초등학교 교사의 실과교육에 대한 인식 세분화

Segmentation based on Teachers’ Perception of Elementary Practical Arts Education

The purpose this study was to segment elementary teachers’ perception of practical arts education. This study was conducted through literature review and social survey with questionnaire. The data were selected from 168 teachers of elementary schools located in Busan. Factor analysis was performed to determine the teachers’ perception, and cluster analysis was employed to identify groups of respondents based on the delineated three teachers’ perception difference factors. Based on the finding, three distinct groups were formed: positive perceived group, moderators group, negative perceived group. The results of this study show statistically significant differences among the three groups in terms of demographic. This study shows that we have to operate special teachers’ guides and education programs after considering of teachers’ characteristics rather than uniform and fragmentary teachers’ guides and education programs in the practical arts education. If you consider, education is influenced by the teachers’ perception and deed directly or indirectly in the problems of a viewpoint of experience, theoretical, and education without reference to a viewpoint of experience or education. Teachers need to re-establish their perception in the practical arts education.