• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.37-42
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• 2009

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.51.2-51.2
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• 2009

• Journal of Science Education
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• v.35 no.1
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• pp.13-22
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• 2011

There is an increasing emphasis on science teaching in inclusion education setting, but still few research and practice in science education field including science teacher training course as well. It is well known that teaching efficacy of teacher is an important factor to influence teaching behavior and students' learning, but it is hard to find related studies about self-efficacy on teaching science for the disabled students. In this study pre-service science teachers' self-efficacy on science teaching for the disabled students was investigated and analyzed. For this a questionnaire consisted of 3 sub-scale like learning efficacy scale, teaching efficacy scale, and outcome expectancy scale was enacted to 97 pre-service science teachers. As a result, pre-service science teachers showed relatively low efficacy in teaching but showed positive learning efficacy and outcome expectancy. There was no meaningful difference in distribution of efficacy belief by gender, however the experience of teaching science for the disabled students made difference in outcome expectancy. From this study the implication for science teacher training course was inferred to meet the needs for science education in inclusion setting.

• 대한공업교육학회지
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• v.35 no.2
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• pp.70-81
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• 2010

The purpose of this study is to introduce formation 'International framework curriculum for a Master Degree for TVET teachers and lectures' to present implications about fostering Chinese vocational teachers and to analyze the contents related to it. In 2004, UNFSCO composed formation International framework curriculum for a Master Degree for TVET teachers and lectures ("framework curriculum") to improve the ability of professionals in the vocational education and training fields including teachers and training leaders as well as to promote international academic exchange. Universities which introduce the framework curriculum should form specialized committee and carry out education considering the specific situation including other universities' situation, students' ability, educational certification system, etc. The framework curriculum should include the latest trends of the development of international vocational education science and carry out united educational learning between several internal or external high schools. UNFSCO tries to promote the development of educational learning and study of basic departments of vocational education such as vocational educational learning theory, vocational science, etc through the framework curriculum and to improve knowledge of vocational educational teachers and realize specialization of them. The number of universities that established the master's degree of vocational education in China is approx. 20 and the number of students that they collect every year. As for the plans of the master's degree of vocational teachers in each university, the courses about the practical problems like educational courses and educational learning are insufficient. But the framework curriculum thinks that educational learning of application theory is more important and emphasizes practice about the specific area and educational learning much more. Utilization of preceding experiences of advanced countries has the important meaning in search of models that foster Chinese vocational teachers and departmental system. The framework curriculum implies several useful points in installment of majors and educational process of the process that fosters Chinese vocational teachers.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.38-49
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• 2017

The purpose of this study was to find out how pre-service teachers who have gone through training have thought about teaching practice. Specifically, I analyzed the relationship between college curriculum and teaching practice, and what they had felt in teaching practice. The study included 20 third grade students in teacher's college. The results of this study were as follows: First, it was found that the content knowledge and the pedagogical knowledge of the subjects taught at the university were helpful for the teaching practice. Second, they were thought that teaching practice would be helpful just to watch the class. And pre-service teachers felt that class demonstration was a necessary part of becoming a teacher. Third, pre-service teachers said that it is necessary to have a lecture in the university that can have opportunity for class demonstration for teaching practice. And also they wanted to open a lecture to learn various teaching techniques and the newest teaching methods. Fourth, pre-service teachers said that it is important to form relationships with students in order to complete the lessons through the teaching practice. And they said that they felt that the education scene was more powerful and harder than they thought. In addition, they said that through this exercise, it became a moment to feel the importance of thorough preparation and experience. In this way, teaching practice is an essential process for pre-service teachers to become teachers and it can be seen that they have many influences. Based on these results, it is necessary to review and revise the curriculum of the training colleges in relation to the teaching practice.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.15-23
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• 2008

This study analyzed the thinking types of pre-service chemical cell chemistry teachers according to grade and tried to find out how the education for pre-service teachers had influenced their thinking types. This study found that the pre-service education had failed to form scientific conceptions. Some pre-service teachers thought that college education couldn't help them understand the knowledge about chemical cell. In addition, they are lacking in scientific conception. Even some of them who thought college education was helpful had wrong conceptions. Most of the pre-service teachers' thoughts could not exceed the level of the high school chemistry textbooks. But, Juniors had more scientific conception than other grades through the group discussions about chemistry textbooks' contents in the course of "Theory of Science Teaching Materials". So, Pre-service education should include the pedagogical knowledge with content knowledge treated in secondary school science textbooks for educational effects.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.542-561
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• 2000

The purpose of this study was to investigate the relationships among elementary school teachers' high school and college backgrounds in science, their attitudes toward teaching science, their science teaching efficacy beliefs, and their instructional strategies. Both quantitative and qualitative research methodologies, were utilized in this study. This paper, however, presents only the results of the quantitative data analysis while expecting to report the qualitative data analysis outcomes afterwards. Four instruments were used to ascertain information concerning teachers' backgrounds in science(the number of high school science courses they took and the grades of courses, the number of college science courses and grades, the number of college science methods courses and grades), attitudes toward teaching science, science teaching self-efficacy beliefs(personal science teaching efficacy and science teaching outcome expectancy), and their instructional strategies(indirect, direct, and mixed methods). A sample of 340 practicing elementary school teachers participated in this study. To determine statistically significant results, Pearson's correlation coefficient was used to relate teachers' backgrounds in science, attitudes toward teaching science, science teaching self-efficacy beliefs and their instructional strategies. The correlation coefficients were statistically significant regarding four variables, teachers' backgrounds in science, attitudes toward teaching science, science teaching self-efficacy beliefs, and instructional strategies investigated in this study. These results can be interpreted that programs of teacher preparations and trainings which include science and science methods courses should help prospective and practicing teachers change in their attitudes and beliefs toward science teaching. It is expected that future studies concerning teachers' attitudes, beliefs, and behaviors toward teaching science can help to improve science teacher education in Korea.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.37-44
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• 2010

현대 사회는 미래의 지식과 정보의 시대에 대비한 인재를 양성하기 위해서 컴퓨터교육에 대한 필요성이 날로 커져가고 있다. 이에 제7차 교육과정에서도 컴퓨터 교육의 활성화를 위하여 연간 34시간 이상 컴퓨터를 교육하도록 명시하고 있지만 가장 기초적이라 할 수 있는 초등학교에서의 컴퓨터 교육이 교사들에 의해 제대로 시행되고 있지 않고 있으며, 그에 대한 교사들의 인식과 실태를 파악하여 개선방안을 제시하는데 목적이 있다. 본 연구에서 얻은 결과를 바탕으로 초등학교 컴퓨터과학 교육 활성화를 위한 개선방안을 다음과 같이 제안하고자 한다. 첫째, 정보통신윤리 개정 지침안에 대한 교사 교육이 의무화되어야 하며, 컴퓨터과학 교수학습 방법 및 교육과정 운영에 필요한 프로그램의 기능 연수가 개설되어야 할 것이다. 둘째, 정보통신기술 교재 교사용 지도서가 전문화, 체계화 되어야 한다. 셋째, 컴퓨터과학 교육을 수업 현장에서 쉽게 실현할 수 있는 다양한 자료를 개발하여 보급해야 한다. 넷째, 초등학교 컴퓨터 교육 과정의 재정비가 필요하다.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.117-127
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• 2003

This qualitative research investigated how to improve preservice and in-service teacher education programs through in-depth interviews with 10 exemplary science teachers. Data from interviews were used to analyze how the teachers perceived current situations of teacher education and what they suggested as an improvement plan. In terms of preservice teacher education, exemplary teachers argued that teacher education programs should (1) ensure the teacher education program's identity and goals, (2) provide preservice teachers with practical knowledge by translating theory into practice, and (3) secure faculty members who majored in science education. In light of in-service education, the teachers contended that (1) teachers should acknowledge the continuing processes of their own professional development, (2) the content and method of in-service training should incorporate teachers' practical needs in the classroom, and (3) the teaching community should implement a clinical supervision to improve their classroom practices. The central role of teacher (re)education in a successful classroom reform is also discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.269-281
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• 2008

In Korea, the criteria for the requirements of a secondary school science teacher's certificate are based entirely on the subjects and/or areas as prescribed in laws for the teacher's licensure examination. However, the criteria do not account for the specific competencies or qualities that a good science teacher should possess. The objective of the research was to explore and suggest the three lists of the image of an ideal science teacher, science teacher's role and science teacher's competency that might be used to establish the criteria for science teachers' certificate and the curricular content for science teacher education in Korea. In order to achieve this objective, the study used such research methods as literature analysis, status survey in combination with on-line workshop, in-depth interview, and professional consultation. The participants in the research comprised of a group of 258 students (186 middle school students and 72 high school students) and 13 in-service science teachers (8 middle school science teachers, 5 high school science teachers) for questionnaire survey and on-line workshop, and 4 science teachers for in-depth interview. The list of the image of ideal science teacher, science teacher's role, science teacher's competency contains 44, 32, and 75 statements, respectively. Based on the results of the research, this paper suggested that the criteria for the Korean secondary school science teacher's certificate requirements be selected and organized in consideration of the teachers' competencies rather than the courses and/or subject areas. It is also implied in the paper that further research over a period of time is necessary for using the competencies for curricular contents and/or science teacher's certificate standards.