• Journal of the Korean earth science society
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• v.31 no.4
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• pp.403-417
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• 2010

In this research, we investigated the effect of a mentoring program implemented in science classrooms taught by beginning teachers in order to support their professional development. As a baseline data, we examined the characteristics of beginning science teachers' teaching. Then we explored any changes in mentee teachers' teaching with the implementation of a mentoring program. The three mentor-mentee pairs participated in this study. We explored six teachers' classroom teaching episodes with their videotaped classroom teaching. Using open-ended interviews and group discussions taking place on a regular basis to analyze and compare classes of six teachers, we extracted the beginning teachers' teaching characteristics in light of teaching strategies. The common features of the participated mentee teachers' teaching are analyzed in terms of (1) classroom culture and management, (2) classroom discourse, and (3) science experiments. Through mentoring, mentee teachers recognized that increased and enriched classroom dialogues had an effect on students' content understanding. Mentee teachers also acknowledged not only the necessity of laboratory activities but also the roles and ways of managing the science activities. Ways to help beginning teachers develop instructional professionalism are discussed.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.401-415
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• 2020

The purpose of this study was to investigate the factors that affect the maintenance of the effect of mentoring for beginning science teachers. Mentee teachers for this study were ten mentee teachers who took part in the collaborative mentoring from 2014 to 2018. For this study, the videos of the first and fifth classes submitted during the mentoring program, mentors and mentees' journals, the videos of the classes recorded in 2019, questionnaires about reflection on the mentoring program, and interview materials were collected and analyzed. The result of this study is as follows. First, the reflective thinking was sustained after the mentoring program, and this played a crucial role in maintaining the effects of the mentoring. The group that showed the improvement of RTOP score had reflective thinking and made reflective practice on their teaching. Most participants in the group created the classes of constructivism based on self-reflection on their classes. However, no positive changes in the classes occurred to mentee teachers who couldn't have reflective thinking. Second, reflective practices during the mentoring program exerted a strong influence on the teaching method of mentee teachers. The group of the improvement in RTOP score strived to apply student-centered model of instruction to their classes. It was showed that most mentee teachers in the group kept applying the student-centered model to their classes after the mentoring was completed. These results indicate reflective thinking and reflective practice are crucial factors to the effect of the mentoring and its maintenance.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.1-13
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• 2011

The purpose of this research is to investigate ways to introduce mentoring system to support beginning and experienced teachers for their professional development. As an alternative to existing teacher training programs, we planned and implemented a mentoring system to examine its effects in developing professionalism among teachers-in-need, and those who have not met the teacher's evaluation standards. Mentoring is defined as being concerned with promoting the 'development of an individual to his/her full potential,' both professionally and personally. It is linked with professional and career development, and is somewhat characterized by an 'expert-novice' relationship. The mentoring system in science features group mentoring, where 3 prot$\'{e}$g$\'{e}$-mentor teams gathered together for instructional consulting using their videotaped classroom teaching. Through video-based discussions, teachers could share reflective experiences through collaborative investigations based on evidences revealed in classroom teaching videos. Using open-ended interviews with the teachers and video-based discussions, we extracted needs and goals of mentoring, the need of mentoring system to support beginning teachers, and the requirement of mentor quality in light of mentor's expected roles. Conclusions and recommendations related to teachers' mentoring and for the government's development of mentoring system are discussed.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.97-109
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• 2022

In this study, we investigated pre-service teachers' reflection of questions during science instruction in teaching practicum from the perspective of productive reflection. The productive reflection used in this analysis has four aspects of learners and learning, subject matter knowledge, instruction, and assessment. Five pre-service teachers participated in this study. They reflected on their questions with one class video by using think-aloud method. Semi-constructed interviews were also conducted. The analyses of the results reveal that the aspect of 'instruction' and the 'learners and learning' were frequently included in their reflections. 'subject matter knowledge' was often included in their reflection while 'assessment' was hardly included. The integrations of the two aspects appear most often, those of three aspects appear only sometimes. However, four aspects appear very rarely. The integrations of 'learners and learning' and 'instruction' with the other aspects were most frequent, and the integrations of 'content knowledge' with the other aspects were often. However, the integration of 'assessment' was very few. There were more productive reflections from pre-service teachers who reflect on several questions in context than who reflected on questions one by one. In addition, they exhibited some difficulties in suggesting alternatives to improve their questions. They tried to modify the teaching method related to the questions rather than revise the form of questions. Based on the results, practical implications to improve expertise related to the questions of pre-service teachers were discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.953-970
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• 2010

The purpose of this study was to investigate the change of teacher-student interaction in a beginner secondary science teachers' class through collaborative mentoring program. Three experienced science teachers as mentors and three beginner science teachers as mentees were participated in this study. Mentors have been teaching science secondary school for more than 13 years with specialty in science education, and mentees have been teaching less than three years in secondary schools. They were matched one-toone on grounded characteristics that were revealed from pre-interview. Data collection consisted of lesson plans of mentees' classes, videotaped lessons of mentees, consultation meetings between mentors and mentees, and interviews with mentees as well as mentors. The consultation meetings and interviews were audiotaped and then transcribed with the videotaped lessons. To examine the change in teacher-student interactions, the lesson observed after four sessions of mentoring was compared to the lesson before mentoring on the basis of the analytical framework that was developed based on the interpretative approach. The analytical framework addresses the four aspects of teacher-student interaction, which include beginner of interaction (initiation), the types of the question, the student response and the feedback. After four sessions of collaborative mentoring, the beginner science teacher's classroom interactions were initiated by students more often. Teachers' questions increasingly turned into thought-provoking queries that required higherorder thinking. The students responded in the form of statements instead of asking question more frequently. Also, teachers provided more delayed feedback than immediate feedback. These changes of interaction patterns showed that students took a leading role in classroom interaction and they were encouraged to think. From this result, we argue that the beginner science teachers developed the ability to make students think and to support them in coming to an understanding of knowledge through a collaborative mentoring program.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.299-304
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• 2021

The purpose of the study was to examine the repertoires of children's songs that early childhood teachers used for new-song-learning activities and to analyze the characteristics of frequently used songs. 120 early childhood teachers in South Korea were recruited to gather the repertoires of children's songs during January and February, 2021. And then, 20 most frequently used songs were selected and analyzed in genre, theme, tonality, meter, musical form, and tone range. SPSS ver. 25.0 was used to calculate the means, standard deviations, frequencies, and percentages. As results, the most frequently used five songs were 'Autumn Road,' 'Winter Wind,' 'Scarecrow Man,' 'Watermelon Party,' and 'Cosmos.' The results of analyses of 20 frequently used songs revealed that the creative songs as genre, seasons as theme, C major as tonality, 4/4 as meter, and ternary form as musical form, and c' - c" along with c' - d" as tone range were the mostly used.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.343-351
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• 2021

The purpose of this study was to examine kindergarten teachers' the difficulties and needs on early childhood value education. In order to provide basic data by grasping of teachers, a survey was conducted on 815 teachers of kindergartens in Gyeonggi-do. As a result, first, the difficulties in applying value education to teachers are lack of information on specific teaching methods. Second, what is required is connecting the 2019 revised Nuri curriculum and value education, teacher's will and parents' understanding and participation. The implications are that the discussion on the right character emphasized in the Nuri curriculum and the needs of teachers who wish to link early childhood value education into an unseparated context were identified.

• Proceedings of the Korean Information Science Society Conference
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• 2002.04b
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• pp.718-720
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• 2002

현재 교사를 위한 다양한 인격 연수가 시행되고 있다. 그러나 연수 내용을 살펴보면 교사 연수의 핵심이라고 할 수 있는 교수법 향상에 관련된 내용보다는 교과의 전문지식이나 기능적인 부분에 대해 더 많이 다루고 있는 것이 사실이다. 교사들은 대학에서 뿐만 아니라 교육 현장에서 자기 연수 혹은 연수 기관을 통해 끊임없이 교수법 향상을 위해 노력해야한다 연수 기관에서 그룹별 토의 시스템, 동영상 동기화 교수-학습 지도안 제작 도구, 교수학습 DB 등으로 구성된 인지적 도제 모델형 원격 연수 시스템을 이용한다면 좀 더 나은 교수법 향상을 기대할 수 있을 것이다.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.355-370
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• 2016

This research intends to and understand a prospective teacher, Kim's mathematics lesson in the perspective of Activity Theory. In this study, Kim's mathematics lesson was explored in the aspects of subject, object, tools, division of labor, community, and rule which are main constituent of Activity Theory and Activity System suggested by $Engestr{\ddot{o}}m$. As the result of study, we discussed the phenomena such as the fluctuation between object and tool, the multi-voicedness between object, rule, outcome and student subject, and the dissonance between division of labor, community and rule were appeared in Kim's mathematics lesson as an activity system.

• Proceedings of the KAIS Fall Conference
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• 2008.05a
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• pp.329-332
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• 2008

본 연구는 일제강점기말 경성부의 초등교육시설 계획규준의 특성과 그 의미를 살펴보는 것을 목적으로 하고 있다. 이를 위해 1939년과 1942년 "조선과건축(朝鮮と建築)"에 소개된 자료를 중심으로 경성부의 계획규준을 운영양상, 학교규모 및 구조, 단위공간 규격 및 소요제실, 교사동 배치 및 블록플랜으로 나누어 고찰하였다.