CAU Scholar's Space: Cho, Hyung Sook

Detailed Information

Cho, Hyung Sook (조형숙)

사범대학 (유아교육과)

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Tel 02-820-5398
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Keyword

예비유아교사:11||creativity:8||창의성:8||과학적 탐구능력:6||research trend:6||유아교사:6||Preservice Early Childhood Teachers:5||유아수학교육:5||연구동향:5||early childhood mathematics education:4||preservice early childhood teacher:4||유아과학교육:4||부모교육:4||연구 동향:4||naturefriendly education:3||언어표현력:3||유아음악교육:3||문제중심학습:3||유아교육기관:3||early childhood teacher education:3||early childhood teacher:3||환경친화적 태도:3||science process skill:3||science education:3||유아:3||자연친화교육:3||스토리텔링:3||과학적 태도:3||유아교육:3||ecofriendly attitude:3||영유아교사:2||Education of Teacher:2||scientific attitude:2||예비 아버지:2||저출산:2||과학과정기술:2||parent education:2||art appreciation education:2||요구:2||Early Childhood Music Education:2||scientific inquiry ability:2||concept of consumption:2||maker education:2||Group Mentoring:2||scientific question:2||early childhood education:2||mathematical attitude:2||과학적 탐구 능력:2||질문:2||consumption:2||selfregulation:2||early childhood education institute:2||attitude of consumption:2||mathematics ability:2||유아교사교육:2||early childhood education teacher:2||special child education:2||early childhood educational policy:2||standard curriculum outline:2||교사놀이치료(Kinder Therapy)부적응 유아(inadaptable children):2||playfulness:2||storytelling:2||mathematics education program:2||contemporary art:2||유아교육정책:2||tachers’ professional culturecollaborative relationship:2||페미니즘 과학교육 (feminist science education)유아 교사교육 (early childhood teacher education):2||early childhood music education:2||학교 입학 연령 (school entrance age) 초등교사의 인식 (elementary teachers' perception) 유아교육정책 (early childhood educational policy):2||Constructive Teacher Education:2||human behavior & social environment:2||핵심역량:2||유아음악교육(music education for young children)	음악 교수 실제(music teaching practice)	교사교육(teacher education)	멘토링(mentoring):2||Health Perception:2||교직윤리:2||preservice teacher:2||교직윤리(teachers' professional ethics)	유아교사교육(early childhood teacher education):2||Health Promoting Lifestyle:2||호기심:2||환경 친화적 태도:2||환경교육(environment education)자연환경에 대한 태도(attitudes toward natural environment)부모의 환경소양(parent's environmental literacy):2||STEAM:2||유아수학교육(early childhood mathematics education)동작(movement)수학 개념(mathematical concepts)수학적 태도(mathematical attitudes):2||STEAM education:2||유치원교사:2||problemsolving:2||윤리강령:2||child counseling:2||early childhood teachers:2||놀이성:2||child guidance:2||누리과정:2||prospective father:2||curiosity:2||child observation & behavioral studies:2||public kindergarten:2||STEAM 교육:2||kindergarten teacher:2||young children:2||childhood art education:2||sand play:2||Teachers' Professional Development.:2||자기조절력:2||자녀가치인식:2||development & guidance field:2||The Code Of Ethics:2||number concept:2||멘토링:2||모래놀이:2||Professional Ethics:2||disability understanding education:2||공립유치원:2||early childhood teacher education program:1||early childhood teachers education:1||early childhood teachers' professional status:1||ecological literacy:1||ecological picture books:1||economic concepts:1||economic education for young children:1||educare teacher:1||ego state:1||electronic game:1||elementary education:1||elementary school children:1||emotional intelligence:1||environmentfriendly attitude:1||environmentfriendly attitudes:1||environmental education:1||ethical dilemmas:1||ethical virtues:1||experience of children:1||experiences:1||expressive language skill:1||father's image:1||fathers education program:1||fathers experiences:1||filed experts:1||fiveyearold boys:1||good instruction:1||happiness:1||health education:1||health perception:1||healthpromoting behavior:1||inclusive early childhood education:1||inquiry:1||inquiry activities about appropriate technology with storytelling:1||integrated art with science education for young children:1||interest:1||interest in raising children:1||internalization of musicing representation ability:1||interpersonal relationship stress:1||invented notation:1||job stress:1||keyword network analysis:1||kindergartenage children:1||knowledge:1||korean classical music:1||korean classical music education:1||language expression ability:1||leisure activities:1||leisure time:1||leisure use:1||loose parts:1||low fertility:1||lyricschanging activity:1||makerspace:1||math game construction:1||mathematical conception:1||mathematical problemsolving ability:1||mathematical tendency:1||mathematics activities:1||mathematics education for young children:1||mathmatical problemsolving ability:1||media reports:1||mediation:1||meditation education program based on forest experiences for young children:1||mentoring:1||midterm resignation:1||mother’s needs:1||mother’s perception:1||motional parenting competency:1||music representation:1||music teaching anxiety:1||music teaching competency:1||music teaching practice:1||musical ability:1||musical drama:1||musical expression ability:1||musical response:1||musical thinking:1||nature experience activity:1||nature friendly program:1||nature inquiry:1||nature sound:1||naturefriendly attitude:1||needs:1||needs for better science education:1||oneclass:1||outdoor movement activity:1||outdoor nature play:1||parenting attitudes:1||parents education:1||paternal role in early childhood:1||pedagogical content knowledge in science education:1||peer conflict:1||perception of teacher:1||perception of the value of children:1||perception on value of children:1||personal·sociocultural experience:1||perspective on marriage:1||picture books:1||play:1||play materials:1||practical knowledge:1||pre service early childhood teachers:1||preservice early childhood educator:1||preservice teacher:1||preservice teacher education in early childhood education:1||preservice education:1||proenvironmental attitude:1||prosocial behavior:1||problem based earning:1||problem based learning:1||problem solving ability:1||problembased learning:1||problematic behaviors:1||professional ethics in teaching education dilemma:1||professional learning community:1||professionalism:1||prosociality:1||proenvironmental attitudes:1||public education:1||quality of early childhood education:1||question:1||rasing earthworms:1||reason for a midterm resignation:1||school entry age:1||school system:1||science anxiety:1||science discourse:1||science education based on outdoor play for young children:1||science teaching efficacy:1||science teaching strategy:1||scienceprocessskills:1||scientific attitudes:1||scientific concept:1||scientific exploration ability:1||scientific inquiry experience:1||scientific process skill:1||scientific process skills:1||scientific research ability:1||scientist image:1||selfdifferentiation:1||sensoryplaybased art education program. artistic expression abilities:1||smartlearning:1||social conflict:1||socialfriendly activities:1||spontaneous writing:1||status of science education:1||storytelling mathematics:1||support plan:1||teacher development:1||teacher efficacy:1||teacher intervention:1||teachers’ professional ethics:1||teaching behavior:1||teaching career:1||teaching ethics:1||teaching method:1||the basic plan for low fertility and aging society:1||the code of ethics:1||the context of learning:1||the education of teaching ethics:1||the types of verbal interaction:1||traditional art education:1||traditional art in early childhood:1||trend of research:1||twoyearold children class:1||twoyearold toddler:1||twoyearoldtoddler:1||university textbooks:1||work environment:1||working Mother:1||writer:1||writing:1||young children's problematic behavior:1||감각놀이 기반 유아미술교육 프로그램:1||개인·사회문화적 경험:1||건강교육:1||건강인식:1||건강증진 생활양식:1||건강증진 행위:1||건강지각:1||결혼가치관:1||경제 개념:1||경험:1||고령사회 기본계획:1||공교육:1||과학 교수법:1||과학 탐구 경험:1||과학교과교육학지식:1||과학교수효능감:1||과학교육 실태:1||과학불안:1||과학자 이미지:1||과학적 개념:1||과학적 대화:1||과학적 문제해결력:1||과학적 문제해결력(scientific problem solving skills):1||과학적 질문:1||과학적 태도(scientific attitude):1||과학적과정기술:1||관심사:1||교류분석(transactional analysis):1||교사 문화협력관계:1||교사 전문성:1||교사 중재:1||교사 효능감:1||교사부모 관계:1||교사발달:1||교사의 지위:1||교사인식:1||교사학습공동체:1||교수방법:1||교수의 이미지:1||교수행동:1||교원연수 (teachers’ training) 공립유치원 (public kindergarten) 단일학급(single class):1||교직 생애:1||교직 윤리:1||교직윤리 딜레마:1||교직윤리교육:1||구성주의:1||구성주의 교사교육:1||국⋅공립 유치원 고경력 유치원 교사:1||국가수준 유아교육과정:1||국악:1||국악교육:1||근무환경:1||노랫말 바꾸기 활동:1||놀이:1||놀이자료:1||단일학급:1||대인관계 스트레스:1||대중매체 보도:1||대학 입문경험:1||대학교재:1||동물:1||동시대미술:1||동화:1||들풀 프로젝트:1||디지털 스토리텔링:1||디지털놀이:1||또래 갈등:1||만 2세반:1||만 5세 남아:1||멀티미디어:1||메이커 교육:1||메이커교육:1||메이커스페이스:1||문제해결:1||문제해결력:1||문제행동:1||문해(literacy) 과학탐구중심 문해활동(science inquiry based literacy activities)언어경험접근법(Language Experience Approach)과학을 통한 문해(Literacy through science):1||미술감상교육:1||미술감상능력:1||미술과 통합한 유아과학교육:1||미술표현능력:1||미술표현력:1||바깥놀이 중심의 유아과학교육:1||발달 및 지도영역:1||발명악보:1||배려적 사고:1||번스타인의 생각 도구(thinking tools of Bernstein):1||보육:1||보육교사:1||보육실습(student teaching in child care center) 예비교사(preservice early childhood teacher) 영아에 대한 이해(understanding about infants/toddlers):1||부모상담교육 (parent counseling education )아동상담교육 (child counseling education)지원 (support):1||비구조적인 자료:1||비판적 사고:1||사회적 갈등:1||생명존중태도 (respectful attitude of life):1||생태그림책:1||생태적 소양:1||생활발명(everyday life invention):1||소비:1||소비개념:1||소비태도:1||수개념:1||수업의 맥락:1||수학개념:1||수학교육 프로그램:1||수학놀이 구성하기:1||수학능력:1||수학문제해결력:1||수학에 대한 태도:1||수학적 능력:1||수학적 문제해결력:1||수학적 성향:1||수학적 태도:1||수학활동:1||숲 체험 연계 유아명상교육:1||숲 체험 연계 유아명상교육 프로그램:1||스마트러닝:1||스토리텔링 과학활동:1||스토리텔링 수학:1||스토리텔링 유아인성교육:1||스토리텔링 적정기술:1||식생활 교육:1||신문제작활동:1||실외 동작활동:1||실외 자연놀이:1||실천적 지식:1||실행연구:1||심리적 자세(life position):1||쓰기:1||아동:1||아동관찰 및 행동연구:1||아동상담(론):1||아동생활지도:1||아동학대:1||아버지 경험:1||아버지 교육 프로그램:1||아버지상:1||아수학교육:1||애플리케이션:1||애플리케이션 활용 태도:1||양육태도:1||어려움:1||어린이집:1||어머니 요구:1||어머니 인식:1||언어이해력:1||언어적 상호작용 유형:1||여가시간:1||여가활동:1||여가활용:1||연구동향(Research trends):1||연구동향(Trends in research):1||영아 (toddler)점토놀이(clay play):1||영유아:1||영유아교사 교육:1||영유아교원 정책:1||예비교사:1||예비교사교육:1||예비유아교사교육:1||원장의 역할:1||유초 연계:1||유아 과학 교육:1||유아 과학교육(early childhood science education)과학적 질문(scientific question):1||유아 교사:1||유아 교사 교육:1||유아 인식:1||유아 전통미술:1||유아 전통미술교육:1||유아 환경교육:1||유아(child)생태사진(ecological pictures)이야기나누기(discussion)환경친화적 태도(environmentfriendly attitude):1||유아경제교육:1||유아과학교육(Early childhood Science Education):1||유아과학교육(Early childhood science education):1||유아과학연극 프로그램:1||유아과학음악극 프로그램:1||유아교사 (preschool teacher)이미지 (image)텔레비전 드라마 (television drama):1||유아교사양성교육:1||유아교사요구:1||유아교사의 요구:1||유아교사인식:1||유아교육 및 초등학제:1||유아교육 정책:1||유아교육과 교수:1||유아교육과 신입생:1||유아교육의 질:1||유아기 아버지 역할:1||유아명상:1||유아미술교육:1||유아미술교육 (visual art education for young children)현황 및 실태 (current status and practice)미술 교육활동(visual art educational activity)미술 교수방법 (teaching method for visual art):1||유아수학교육 프로그램:1||유아음악극:1||유아의 겅험:1||유아의 문제행동:1||유아의 사회적 행동 (social behavior of young children) 규준 및 경계점수 (norm & cutoff score) 민감도 및 특이도 (sensitivity & specificity):1||유아의 사회적 행동 (social behavior of young children) 평정척도 (rating scale):1||유아정서교육(emotion education for young children)정서적 요구(emotional needs):1||유아평가:1||유치원 교사 이미지(The image of kindergarten teachers)사회적 인식(Social recognition)학부모(Parents)일반인(Ordinary people):1||유치원 교사 핵심역량(Kindergarten teacher's core competency):1||유치원 교사(Kindergarten teacher):1||유치원 교사의 교직생활(Kindergarten Teachers' Teaching profession)교사들의 보람(Teachers' rewarded experience):1||유치원교육과정에 기초한 총체적 유아미술교육 프로그램(the wholistic art education program for young children based on the national kindergarten curriculum)언어능력 (language ability)공간지각력 (space perceptual ability)그리기표상능력 (drawing representational ability):1||윤리덕목:1||윤리적 딜레마:1||음악 능력:1||음악교수능력:1||음악교수불안:1||음악교수실제:1||음악적 반응:1||음악적 사고:1||음악적 표현능력:1||음악표상:1||이타성:1||인간관계 (Human relationships):1||인간행동과 사회환경:1||인식:1||인지적 경험:1||인지조절능력:1||일상적 수학경험:1||입학연령:1||2세 영아:1||자기분화(selfdifferentiation):1||자녀양육:1||자녀양육 관심사:1||자발적 쓰기:1||자서전적 디지털 스토리텔링:1||자아상태:1||자아상태(egostate):1||자연 친화교육:1||자연놀이(nature play) 동요개사하기(rewriting children's song) 창의성(creativity) 자연친화적 태도(nature friendly attitude) 음악적 표현능력(musical expressive capability):1||자연의 소리:1||자연체험활동:1||자연체험활동에 대한 요구:1||자연체험활동의 현황:1||자연친화교육(naturefriendly eduation) 유아교사교육(early childhood teacher education):1||자연친화적 태도:1||자연탐구:1||작가:1||장애유아통합교육:1||장애이해교육:1||전문성:1||전업주부 어머니:1||전자게임:1||전자미디어 교육:1||정서적 양육역량:1||정서지능:1||좋은 수업:1||좋은 유아과학교사:1||중도 퇴사:1||중도 퇴사 동기:1||중재:1||지렁이 기르기:1||지렁이체험장:1||지식:1||지원 방안:1||직무스트레스:1||직전교육:1||질문 내용:1||질문 유형:1||집단 멘토링:1||창의성 교육 (creativity education):1||창의성(creativity):1||창의적 문제해결 모형:1||창의적 문제해결력:1||창의적 사고(creative thinking):1||창의적 신체표현력:1||창의적 인성:1||창의적 인성(creative personality):1||초등교육:1||초임 보육교사 (First time nursery teachers):1||초임 유아 교사:1||취업모:1||친사회성:1||친사회적 행동:1||친사회적행동:1||친사회적행동 (prosocial behaviors):1||키워드 네트워크 분석:1||탐구:1||탐구중심 활동:1||특수아동지도:1||포커스 집단 인터뷰(FGI):1||표준교과개요:1||하브루타:1||학부모:1||학제:1||핵심어: 초임유아교사:1||행복감:1||현대미술:1||현장전문가:1||협동적 실내정원가꾸기 (cooperative indoor gardening):1||협력적 실천학습:1||협력적 실행연구:1||환경교육:1||환경친화적 소양:1||자기분화:1||2세영아:1||3yearold children’s prosocial behavior:1||Action Learning:1||Attitude Toward Science Teaching:1||Autobiographical Digital Storytelling:1||CPS (creative problem solving):1||CPS(창의적 문제해결모형):1||Children Perception:1||Difficulties:1||Digital Storytelling:1||Early Childhood Education freshmen:1||Early Childhood Teacher Education:1||Early Childhood Teachers:1||Early childhood mathematics education:1||Focus Group Interview:1||Havruta:1||ISCED 0 단계:1||ISCED Level 0:1||Induction Experience:1||Key Competency:1||Key Words: Beginning Early Childhood Teachers:1||Key competency of teachers:1||Language Comprehension Ability:1||Language expressive ability:1||Meditation Education Based on Forest Experiences:1||Mentoring:1||NURI Curriculum:1||National Early Childhood Curriculum:1||National and public kindergarten highcareer kindergarten teachers:1||Needs:1||Newspaper making activity:1||Nuri curriculum:1||Parent:1||Perception:1||Question:1||Question Content:1||Question Type:1||Research Trends:1||Research trends:1||SNS 기반 멘토링 (SNS based mentoring):1||STEAM(ScienceTechnologyEngineeringArtMathematics):1||STEAM교육:1||Science Activity Storytelling:1||Science Education:1||Science Education for Young Children:1||Science education:1||ScienceTechnologyEngineeringArtMathematics:1||Sciencemusic drama Program:1||Scientific Problem Solving Capability:1||Scientific Process Skil:1||Storytrlling:1||TeacherParent Relationship:1||The Images of Professors:1||The Professors of Early Childhood Education:1||Wild Plant Project:1||Young Children Meditation:1||Young Children Teachers:1||a feminist science educational approach:1||a fulltime homemaker mother:1||a good early childhood teacher in science:1||action research:1||activity based upon inquiry:1||an earthworm experience center:1||animal:1||application:1||application utilization attitude:1||art appreciation abilities:1||artistic expression abilities:1||assessment for young children:1||attitude toward mathematics:1||beginning early childhood teacher:1||character education based on storytelling:1||child abuse:1||child care director's role:1||child rearing:1||childhood teachers` awareness:1||childhood teachers` need:1||children’s altruism:1||children’s caring thinking:1||cognitive experience:1||cognitive regulation ability:1||collaborative action research:1||constructivism:1||contemporary:1||continuity from kindergarten to elementary school:1||core competencies:1||creative personality:1||creative physical expression:1||creative problem solving ability:1||creative problem solving(CPS) model:1||critical thinking:1||current status of nature experience activity:1||daily mathematical experiences:1||daycare center:1||daycare teacher:1||demand of nature experience activity:1||dietary education:1||digital play:1||dramatic play activity:1||early childhood Science Education:1||early childhood Teacher:1||early childhood and elementary education system:1||early childhood educaiton policy:1||early childhood education and child care:1||early childhood education institutions:1||early childhood environmental education:1||early childhood preservice teacher:1||early childhood preservice teachers:1||early childhood science drama program:1||early childhood science eduation:1||early childhood teacher education policy:1||

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