• Journal of the Korean BIBLIA Society for library and Information Science
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• v.21 no.2
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• pp.111-127
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• 2010

This study aims for developing an instructional design strategy to improve collaborative teaching between teacher librarians and subject teachers in library-assisted instruction. Collaborative teaching is an important management activity enhancing teaching role of teacher librarians in their school community. But in the actual condition the level of the library-assisted instruction as its practical strategy is cooperation and subject teachers are leading teaching and learning except for selecting resources. Because library-assisted instruction is resource-based learning, the procedural knowledge of information literacy curricula and topics of subject specific curricula should be designed as a whole. Also, there must be possibilities of reducing trial and error and expanding successes. From these sides, the collaborative design strategy for library-assisted instruction can be planned like 'statement of learning situation-co designing-co teaching-co evaluating'.

• Journal of Science Education
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• v.42 no.3
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• pp.334-351
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• 2018

Teacher's gaze empathy for students in science class is considered to be effective in enhancing the learning effect. Thus, studies on gaze empathy have been conducted, but most of the studies are just to reveal the characteristics of gaze. Therefore, it is necessary to deal with a research to raise the level of science teacher's gaze empathy. The purpose of this study is to develop an instruction consulting strategy based on eye tracking for improving science teachers' gaze empathy. In this study, we selected and analyzed relevant literature on teacher's gaze empathy. We also designed a consulting strategy and then revised the design through expert reviews on validity and reliability. The developed consulting strategy was aimed to improve science teacher's gaze empathy and set quantitative goal based on eye tracking. The consulting strategy consisted of six steps: preparation for consulting, measurement and analysis of teacher's gaze empathy, instruction and feedback of gaze empathy, training for improving gaze empathy, evaluation of consulting result, and completion of the consulting. In addition, the consultation was completed or repeated again through the measurement and evaluation of gaze empathy using eye tracking. The developed consulting strategy has a value in that it provides an alternative with quantitative diagnosis and prescription for improving gaze empathy. The strategy can contribute to enhance teacher professional competency through the analysis of teaching behavior.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.187-197
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• 2018

Objective: The purpose of this study was to investigate relationship between teacher's emotional intelligence, consciousness of professionalism, and strategies of problem behavior guidance of early childhood. Methods: The subjects in this study were 237 childcare center teachers in Seoul and Gyoungi Province in South Korea. Three different inventories were utilized. As for data analysis, the frequency analysis, reliability analysis, correlation analysis, and Multiple Regressions were conducted through SPSS 21.0 program. Results: The findings of the study were discussed as follows. First, emotional intelligence of teacher had the relationship with strategies of problem behavior guidance of early childhood. Second, consciousness of professionalism of teacher had the relationship with strategies of problem behavior guidance of early childhood. Conclusion/Implications: First, The findings showed that as teachers had the high level of ability in recognizing and expressing their emotion preciously, so the elements triggering the situation of problem were identified and captured, and the ability of use of preventive strategies in advance increased. Second, The findings showed that as teachers had the high level of ability in recognizing and expressing their emotion preciously, so the elements triggering the situation of problem were identified and captured, and the ability of use of preventive strategies in advance increased.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.563-572
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• 2023

This study aimed to analyze cases of online class design by pre-service science teachers to identify the teaching strategies employed for online classes. For this purpose, the real-time online class lesson plans of 12 pre-service science teachers, who had experienced education utilizing online teaching tools for a semester, were collected and analyzed. The pre-service science teachers considered all the elements that were essential in traditional face-to-face class designs, including prerequisites, statements of learning objectives, stimulating motivation, teaching and learning methods, wrapping up, teacher-student interaction, and assessment. They devised teaching strategies that could overcome the limitations of online teaching and were not feasible in face-to-face classes for each element. Additionally, they were considering new instructional strategies tailored to the online teaching environment, such as creating a conducive environment for using online teaching tools and strategies related to checking the online teaching environment. However, for statements of learning objectives, stimulating motivation, and wrapping up, most of the pre-service science teachers predominantly utilized teaching strategies from traditional face-to-face classes, especially those involving the presentation of visual materials through online tools. Student-centered approaches were rarely implemented in stimulating motivation or wrapping up. These findings imply that one semester of exposure to the utilization of online teaching tools may be insufficient in teacher education. Thus, there is a need for a continuous and expanded educational program on the utilization of online teaching tools as part of pre-service teacher education.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.69-83
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• 2013

This study aims towards developing design guidelines for teachers' professional development programs (PDP) that help to improve self-regulated learning skills through OER (Open Educational Resources). To achieve the research objective, first, literature review and case studies about famous OER collections were conducted, and from these reviews, twenty-six guidelines according to ten categories suggested by Zimmerman & Martinez-Pons were derived and finalized into fifteen items in nine categories through review of five experts. Based on the guidelines, a prototype of a teacher's PDP was implemented and evaluated by seven teachers. Results of the usability evaluation proved that the design strategies implemented in the prototype might contribute to improving teacher's self-regulated learning skills and helped to find the teacher's needs based on their PDP.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.17 no.1
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• pp.135-159
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• 2006

The purpose of this paper is to study the instructional contents and strategies for school library media specialist education in Korean Library and Information Science. The writer insist several aspects of instructional contents should be emphasized for relevant school library media specialist education. Instructional contents for philosophical and conceptual aspect of school library and media specialist, knowledge and experience for literature for children and young adult, and knowledge and technique for teaching and instruction at field are those. And the writer suggests LIS education for media specialist should be able to let the students stand on the strong professional sprit, help adapt themselves to school practice, and make them a professor of literature.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.565-582
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• 2020

The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.343-353
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• 2019

The purpose of this study is to analyze the elementary pre-service teachers' preferred strategies while they solve problems which require number sense and to study a way to improve their number sense ability based on computational thinking. In a survey with 57 elementary pre-service teachers using the instrument consisting of two different number sense components, they preferred much more the rule-based strategies to the number sense-based strategies, which was consistent with the prior studies[13][14][20]. To change this situation, we present a way to improve their number sense ability by utilizing the analyzed results and the nine computational thinking components which were suggested by CSTA and ISTE(2011).

• Journal of the Korean School Mathematics Society
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• v.19 no.2
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• pp.153-176
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• 2016

The purpose of this study is to suggest ways to promote student engagement by analyzing how a teacher's student engagement strategies and questioning strategies affect class participation and problem solving in a peer mentoring teaching method. As for the purpose, after recording 7th grader's classroom using a peer mentoring and transcribing classroom discourse, we analyzed student engagement strategies for class participation and questioning strategies for helping mathematical concepts and problem solving, and compared mathematics achievements in mid-term and final exams. As results, in learning environments based on comfortable atmosphere, diverse student engagement strategies and appropriate questioning strategies with effectiveness of peer mentoring encouraged students to participate in class by motivating them, helped them to develop mathematical concepts and deepen understanding of problem solving through effective social interactions, and improved student achievement in mathematics. The results can practically help to develop class design considering both student engagement strategy and questioning strategy by specifically presenting a teaching method for promoting student engagement and teacher's contributions to it.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.