• School Mathematics
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• v.13 no.3
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• pp.385-404
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• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.251-274
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• 2014

The purpose of this study is to analyze characteristics of PCK before class, investigate how these characteristics are enacted in classrooms when beginning and experienced teachers teach mathematical functions, and provide pedagogical implications. Two beginning teachers and two experienced teachers participated in the study. In order to analyze characteristics of PCK before class, interviews and survey research were conducted. An investigation of classroom discourse was used to examine how the PCK characteristics appear in classrooms. Results show that experiences teachers enacted their PCK about learner, curriculum, teaching methods, and teaching environment in classrooms, whereas beginning teachers could not show their PCK. These results suggest practical implications for the developments of teacher education curriculum and teacher training program.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.1-26
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• 2020

The purpose of this study was to analyze the process of reading and understanding mathematics lesson plan through eye-tracking to suggest implications of pre-service teacher education. As a result of the analysis, the pre-service teachers felt that the mathematics lesson plans were more difficult than the experienced teacher, they read and understood the mathematics lesson plan in sequential order. Experienced teachers, on the other hand, used a hypertext reading strategy to find key topics and make connections in order to grasp the flow of instruction in mathematics lesson plan. Based on these results, several suggestions were drawn for pre-service teachers when teaching their ability to read and understand mathematics lesson plan.

• Communications of Mathematical Education
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• v.11
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• pp.85-105
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• 2001

본 연구는 수학 교육에 관심이 많은 초등학교 ‘초보 교사’와 ‘경력이 많은 교사’의 수학에 대한 신념과 신념 형성의 주요 요인을 조사하였다. 그리고 교사의 수학에 대한 신념이 교수 실제에 반영되는 정도가 초보 교사와 경력이 많은 교사간에는 어떻게 차이가 나는지를 알아보았다. 또한 신념이 실제에 반영되지 못하는 주요 요인을 조사함으로써 교수 실제를 변화시킬 수 있는 근거를 마련하고자 하였다. 이러한 목적을 달성하기 위하여 ‘초보 교사’와 ‘경력이 많은 교사’ 각 한 명씩을 선정하여 불변의 비교 분석에 기초한 질적 사례 연구를 실시하였다. 그 결과 ‘초보 교사’와 ‘경력이 많은 교사’ 모두 비슷한 신념을 가지고 있었으나, 그러한 신념이 형성된 주요 요인은 달랐다. 그리고 신념이 교수 실제에 반영된 정도에서도 차이를 보였으나, 반영시키지 못하는 주요 요인은 환경적인 요인보다는 교사 자신의 의지 부족이라는 공통된 의견을 보였다.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.173-190
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• 2015

This study examined the effects of day-care center organizational characteristics on teacher efficacy. The participants of this study were 319 day-care center teachers who work in the Seoul-Gyeonggi area. The results of this study are as follows: First, day-care center teacher efficacy shows the difference depending on the teachers' career. Second, teachers' efficacy was influenced by day-care center organizational characteristics. In particular, it appeared that 'challenge' and 'distinction of role' affect teacher efficacy when the career of the teacher is less than 5 years. And it appeared that 'challenge', 'distinction of role' and 'retraining' affect teacher efficacy when the career of the teacher is more than 5 years. We discussed organizational characteristics for improving teacher efficacy and suggested the implication for retraining teachers and supervision to promote teacher efficacy based on the results.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.540-549
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• 2013

The purpose of this study was to examine the impact of the emotional intelligence of day-care teachers on their career commitment and organizational commitment in an attempt to provide some information on the development of the emotional intelligence of day-care teachers. Two hundred and three teachers in day-care centers in Gyeonggi-do Suwon-si participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, the emotional intelligence of day-care teachers had a statistically significant positive correlation to career commitment. In addition, among the sub-factors of emotional intelligence, motivating oneself and knowing one's emotion exerted a statistically significant positive influence on career commitment. Second, the emotional intelligence of day-care teachers had a statistically significant positive correlation to organizational commitment. In addition, among the sub-factors of emotional intelligence, motivating oneself exerted a statistically significant positive influence on career commitment.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.277-287
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• 2022

This study aims to investigate the main effects and interaction effects of individual variables on the epistemological beliefs of elementary school science teachers. For this purpose, a survey was conducted on 338 elementary science teachers in the metropolitan area on gender, teaching career, and epistemological beliefs. Epistemological beliefs show significant differences not only in gender and teaching career, but also in the interaction between gender and teaching career. Depending on gender, female teachers are more integrated in knowledge than male teachers, and process is more important than outcome in learning. Depending on the teaching career, it was found that high-career teachers generally value the process rather than the results, as knowledge is integrated and constantly evolving, knowledge is acquired by individual reasoning and justified through external interaction. On the other hand, teachers with low career perceive that efforts are indispensable in learning compared to other groups. Depending on the interaction between gender and teaching career, elementary school teachers believe that the higher the teaching career, the more integrated and constantly evolved, but low-career male teachers believed that learning ability was born with experience, while high-career male teachers value the learning process. Based on this study, it is expected that many training sessions aimed at improving the quality of teaching and learning will provide more effective opportunities to develop elementary science teachers' epistemological beliefs, considering teachers' personal characteristics.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.481-499
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• 2015

The purpose of this study was to investigate the influence of career, burnout, and play-teaching efficacy on the job satisfaction of childcare teachers. Participants of this study were 201 childcare teachers in work-site daycare centers from the Seoul and Kyonggi areas. Collected data were analyzed by one-way ANOVA, Pearson's product moment correlation, and multiple regression with SPSS ver. 13.0. Major results of this study were as follows. First, there were significant differences in total play-teaching efficacy and total job satisfaction according to childcare teacher's career. Second, there were significant positive correlations between childcare teachers' career and their play-teaching efficacy, and between childcare teachers' play-teaching efficacy and their job satisfaction. Also, there were significant negative correlations between childcare teachers' career and their burnout, between childcare teachers' burnout and their play-teaching efficacy, and between childcare teachers' burnout and their job satisfaction. Finally, the most powerful predictor on job satisfaction was burnout. Further, childcare teachers' burnout, play-teaching efficacy, and career explained their job satisfaction. This study primarily suggests that efforts heightening childcare teachers' play-teaching efficacy as well as reducing their burnout according to their career is important in enhancing their job satisfaction.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.31-52
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• 2020

This study aimed to examine the relationships among elementary mathematics teachers' self-efficacy beliefs, constructivist beliefs, and years of experience. This study used the primary data set of 299 Korean elementary school teachers. Exploratory and confirmatory factor analysis, Pearson's correlation test, multivariate analysis of variance, and structural equation modeling were conducted. This study found that mathematics teachers' self-efficacy beliefs were positively related to their years of experience and constructivist beliefs, whereas there was no significant association between teachers' years of experience and constructivist beliefs. Additionally, teachers' self-efficacy beliefs significantly mediated the relationship between years of experience and constructivist beliefs.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1002-1016
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• 2010

The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.