The purpose of this study is to develop copyright education program for the directors and teachers in kindergarten and day care centers. To achieve the purpose of this study, the following research problems were set up.
Study 1. What is the reality of knowledge about the copyright of the di...
The purpose of this study is to develop copyright education program for the directors and teachers in kindergarten and day care centers. To achieve the purpose of this study, the following research problems were set up.
Study 1. What is the reality of knowledge about the copyright of the directors and teachers in kindergarten and day care centers?
Study 2. What is the demand for copyright education program for the directors and teachers in kindergarten and day care centers?
Study 3. What are the experts' opinions on how to organize the copyright education program for the directors and teachers in kindergarten and day care centers?
Study 4. How about the composition, implementation, evaluating and modifcation of the copyright education program for the infant and child teachers?
Study 5. How about the organization of the copyright education program for the infant and child teachers?
In this study, copyright education programs for the directors and teachers in kindergarten and day care centers were developed based on the actual situation of knowledge, copyright education requirements and professional opinions. The development process is as follows.
1) Copyright education program development process for the infant and child teachers
Copyright education program for the directors and teachers in kindergarten and day care centers were developed through a review of the prior study, research on copyright knowledge, the need for copyright education, and the process of expert consultation.
The degree of knowledge and the copyright education requirements were analyzed by surveying 412 directors and teachers in kindergarten and day care centers. According to the survey, directors and teachers in kindergarten and day care centers felt they lacked knowledge about copyright knowledge, and they did not score a high score on the actual measurement. In addition, copyright knowledge did not appear statistically different, such as institutions, academic backgrounds, age and positions. Only the existence, of copyright education, is statistically meaningful. The results, of the Demand survey of copyright education, were statistically meaningful in the gap between the directors and teachers. The survey reflected the differences in the copyright education program.
The teacher and the director of the investigation department conducted an expert meeting to supplement this part of the chapter. Experts' opinion were different from the results of research conducted by the directors and teachers in kindergarten and day care centers. However, through consultation with professional consultants, the necessity of periodic copyright training, copyright education, and teaching methods were supplemented.
The program, which is designed for the directors and teachers in kindergarten and day care centers, were run at day care centers in Seoul with 20 teachers and 4 directors. Then, the researcher assessed the program through open questionnaire and in-depth questionnaire. The researcher interviewed 2 directors and 3 teachers. The interview lasted until the similar contents were repeated and then closed.
Based on the analysis of the contents of the program, through an open questionnaire and in-depth interviews, the copyright education program for the directors and teachers in kindergarten and day care were completed by modifying.
2) The copyright education program for the infant and child teachers
These revised and supplemented programs were made up of education purpose, education objectives, education contents, education methods, education methods, operating methods, and evaluation methods.
(1) Education purpose and objectives
"Use the method to justify the use of copyrighted materials and reduce the copyright infringement on the organization and its agencies. It also makes sure that the various works needed for education can be used smoothly and effectively." Also, specific objectives were formed to accomplish this purpose.
(2) Education contents
The contents of copyright education are divided into common course and director course. The 7 themes for the common course: orientation, basic knowledge of the copyright system, protection of copyrighted works, copyright, use of copyrighted works, copyrights to be learned through case studies, and application for early childhood education. The 7 themes again contain 22 contents. The director course was consisted of 4 themes. The 4 themes are the orientation, copyright infringement cases, methods of coping with copyright, the prevention of copyright infringement and prevention of infant education. The 4 themes were made up of 9 contents.
(3) Education methods
The education methods consisted of a variety of topics, including lectures, presentations, questionnaires, and journal writing, to suit the topics and content.
(4) Operating methods
Training instructors in the operating method is appropriate for a professional instructor and a professional instructor with sufficient comprehension of the copyright training program. Training schedules are appropriate for the weekdays, and the training time is appropriate within 4 hours.
(5) Evaluation methods
The evaluation of this program is appropriate for the writing of a short journal. The content of the journal is pertinent to the knowledge and curiosity of the copyright.
The purpose of this study is to develop copyright education program for the directors and teachers in kindergarten and day care centers. To achieve the purpose of this study, the following research problems were set up.
Study 1. What is the reality of knowledge about the copyright of the directors and teachers in kindergarten and day care centers?
Study 2. What is the demand for copyright education program for the directors and teachers in kindergarten and day care centers?
Study 3. What are the experts' opinions on how to organize the copyright education program for the directors and teachers in kindergarten and day care centers?
Study 4. How about the composition, implementation, evaluating and modifcation of the copyright education program for the infant and child teachers?
Study 5. How about the organization of the copyright education program for the infant and child teachers?
In this study, copyright education programs for the directors and teachers in kindergarten and day care centers were developed based on the actual situation of knowledge, copyright education requirements and professional opinions. The development process is as follows.
1) Copyright education program development process for the infant and child teachers
Copyright education program for the directors and teachers in kindergarten and day care centers were developed through a review of the prior study, research on copyright knowledge, the need for copyright education, and the process of expert consultation.
The degree of knowledge and the copyright education requirements were analyzed by surveying 412 directors and teachers in kindergarten and day care centers. According to the survey, directors and teachers in kindergarten and day care centers felt they lacked knowledge about copyright knowledge, and they did not score a high score on the actual measurement. In addition, copyright knowledge did not appear statistically different, such as institutions, academic backgrounds, age and positions. Only the existence, of copyright education, is statistically meaningful. The results, of the Demand survey of copyright education, were statistically meaningful in the gap between the directors and teachers. The survey reflected the differences in the copyright education program.
The teacher and the director of the investigation department conducted an expert meeting to supplement this part of the chapter. Experts' opinion were different from the results of research conducted by the directors and teachers in kindergarten and day care centers. However, through consultation with professional consultants, the necessity of periodic copyright training, copyright education, and teaching methods were supplemented.
The program, which is designed for the directors and teachers in kindergarten and day care centers, were run at day care centers in Seoul with 20 teachers and 4 directors. Then, the researcher assessed the program through open questionnaire and in-depth questionnaire. The researcher interviewed 2 directors and 3 teachers. The interview lasted until the similar contents were repeated and then closed.
Based on the analysis of the contents of the program, through an open questionnaire and in-depth interviews, the copyright education program for the directors and teachers in kindergarten and day care were completed by modifying.
2) The copyright education program for the infant and child teachers
These revised and supplemented programs were made up of education purpose, education objectives, education contents, education methods, education methods, operating methods, and evaluation methods.
(1) Education purpose and objectives
"Use the method to justify the use of copyrighted materials and reduce the copyright infringement on the organization and its agencies. It also makes sure that the various works needed for education can be used smoothly and effectively." Also, specific objectives were formed to accomplish this purpose.
(2) Education contents
The contents of copyright education are divided into common course and director course. The 7 themes for the common course: orientation, basic knowledge of the copyright system, protection of copyrighted works, copyright, use of copyrighted works, copyrights to be learned through case studies, and application for early childhood education. The 7 themes again contain 22 contents. The director course was consisted of 4 themes. The 4 themes are the orientation, copyright infringement cases, methods of coping with copyright, the prevention of copyright infringement and prevention of infant education. The 4 themes were made up of 9 contents.
(3) Education methods
The education methods consisted of a variety of topics, including lectures, presentations, questionnaires, and journal writing, to suit the topics and content.
(4) Operating methods
Training instructors in the operating method is appropriate for a professional instructor and a professional instructor with sufficient comprehension of the copyright training program. Training schedules are appropriate for the weekdays, and the training time is appropriate within 4 hours.
(5) Evaluation methods
The evaluation of this program is appropriate for the writing of a short journal. The content of the journal is pertinent to the knowledge and curiosity of the copyright.
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