• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.107-123
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• 2021

This research aims to review the training systems and curriculums of early childhood educators in Korea and France and seek directions to improve teachers training in Korea. To achieve the research purpose, this article compares three criteria, namely teacher training institutes, training systems, and curriculums based on the legal systems of Korea and France. Below are the summaries of the comparison. First, the training for teachers in France is carried out by the INSPÉ, the state-level single training system, for those who have bachelor's degrees. Second, the second year INSPÉ students or preliminary teachers take national teacher qualification tests. If they pass the tests, they are sent to the teaching fields as licensed teachers. Third, there are 3-year scholarship programs and support for practicums as part of the INSPÉ curriculum through the teacher support system in France to select highly qualified teachers. Fourth, the French curriculums prioritize basic knowledge skills, integration of school systems, teaching practicum experiences that are tied to the teaching fields, and research and analysis of practicum experiences.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.177-185
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• 2017

In order to succeed in gifted education, it is necessary to educate teachers with professional skills and qualities that meet the psychological characteristics of gifted students and satisfy their educational desires. The purpose of this study is to explore the characteristics of the science/mathematics gifted students the preservice teachers who participated in the service learning in the hothousing center annexed to the university, and the direction in which the Korean hothousing should proceed. For this, the service learning was conducted in the hothousing institution targeting three students attending A education college for 12 weeks. As a result of study, the gifted children showed the outstanding cognitive, affective, and creative natures which were expressed positively or negatively according to the situation. The study participants recognized the teachers had a duty to admit the distinctive nature of the individual gifted children and to provide the specially contrived education for them for the qualitative improvement of the Korean hothousing. Simultaneously they thought the gifted children should be regarded as ordinary children before the gifted persons and treated as the children. The necessity for preservice teachers to take the hothousing lectures requisitely and provide the learning chance focusing on the practical contents beyond the hothousing teacher training was brought forward in order to develop the systematic hothousing curriculum.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.249-258
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• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.15-36
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• 2021

A well-designed mathematics lesson is the foundation for effective mathematics instruction. Given this significance, this paper focused on analyzing what would be important elements for in-service teachers in planning an elementary mathematics lesson. For this purpose, a total of 27 in-service teachers were asked to write down whatever they would consider important in designing a mathematics lesson. A mathematics lesson plan prepared by a pre-service teacher was provided for the in-service teachers. They were then asked to analyze the strengths of the lesson plan and to provide detailed feedback on how to improve it. The results of this study showed that the in-service teachers tended to analyze the given mathematics lesson plan in terms of what they considered important regarding lesson design. Such elements were specified when the in-service teachers described the strengths and feedback for improvement of the lesson plan. In particular, the aspects of instructional strategies and materials were explained in detail. Based on these results, this paper is expected to provoke discussions on lesson design of in-service teachers and subsequent research.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.29-36
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• 2022

Computational thinking in the AI and Big Data era for digital society means a series of problem-solving methods that involve expressing problems and their solutions in ways that computers can execute. Computational thinking is an approach to solving problems, designing systems, and understanding human behavior by deriving basic concepts in computer science, and solving difficult problems and elusive puzzles for students. We recently studied 93 pre-service teachers who are currently a freshman at ◯◯ university. The results of the first semester class, the participants created a satisfactory algorithm of the video level. Also, the proposed model was found to contribute greatly to the understanding of the computational thinking of the students participating in the class.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.307-315
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• 2022

The purpose of this study was to design a training program for pre-service elementary teachers, incorporating the concepts of extended reality technologies. This program contained the basic skills necessary for them to utilize in their future classrooms. To accomplish this, 12 undergraduate students of various majors enrolled in one of Korea's national universities of education were selected as research subjects. For a total of 6 times over 6 weeks, they participated in a training program learning the basic concepts of virtual, augmented, and mixed reality, as well as creating their own education software to use in simulated classes. To improve the quality of future research efforts, this study found it would be beneficial to: 1) expand the relevant support equipment, 2) provide students with preliminary, background knowledge of text-based programming, 3) introduce short-term, more intensive training, and 4) improve the survey methods for this research.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.1-12
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• 2010

The present study attempted to explore the possibility of improvement of the computer education curriculum in graduate school of education in Korea. This study compared the computer education curriculum in graduate school of education in Korea with the ICT PGCE in the UK. The results of the study are as follows: All 5graduate school of education regarded their role as producers of teachers and teacher re-trainers. It is necessary to identify characteristic educational curriculum by their different role. The courses for subject content were more important than those for subject pedagogy. The subject pedagogy such as teaching and learning theories related to the computer education should be selected more frequently as the subject content. The course mainly consisted of only four weeks field experience. For potential computer teachers, it should be emphasized to practice fields works in schools.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.1
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• pp.264-271
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• 2010

The purpose of this study is to analyze the needs for new teacher education systems. Through this needs analysis, teachers can evolve in the educational environment in a new learning era based on the substance of novice teacher educational systems. Based on the various pedagogical needs in the field of education, we have to supplement the current teacher education systems in the areas of educational philosophy, teachers' teaching abilities, recognition and understanding for the importance of educational content (curriculum creation), and diversity about communication methods between teacher and student.

• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.93-103
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• 2018

The purpose of this study is to measure teachers' beliefs to teach software education effectively. Based on the revised version of the STEBI-B questionnaire, factors influencing the software education were added through the literature review and composed of sub-factors of the category of personal software education teaching efficacy and software education outcome expectancy. And then, 146 in-service elementary school teachers were surveyed preliminary 35 questions. The collected data were analyzed by factor analysis and reliability analysis, and 5 items were deleted to complete the final item. A factor analysis and reliability analysis of the final 30 questions were conducted to demonstrate the appropriateness of the item composition, and software education teaching efficacy belief instrument(SE-TEBI) was developed.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.