• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.1
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• pp.99-111
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• 2021

The purpose of this study is to examine the experiences and attitudes of elementary pre-service teachers, the level of entrepreneurship core competencies, and to analyze differences in entrepreneurship core competencies by grade, gender, and attitude. To this end, 208 elementary pre-service teachers who responded to the online questionnaire surveyed their experience, attitudes, perceptions, entrepreneurship attempts, and entrepreneurship core competency levels. As a result, pre-service teachers had a low level of understanding and direct participation in entrepreneurship education, the need for entrepreneurship education for elementary school students and teachers was high. The average of the value-creation competency group consisting of innovation, social value orientation, and change agility was relatively lower than the challenge, group creativity, and self-directed competency group. The difference of the entrepreneurship core competency level between the grades was not significant, and female students' competency levels were statistically significantly higher than male students. In addition, the average of the four core competencies of entrepreneurship in the group that recognizes the importance of entrepreneurship as essential competencies was statistically higher than that of their counterparts. Based on the results of this study, the implications for the design and development of a program for enhancing entrepreneurship competency for elementary school pre-service teachers were presented.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.180-185
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• 2008

The purpose of this study is to inquire the properties and relationship of attitudes toward science and process skills of preservice elementary teachers. Two instruments were used to collect the data, SAS(Science Attitude Scales) for checking up attitude toward science and TIPS II(Test of Integrated Process Skill II) for inspecting science process skills. Three main results were revealed. First, preservice elementary teachers' the attitude toward science and science process skills could not show the significant differences by gender. This result is differ from the results of preceding researches which had set up the students of elementary, middle and high school as objects. Second, the properties of preservice elementary teachers' the attitude toward science and science process skills according to the course in high school were also differ from those of preceding researches having students as objects. The preservice elementary teachers who got the literary courses in high school were more confident in science learning and perform that those who have the academic background of science courses in high school. In addition, although they showed better abilities in two sub-scales of science process skills, the preservice teachers with science course didn't show the better science process skills than those who had taken the literary course in total score of science process skill test. Third, there was a significant relationship between attitude toward science and science process skills of preservice elementary teachers but just one sub-scale was related with science process skills. According to these results, it can be said that the preceding results with students as objects can not be applied to and preservice elementary teachers should be guided by the methods which are considering their special properties.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.553-565
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• 2013

The purpose of this study was to examine how the Lakatos method works in the elementary teacher education program. Elementary preservice teachers were given a task in which they examined the Pick's theorem. The finding revealed that Lakatos method was usable in the elementary teacher education. They produced initial conjecture and found counterexamples, and finally made improved conjectures. These experience encourage them to change their belief of teaching and learning mathematics and to find alternative ways of teaching mathematics.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.283-299
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• 2013

Mathematics textbooks based on storytelling in elementary schools started to apply a new method of teaching math to the first and second grade students from this year. By surveying the actual responses of both in-service and pre-service teachers, this study aimed to find out critical opinions to assist future math teachers. The survey was conducted among 124 in-service teachers and 112 pre-service teachers, asking what they needed for the understanding of the storytelling theory and for the preparation of actual lessons. After analyzing data, we concluded that in-service teachers have more positive opinion about the efficiency of teaching and learning mathematics based on storytelling, but more negative opinion about the appropriateness of storytelling as a means for teaching and learning mathematics than the pre-service teachers in elementary school. The in-service elementary teachers also want to have well-organized teaching resources for storytelling and development. Through a lot of training, more and more creative ways of applying the storytelling method can be learned and concrete presentations of real lessons need to be shared. Approximately 87% of pre-service teachers believe the storytelling method is a necessity in teaching math.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.1083-1099
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• 2014

The purpose of this study is to analyze that The arithmetic and algebraic word problem solving skill, strategy preference, and assessment ability of elementary preservice teachers is investigated using a statistical methodology. The research findings are as follows. First, elementary preservice teachers demonstrated logical and delicate problem solving behaviors in arithmetic and algebraic word problem solving. And elementary preservice teachers prefer to create a formula and table strategy in problem solving of the arithmetic question. Second, there was meaningful difference in the math and english elementary preservice teachers' appreciations with significant level of 0.05. And there was not meaningful difference in the 1 and 4 grade elementary preservice teachers' appreciations with significant level of ${\alpha}=0.05$. Results of the study suggest that teachers education course need to improve elementary preservice teachers' word problem solving skill, strategy preference, and assessment ability in the arithmetic and algebraic.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.399-424
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• 2014

Although teacher preparation programs are important for prospective teachers to build a foundation of teaching expertise, there has been lack of research in this area. This paper analyzed in what ways prospective teachers' ability in describing and commenting on elementary mathematics instruction has been changed while they were taking in the course of teaching elementary school mathematics. The results of this study showed that in late description the teachers tended to notice the core flow of a lesson and the use of instructional strategies appropriate to the mathematical content to be taught. They also tended to comment on instructional strategies and mathematical discourse from the teacher's perspective and evaluated them without alternative approaches. A noticeable change occurred in late comments wherein prospective teachers considered both the teacher and students, supported their comments by theories they had learned through the course, and interpreted the classroom events they had noticed. Building on these results, this paper closes with implications of teacher education programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.115-134
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• 2017

It is necessary to understand the characteristics of each type of division problems in other to help students develop a rich understanding when they learn each type of division problems. This study focuses on a specific type of division problems; a quotitive division as finding a scale factor in enlargement context. First, this study investigated via survey how 4th-6th graders and preservice and inservice elementary teachers solved a quotitive division relating to scaling problem. And semi-structured interviews with preservice and inservice elementary teachers were conducted to explore what knowledge they brought when they tried to solve enlargement quotitive division problems. Most of participants solved the given quotitive division problem in the same way. Only a few preservice and inservice teachers interpreted it as a proportion problem and solved in a different way. From the interviews, it was found that different conceptions of context and decontextualization, and different conceptions of times (as repeated addition or as a multiplicative operator) were connected to different solutions. Finally, three issues relating to teaching enlargement quotitive division were discussed; visual representation of two solutions, conceptions connected each solution, and integrating quotitive division and proportion in math textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.487-521
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• 2010

The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.871-876
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• 2015

The purpose of this research was to investigation of elementary preservice teachers' understanding of the image observed in a diverging lens. To achieve the research purpose, Scientific inquiry activity of 'Observing Objects through a Diverging Lens' in the 2009 Revised Science Curriculum was carried out by 29 junior elementary preservice teachers, and preservice teachers' difficulties were analyzed during scientific inquiry activity. The results were as follows. First, preservice teachers had difficulties in comparing the size of the images. Second, preservice teachers couldn't correctly explain the reason about the changing of the image size according to distance from the lens to the object. Third, preservice teachers couldn't correctly explain the changing of the image size according to distance from the lens to the eyes. Fourth, preservice teachers were classified into five levels according to their conceptions of the image formation by the diverging lens, and most of them stayed in the first level. The result of this research suggests that reformations in text and preservice teachers' education.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.409-423
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• 2009

The purpose of this study is to probe into student teachers' understanding of mathematics content knowledge and to identify the features of knowledge which is required to be emphasized in the elementary teacher education. For this, student teachers attending teacher preparation courses in Korea and Hong Kong were interviewed on tasks encompassing the 'what', 'why' and 'how' aspects of elementary mathematics. It was found that for the student teachers in the sample, their understanding of the concepts behind elementary mathematical topics was not very thorough. They were unable to retrieve the advanced mathematics that they learned in their advanced mathematics courses. It is suggested that for student teachers in mathematics, it is essential that the advanced mathematics they learn be explicitly related to the elementary mathematics they have learned in school.