• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.263-268
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• 2005

본 연구의 목적은 한국과 미국에서의 초임 과학 교사 전문성 발달에 영향을 미치는 주요 요인을 비교? 분석하는 것이다. 참여교사는 한국 수도권 지역과 미국 중서부지역에서의 초임 과학 중등교사 각각 네 명이다. 자료는 수업관찰 및 녹화, 반구조화된 면담을 통해 수집하였으며, 수업맥락을 이해하기 위한 수업관련 자료와 학생 활동 자료도 같이 수집하였다. 연구 결과는 다음과 같다. 첫째, 공통적으로 전문성 발달에 영향을 미치는 요인은 추구하는 교사상과 평가, 시험대비와 같은 학교 맥락이었다. 또한 한국 초임 교사들에게는 과학교과서와 행정적인 업무와 같은 맥락적인 요인이 전문성 발달에 영향을 미친 반면, 미국 초임교사들은 교생실습에서의 멘터 교사의 영향을 많이 받았다. 둘째, 참여교사들이 공통적으로 느낀 어려움이나 관심은 수업 관리와 교과 내용지식을 넓히는 것이었다. 셋째, 모든 참여교사들은 전문성 발달을 위해 많은 노력을 하고 있었으며, 추구하는 교사상이 현재와 미래의 교수실천에 중요한 역할을 하고 있었다. 넷째, 미국 참여교사들은 교생실습 때의 멘터 교사에 크게 영향을 받는 반면, 한국 참여교사들은 멘터 교사보다는 다른 여러 가지 요인들에 의해 영향을 받은 것으로 나타났다.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.153-174
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• 2010

The purpose of this research was to investigate the effects of servant leadership, teacher development stage and organizational effectiveness. Subjects in this study were 259 teachers working at kindergartens and child care centers in Seoul and the Capital area of Korea. Servant Leadership Questionnaire(Kim, 2004), Teacher Development Stage Questionnaire(Lee, 2007), Organizational Commitment Questionnaire(Kim, 1998), Job Satisfaction Questionnaire(Kim, 2007), Teacher Job Satisfaction Questionnaire(Noh, 2001), and Job Performance Questionnaire(Kim, 1983) were used. Descriptive statistics, T-tests, Pearson's correlation, and hierarchical regression analysis were performed. Results showed that servant leadership, teacher development stage and organizational effectiveness were highly correlated with one another. Variables of servant leadership and teacher development were significant predictors of organizational effectiveness. Conclusions suggest that organizational effectiveness was multiply determined.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.629-641
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• 2016

Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.1-23
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• 2015

This study examined the effect of infant teacher's sensitivity, efficacy and interaction on the social and emotional development of infants. The participants of this study were 169 infants and their teachers in daycare centers located in Seoul and Gyeonggi-do. The instruments were collected through teachers' responses. Data were analyzed through the variance analysis using PASW 18.0 to verify the infant teachers' susceptibility, efficacy, and infant-teacher interaction based on infant teachers' background variables; to find out the relationship between the variables, Pearson correlation analysis was performed, and to find out the relative influence of variables on the infants' social and emotional development, stepwise multiple regression analysis was performed. Results were as follows. Firstly, Among the background variables of the teachers, their career as infant teachers displayed differences in the infants' social and emotional development, and the susceptibility, efficacy, and infant-teacher interactions displayed partial differences based on the teaching career, career as infant teachers, age, daycare center type, and the academic background of the teachers. Secondly, there were positive relationships between infant teacher's sensitivity, efficacy and interaction and infants' social and emotional development. Thirdly, infant teachers' sensitivity, efficacy and infant-teacher interaction had an influence on infants' social and emotional development at the same time. Especially, sensitivity and interaction were powerful and influential variables and their explained variance was 53%. These results suggested that teachers' efforts must be made to interact positively with infants and to increase their sensitivity level to respond to infants in order to increase infants' social and emotional development.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.1-26
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• 2011

The purpose of this study was to examine the screening and its validation of children with language developmental delay in child care and education centers, the response of parents with children with language developmental delay and the assistance needs of child care and education teachers for those children. Teacher interview with semi-structural method, transcription and content analysis method were used. The subjects in this study were 13 teachers and 30 infants and toddlers with language developmental delay in 10 child care and education centers in Seoul. The findings of the study were as follows: First, the child care and education teachers screened children with language developmental delay in their classes based on their verbal characteristics and maladjusted behavior. Their screenings were turned out correct. Second, as for the response of parents, the parents who had children with language developmental delay were indifferent, were aware of the fact in advance or asked the teachers for counseling on their children's language developmental delay. Third, the teachers couldn't provide the appropriate supports for the children in needs. Fourth, regarding the assistance needs of the child care and education teachers, they called for assistance from specialists and professional institutions, and wanted to receive education on language development. Besides, they asked for relevant supporting materials and screening criteria, and considered it necessary to reduce the ratio of teacher to children.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.107-119
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• 2017

This article explores early childhood teachers' practices from bottom-up perspectives on the relationship between theory and practice. Results of the review of literature are as follows: 1) From top-down perspectives early childhood teachers' practices and their classroom behaviors have been traditionally defined within the framework of theories of child development, the notion of developmentally appropriate practice, and designed program models; 2) From bottom-up perspectives researchers have a focus on how teachers' practices lead theories and how they construct the act of teaching through reflective thinking; 3) empirical research on preservice and inservice teachers demonstrates that preservice teachers develop their own theories of teaching from their previously held assumptions, gained knowledge from preparation programs, and their individual experiences. It also shows that inservice teachers construct teaching through their implicit knowledge and the use of strategies to negotiate problems. Implications for future studies on teachers's practices are discussed.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.663-679
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• 2011

This case study focused on three science teachers who participated in the Research Experience for Teachers (RET) program conducted by the Center for Bridging Advanced Science and Education (CBASE). The RET program provides opportunities for participants to experience experimentations in a science laboratory for six months, enabling teachers develop teaching materials based on their experience from the RET program. The purpose of this study was to explore how the teachers had developed their professionalism through participation in the program and which factors promoted the professional development of science teachers. In this research, we defined pedagogical content knowledge (PCK) as the required knowledge for teachers to develop for their professional development. As a result of the RET program, all three participants showed integration of PCK elements: orientation to teaching science, knowledge of science, knowledge of students, knowledge of teaching, and knowledge of sources. The PCK elements which had been developed by the RET program were applied in school context and the teachers' belief became clear and strong. The teachers were able to understand the process of authentic science as they learned it from 'legitimate peripheral participation' in the authentic research context. They also showed dynamic integration between newly established elements of PCK by reflecting on the school context while developing the teaching materials. The professional development of each teacher was different depending on the purpose and PCK, which participants had already possess. This study will provide meaningful implication for the development of professional development program for science teachers based on research experience.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.151-160
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• 2010

Learning progression is an advantageous way to describe the development of learner understanding about a topic. In the present study, learning progression is introduced to characterize novice teachers' professional knowledge and competence and to help designing teacher professional development programs in the developmental approach. The development and validation phases of learning progression are proposed in the paper. In addition a case study is presented to demonstrate the process of developing a learning progression for teaching-through-inquiry using ICT. The learning progression in novice teacher professional development can be used to assess the level of teacher understanding in specific topic and to effectively support the development of teachers' professional knowledge and competence via professional development programs in the longitudinal view.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.325-338
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• 2021

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.472-479
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• 2005

The purpose of this study was to develop an inquiry-based professional development program for in-service secondary science teachers and to investigate it's application. The inquiry-based professional development program was reconstructed based on SSCS problem-solving model, which is composed of 4 stages of search, solve, create, and share. The 28 science teachers' understanding of the SSCS program were investigated as implementing the program. As a result of this study, 8 SSCS modules have developed as the science teachers have searched, solved, created, and shared various situated problems. The science teachers found themselves to have positive perception of SSCS program. The SSCS program was effective in changing the learners' teaching/learning attitude and to develop individual scientific thinking. To make the SSCS problem solving successful and more effective, both science teachers' professionalism and pedagogical knowledge for selecting topic as the levels of learner should be considered.