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Teachers' Perception of the Advent of the Fourth Industrial Revolution
New Phys.: Sae Mulli 2018; 68: 1240~1248
Published online November 30, 2018;
© 2018 New Physics: Sae Mulli.

Jong-Ho PARK*

Department of Science Education, Chinju National University of Education, Jinju 52673, Korea 
Correspondence to:
Received September 14, 2018; Accepted September 28, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study examined teachers' perceptions about the components of the teacher's capacity according to the 4th industrial revolution. This study involved 100 elementary school teachers: 26 with less than 5 years of educational experience, 24 with more than 5 but less than 10 years, 25 with more than 10 but less than 20 years, and 25 with more than 20 years. From the results of recognition analyses of six competence components, 'Knowledge and application ability of knowledge information', 'ability to appropriately study content', 'collaboration ability among school members', 'ability to maintain relationship', 'value and attitude required for community', 'ability to communicate with others' were found to be important for teachers. The result of analyzing the importance and the retention of each competency element showed that the recognition difference according to the education career and the degree of retention was insufficient compared to most important competence component. Thus, in-service education and training programs must reflect the competencies required by actual teachers in education and education-teacher training institutions.
PACS numbers: 01.40.Ej
Keywords: Science education, 4th industrial revolution, Advanced technology, Teacher ability

February 2019, 69 (2)
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