crafts programs based on work-oriented education in cultivating community competence. This study aims to integrate sewing crafts and art programs, provide a place for students to learn to develop a sense of community and improve their abilities, analyze the educational value of sewing crafts as a medium for com-munity harmony, and propose a nine-session instructional plan using it. This plan encourages students to promote relationships, mutual reciprocity, empathy/care, which are elements of community competence by creating pavilions. Pavilion refers to a building made temporarily for special purposes at an exhibition hall or fair and is established as a meaningful outdoor project in the field of architecture and culture and arts. In this study, students must build structures for pavilion production, and the structures are wrapped by a material called Gwangmok through hand sewing. This study aims to suggest the necessity of effective edu-cational research in emphasizing the importance of promoting a sense of community and strengthening community ties by integrating work-oriented education into art education.