• Communications of Mathematical Education
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• v.12
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• pp.527-537
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• 2001

중등교사 임용고사는 현실적으로 수요를 초과하는 다수의 교사 자격증 소지자 가운데에서 우수한 교사를 선발하여 공립 중등학교에 임용하기 위한 공개 경쟁 시험제도이지만, 그 영향력은 중등교육의 발전과 사범대학의 교육과정에서 결정적일 뿐 아니라, 사회적으로도 지대하다. 여기서는 “좋은 수학교사”의 양성과 선발이라는 문제를 중심으로 임용고사가 수학교육의 발전에 순기능적 원동력이 될 수 있도록 개선을 위한 몇 가지 드러난 문제점들에 대하여 논의하고, 필연적으로 임용고사의 영향력 아래 놓이게 되는 수학교육과의 교육과정과의 관계에서 상호 보완적 역할을 할 수 있는 방안과 수학교육과의 교육과정에 대하여 개략적으로 논의하였다.

• School Mathematics
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• v.19 no.2
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• pp.405-421
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• 2017

This study provides a concrete example of the development of the task in collaboration with the in-service teacher and the pre-service teacher. In the process, the roles of pre-service teachers and in-service teachers were analyzed and the possibility of cooperation was grasped. As a result, pre-service teachers and field teachers considered the level and interest of the students and considered mathematical contents in the process of developing the tasks. Each subject did not directly consider the interaction of the students and contents, but they could confirm the improvement of the tasks as their roles affected each other.

• Journal of Science Education
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• v.34 no.2
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• pp.369-382
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• 2010

The purpose of this study is to survey the need of in-service education for the professional development of middle school science teachers' teaching practice. The questionnaire was modified by Young Choi's framework(2010) to survey the level of the progression in the professional development and learning, the degree of in-service education necessity, and the degree of priority of need. The questionnaire was administered to 203 middle school science teachers in Daegu. The mean level of the progression in the professional development and learning were 2.45 and 3.15. The degrees of in-service education necessity to improve level of the progression in the professional development and learning was 3.45, and 3.16. The element and aspect highest degree of priority of need were 'element 1. planning coherent sequences of lessons' and 'aspect 1-4. planning difference among individuals', 'aspect 1-2. planning learning activity'. The degree of in-service education necessity and the degree of priority of need was a significant difference according to almost all of the teachers' characteristics.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.317-323
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• 2004

본 연구의 목적은 예비 초등교사의 수학 수업에 대한 자기효능감을 조사함으로써 예비 교사를 위한 수학 교육프로그램 개선에 도움이 되고자 하는데 있다. 기존의 문헌 분석에 의하면 수업에 대한 교사들의 자기효능감은 수업 수행 능력과 학생들의 학습에 크게 영향을 미치는 것으로 알려졌다. 뿐만 아니라 최근 우리가 지향하고 있는 교사들에 대한 학습자 중심 수학 수업으로의 개선과 변화된 수업 방식의 지속성에 매우 유효한 요인이 된다. 예비 초등교사들을 대상으로 한 본 연구 결과에 의하면 이들의 수학 수업에 대한 자기효능감은 보통의 수준에 머물러 있으며, 특히 상당수의 예비 교사들은 자신의 수학 수업에 대한 자신감이 매우 부족한 것으로 들어났다. 이러한 결과는 아마도 현재 교육대학교에서 예비 교사들에게 제공하는 수학 교육과 관련된 과목을 수강할 수 있는 기회가 매우 제한적인 데서 그 원인을 찾을 수 있으며, 이는 또한 수학 교육 프로그램의 초점이 예비 교사들의 수학 수업 능력의 측면에 초점이 맞추어져야 한다는 것을 시사한다. 예비 교사들의 수학 수업에 대한 자기 효능감은 그들이 이해하고 있는 수학 교수법적 지식과 매우 관련이 깊은 것으로 나타났다.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.83-100
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• 2014

This study aims to explore the relationships between preschool teachers' beliefs about the purpose of multicultural education and their attitudes and teaching efficacy with respect to multicultural education. For this purpose, 296 teachers, who were working at kindergartens and daycare centers, were chosen for this study and the survey method was used to collect data. The TMAS (Teacher Multicultural Attitude Survey), Multicultural Teaching Efficacy Scale, and teachers' belief about the purpose of multicultural education were used to evaluate teachers' multicultural-related variables. To analyze the data, frequency measurements, percentile, one-way ANOVA, and Pearson's product moment correlation coefficient were used. Through this study, these findings were found: 1) Teachers most perceive human relations as the purpose of multicultural education. 2) There is no relationship between the belief in multicultural education and the attitudes and teaching efficacy with respect to multicultural education. However, The attitudes about multicultural curriculum show meaningful differences, depending on the teachers' beliefs about the purpose of multicultural education. 3) The attitudes and teaching efficacy with respect to multicultural education are strongly related to each other. These findings are discussed with respect to the necessity of multicultural education curriculum development for preschool teachers.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.599-615
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• 2015

Teachers' philosophies have not been emphasized enough in the current teacher education curriculum even though teacher's philosophy palys a critical role in schools and classrooms. The examination on pre-service teachers' teaching philosophies is necessary to improve teacher education curriculum so that teaching philosophies are often discussed in the courses of 'pedagogical content knowledge' as well as 'general education.' Therefore, the current study investigated 44 pre-service teachers' teaching philosophies, their sub domains, and relationships among the sub domains. The previous studies regarding mathematics teacher's teaching philosophy were more about 'teacher's belief' and employed deductive inference approach using surveys or questionnaires. These studies commonly pointed out that there were three major domains of 'belief on mathematics itself,' 'belief on teaching mathematics,' and 'belief on learning mathematics.' As these three domains of teacher's philosophy has been strengthened, there were very few studies examining the other potential domains of teacher's teaching philosophy. According to the findings of the present study, which employed inductive inference approach and pre-service teachers' free essay writing assignment, 'belief on teacher's role in mathematics classroom,' 'belief on the purpose of mathematics education,' and 'motivation to be a mathematics teacher' were additionally illuminated as sub domains of teacher's teaching philosophy. Moreover, the interrelationship among the sub-areas of teacher's teaching philosophy was disclosed. Specifically, 'belief on the purpose of mathematics education' and 'motivation to be a mathematics teacher' influenced the other sub domains. This implies that the relationships among the sub domains of teacher's teaching philosophy were more likely to be causal and vertical relationships rather than independent and parallel relationships. Finally, the findings from the current study provide implications indicating how pre-service teachers' teaching philosophies might be established in mathematics education courses for future research and education.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.331-338
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• 2005

본 연구는 과학영재교육의 질적 수준을 제고하는 데 핵심이 되는 영재교육 담당교사를 위한 연수의 효율성을 높이기 위하여 새로운 형태의 교사의 인식수준 파악과과 신념 변화 과정을 조사하고바람직한 교사연수 모형을 개발하는 기초 자료를 수집하는데 그 목적이 있다. 따라서 서울시교육청에서 처음 시도하는 교사연수 형태인 [파견연수] 전후에 있어서 과학교사들의 신념변화 과정을 설문지와 관찰, 인터뷰를 통하여 확인하고 논의점을 찾고자 하였다. 따라서 본 연구 결과가 우리나라 과학영재교육의 질적 수준을 향상시키고 영재교육 담당교사의 전문성을 효율적으로 신장시키는 연수 프로그램의 기본 틀로 활용될 것을 기대한다. 후속 연구로는 영재교육 담당교사의 전문성을 측정하는 도구 개발과 전문성 실태 분석 및 연구 결과를 토대로 한 연수 프로그램 효과 분석 및 효율적인 과학영재교육분야의 교사연수 모형개발이 필요할 것으로 생각된다.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.98-110
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• 2005

This study aims to explore the usefulness and the way of practical use of dilemma episodes in science teacher education by the responses of teachers on the given dilemma episodes and connected discussions. The research based on the idea of constructivist teacher education, the assumption that dilemmas can provide teachers with an open investigation context, an understanding of nature of science education. The dilemmas episodes in Wallace and Louden(2002) were introduced and discussed in order during graduate course to 11 elementary teachers. Perception on the reality and importance of given dilemmas differed by topics, but many of them were very similar to their experiences, brought active discussion on the issues. Some could not arouse sympathy because of cultural differences. The teachers recognized the dilemma episodes provided thoughtful reflection on their own teaching, opportunity of sharing experience and knowledge with peers, overall view for science education. Most of them gave positive opinion on the use of dilemma episodes in teacher education. Upon these teachers' responses and exploratory research experiences, some practical suggestion were made for science teacher educators.

• Communications of Mathematical Education
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• v.15
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• pp.127-128
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• 2003

본 고에서는 교육대학의 3학년에 재학 중인 예비 초등교사들이 학생으로, 교생으로의 자신들의 경험을 중심으로 기술한 내용을 토대로 그들의 관점에서 본 수학에 대한 생각과 유능한 수학교사의 특징에 대하여 조사하였다. 이들 예비교사의 관점에서 보면 유능한 수학교사는 수학교과에 대한 수학 지식은 물론이고 수학교수에 대한 열정과 함께 학생들에 대한 관심과 사랑을 가지고 있어야한다.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.80-90
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• 2021

The purpose of this study is to find out the differences and commonalities between Korea and China by comparing the objectives, contents, and models of in-service teacher education. Through the differences and commonalities, it is intended to present a revelation point for the education of incumbent teachers in both countries. The research results show that in China, teachers' moral education and subject knowledge are emphasized, while in Korea, teachers' cultural competency and major knowledge are emphasized, and the specific training content and completion time are all precisely stipulated. Based on their research capabilities, the Chinese side was asked to provide individual-centered training support, and to the South Korean side, they were asked to suggest new points, such as substantiating the cooperative system between educational and training institutions.