• Journal of Science Education
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• v.46 no.3
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• pp.237-254
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• 2022

The purpose of this study is to examine the changes in the science teaching professionalism self-perception of pre-service elementary teacher as shown in science education lesson course. The subjects of this study were 25 pre-service elementary teachers enrolled in the second year at G National university of education. And the scale of this study were derived and applied by modifying and supplementing the scale of previous studies. The results of this study are as follows: it was found that science teaching professionalism and self-perception of pre-service elementary teachers are improving. In short, it was found that there are significant changes in all sub-domains such as professionalism development efforts, educational contents, instructional method, educational environment and atmosphere, assessment and science teaching preference. As a result of examining the related contents in detail along with the combustion-related science lesson plan, Padlet, and post-test descriptive question responses, there were some good categories and some categories that needed to be supplemented. Based on these results, a plan for enhancing the science teaching professionalism of pre-service elementary teacher needs to be considered.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.149-156
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• 2019

This study investigated the effects of academic self-efficacy and resilience on perception of professionalism. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform MANOVA and Multiple Regression Analysis. (1)The self-regulatory efficacy was significantly different according to grade and experience of child care practice. (2)The control and sociality, positivity were significantly different according to grade and experience of child care practice. (3)The perception of professionalism was significantly different according to grade and experience of child care practice. (4)The self-regulatory efficacy and the difficulty preference affected perception of professionalism. (5)The positivity and control affected perception of professionalism. This study indicated that it is necessary to make efforts for increasing perception of professionalism in pre-service early childhood teachers.

• Journal of the Korea Society of Computer and Information
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• v.25 no.7
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• pp.213-224
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• 2020

This study analyzes the effects of programming-based TPACK education programs, designed by Kim and Lee (2019), on the teaching expertise of pre-service teachers. The research subjects were 40 pre-service teachers, divided into an experimental group and a control group. The experimental group underwent the programming-based TPACK education program, and the control group used an ICT-based TPACK education program. A test tool was used to measure not only teaching expertise but also teaching efficacy and self-efficacy beliefs about technology integration. As a result of the study, teaching expertise, teaching efficacy, and self-efficacy beliefs about technology integration improved significantly in the experimental group. The pretest showed no significant difference between the experimental group and the control group, but in the post-test, the experimental group showed significantly higher teaching expertise than the control group. These results showed that the programming-based TPACK education program is effective for developing teaching expertise in pre-service teachers.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.116-130
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• 2020

The purpose of this study is to examine the effects of childcare teacher's professional recognition, learning agility, and positive psychological capital on job satisfaction in order to suggest policies that required for child care teacher's positive performance. For this purpose, an online survey was conducted with 283 in-service nursery teachers in Jeonnam and the results are as follows. First, teachers with more than five years of experience showed higher levels of professional recognition and positive psychological capital. Second, the job satisfaction of child care teachers was highly correlated in order of professional recognition, positive psychological capital, and learning agility. Third, the professional recognition and positive psychological capital of the childcare teachers have positive effects on their job satisfaction. Through this study, it was confirmed that the professional recognition, learning agility, and positive psychological capital of the childcare teachers were significant variables in explaining job satisfaction. Therefore, in order to increase job satisfaction in daycare centers, it is necessary to firmly recognize that they are professional workers by providing training courses and consulting supports. Furthermore, there is a need to allow teachers more autonomy and to reform the hierarchical system in day care places.

• 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 Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• 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 Gifted/Talented Education
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• v.16 no.2
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• pp.123-141
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• 2006

The purpose of this thesis is to investigate teacher's perception of gifted education and obtains information for the education system for silted children. The questionnaire survey was conducted to 120 teachers for the gifted located in Daejeon Metropolitan city. In this study, the questionaire was made up 50 questions about basic information and a specialty for gifted students including teacher training, teaching instructions, gifted programs, administration for the gifted etc. The result of this study was analyized by SPSS10.0. As a result, The teachers wanted to increase teachers' training for the gifted and to decrease too much extra work. And They asked fixed classes for the gifted. Finally, the present processes of discrimination for the gifted need to be improved.

• Journal of the Korean Chemical Society
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• v.61 no.4
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• pp.197-203
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• 2017

The purpose of this study is to analyse the characteristics of domestic scientific inquiry related research topics and consequently provide fundamental data and suggestions from a teaching method point of view. The study subjects was collected from the initial issue to the february 2016 issue of academic journals and using the keyword that 'inquiry', 'scientific inquiry'. The framework of Professional factors of teaching practice was developed and used for selecting subjects of study. The selected study subjects were analyzed according to the framework. And Topics of study were categorized and analyzed. The topic was thoroughly debated between 2 science education experts and 4 doctorate candidates within a specialist workshop. Results show that scientific education environments, scientific inquiry evaluation and teaching ability was studied less than education process and textbook analysis, scientific inquiry designing and application. And The research on the topics indicated that most research is concentrated in specific areas. It is postulated that additional research into scientific education environments, scientific inquiry evaluation and teaching ability would further develop the teachers' teaching abilities and enable a more successful science lesson in the classroom.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.639-661
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• 2017

This article reviews several classroom observational frameworks and introduces one of them, Teaching for Robust Understanding of Mathematics (TRU Math) framework, in more detail. The TRU Math framework has unique features, especially of which it helps researchers and practitioners analyze lessons with a focus on opportunities to learn and on how students access to the learning opportunities in mathematics classrooms rather than focusing on teacher behaviors. In this article, using this TRU Math framework, a Korean high school mathematics lesson was analyzed. The analysis illustrates the aspects of good mathematics teaching according to the five dimensions that we theorized. It provides implications on how to better use the tool for both research and practice in Korean school culture and teacher professional development contexts.