• Journal of Science Education
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• v.33 no.2
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• pp.304-316
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• 2009

This study investigated the change of pre-service science teachers' epistemological views of education according to the stages of the field education programs application. For this study, surveys and interviews were carried out threes times before and after participation through participant observation of classes and teaching practices. All data recorded and collected of 28 pre-service science teachers who had answered entire surveys were transcribed and analyzed. The conclusion is as follows; before the participant observation of classes, the pre-service science teachers had views of traditional education affected by epistemology of objectivism. After the participant observation of classes, the views of traditional education increased due to in-service teachers that showed teaching methods through the course of the participant observation. However, it was changed significantly into the views of modern education affected by epistemology of constructivism through the course of the teaching practices. Based on the conclusions of this study, it was identified that the field education programs might have both positive and negative influence on the change of the views of education for the pre-service science teachers. Therefore, Pre-service science teachers should have a opportunity to intensify of constructivism epistemological views of education through the field education programs. The teacher training institutions have to provide systematic and organic cooperation with schools.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.129-156
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• 2012

The purpose of this study was to examine the meaning of the diverse experiences of preservice early childhood teachers during their participation in a career portfolio production program. A career portfolio production program was implemented during a nine-week period of time, and data were gathered to explore the meaning of their experiences in that process, which involved their journals, the report of their coaching professor and small- group interview data. The collected data were analyzed by encoding. As a result of analyzing the data, their experiences were categorized into eight categories: perceiving the flow of time, gathering scattered experiences, finding oneself amid chaos, being aware of being together, building psychological wellbeing, imagining one's own future as an early childhood teacher, mapping out one's future and making one's way to the world. The meanings of their experiences were reclassified into three stages: beginning, development and wrapping-up stages, in which there were two, four and two meanings respectively. The findings indicated that they were mostly cognizant of the meaning of their own experiences of producing career portfolio while they participated in the program step by step.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.9
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• pp.3878-3886
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• 2011

The purpose of this research was to develop a teaching practice program using a virtual space for pre-service teachers reflecting the characteristics of both a virtual space and teaching practice. To develop the program, objectives of the developing, methods of a team grouping, conditions for effective practice were analyzed from literature review and preliminary research. In order to evaluate the effects of the constructed program, the program was applied to 99 pre-service teachers of a university in Korea, and the 46 pre-service teachers participated in the evaluating. The results obtained from the evaluation were that the program brought about the positive change of pre-service teachers' cognition on their teaching efficacy. This program is expected to be effectively used in pre-service teacher education program and connected to the field-based teaching practicum.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.345-359
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• 2011

In this research, we designed an educational activities of exploring mathematics programs in a course of mathematics education in teacher's college. We divided future mathematics teachers into 8 groups and suggested 8 mathematics programs to them. Each group explored one mathematics program. We asked to future mathematics teachers exploring some cases that use effectively a mathematics program in the teaching of school mathematics. In the process of an exploring, we designed some activities of teaching and learning. We provided opportunities of long-term exploration, group learning, presentations, exercises, reflections to mathematics teachers. As a result, future mathematics teachers acquired basic knowledge on the usage of mathematics programs in school mathematics textbook. In addition, their capabilities that are needed to explore mathematics programs have been enhanced. Also they had learned the teacher's positive attitude through the activities of teaching and learning.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.481-490
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• 2020

The purpose of this study was to investigate the change of perception by analyzing self-reflection journal of the pre-service teacher's in PBL. For this purpose, 30 pre-service teachers participated in PBL for 4 weeks of summer semester. The researcher analyzed the self-reflection journals using ATLAS.ti 8 and the meaning of the teaching innovation factors was derived from the self-reflection journal contents. The results of the study are as follows. Pre-service teachers' solved the problem from the teacher's perception. Through the PBL process, the pre-service teachers' perception was changed such as new teaching-learning method, recognition of important of teaching method and interaction. Based on this, this implies the necessity of research on teaching innovation for pre-service teachers' creativity-convergence.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.451-459
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• 2019

Various policies have been implemented for human resources development in preparation for future society. Among the policies, STEAM education, SMART education and SW education are representative examples. In order for these policies to be implemented effectively in the school setting, teachers' positive perception and teaching competency are required. In consideration of the importance of pre-service teacher education, this study analyzed the current status of elementary pre-service teachers' perception and teaching readiness on STEAM education, SMART education and SW education, and sought implications that can be reflected in pre-service teacher education. The results of the study showed that the pre-service teachers' perception on the necessity of each policy was very high, and the understanding level of each policy was relatively high. Compared with this, it was found that pre-service teachers lacked training experience related to each policy, and the level of readiness for teaching was very low. As the most important task to be solved, many pre-service teachers selected the implementation of teacher education and seminars, and the distribution of instructional programs and materials. As the result of analyzing the difference according to pre-service teachers' individual characteristics, differences were found according to the level of their ICT utilization ability. Based on the results of this study, implications to be reflected in pre-service teacher training processes were suggested.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.643-660
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• 2015

This study investigated how pre-service mathematics teaches' experience in microteaching influences their motivations toward teaching behaviors and changes by analyzing their teaching records and class reports. Although respondents planned to conduct various strategies pertaining to motivations, some of them were not used. Also, motivations toward their teaching behavioral changes leaded to positive aspects, but also leaded to negative ones. These findings imply that only two times microteaching experiences would not be sufficient to lead to positive teaching behavioral changes through their motivations. However, pre-service mathematics reported a high level of intention to change their teaching behavior through a comprehensive review process regarding their teaching. Therefore, teacher eduction institutions should develop well structured educational programs and apply them to pre-service mathematics teachers for a better understanding of their teaching and its review through motivations. In addition, providing opportunities for pre-service mathematics teachers to experience various educational programs including microteaching would be necessary for improving their teaching behavior through motivations.

• The Journal of the Korea Contents Association
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• v.15 no.12
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• pp.624-639
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• 2015

This study was conducted as experimental research for testing the effects of a brain dance group program for cultivating human qualities on pre early childhood care teachers' self acceptance and self control. The subjects of this study were 20 students in the course for early childhood care teacher certificate at N University in G City who consented to participate in this study. and they were divided randomly into an experimental group n=10) and a control group n=10). Data were collected before and after the application of the brain dance group program for cultivating human qualities. and collected data were analyzed using SPSS 14.0 for Windows through paired sample t-test. According to the results. the brain dance group program was found to have a positive effect on self acceptance and self control. and this suggests that brain dance is a useful tool for enhancing pre early childhood care teachers' self-acceptance and self control. The findings of this study are expected to be used as basic information for tertiary education institutions' development of strategies to raise brain dance experts and educational experts who are to develop various education programs using brain dance.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.417-438
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• 2013

This study studies the effect of student teacher's sense of humor, psychological well-being and ego-resilience by general characteristics and by examining the correlation with each other and influences. A sample of 323 student teachers was obtained from a college and a university in the Busan area. This study made use of an research instrument which was a questionnaire for sense of humor(Woo, 2008), psychological well-being(Lee, 2006) and ego-resilience(Park, 1997). For the data analysis connection analysis and regression analysis, SPSS version 18.0 was used. The results of study are as follows. First, student teachers have scores which are above average scores of sense of humor, psychological well-being and ego-resilience. Second, there was a positive correlation between the sense of humor and ego-resilience and a low grade variable of ego-resilience of student teachers and their sense of humor and psychological well-being and between their psychological well-being and ego-resilience. Third, When a multilinear regression analysis was made to confirm which variable would affect ego-resilience, sense of humor and a low grade variable of their was found to exert a statistically significant impact by 5%, and psychological well-being and a low grade variable of their was found to exert a statistically significant impact by 26%. Based on the results, the education training or programs for student teacher to use the sense of humor and psychological well-being should be developed according to the ego-resilience.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.228-242
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• 2022

In this study, the educational effect was investigated by providing a teaching program so that pre-service chemistry teachers could apply model ignorance education to teacher training practice. The teaching program was constructed in consideration of the sensemaking concept proposed in the study of Odden & Russ and the process of teacher sensemaking proposed by Asli et al. The subjects of this study were 23 pre-service teachers in the 4th year of chemistry education department at a teacher training university in the central region of Korea. In order to form a sensemaking for the model's ignorance education, the teaching program consisted of four stages; the initial idea generation stage, cognition of model's ignorance stage in a inconsistent situation, the lesson strategy construction stage for model ignorance education, and lesson plan & practice stage during teacher training practice. In the first stage of this program, pre-service teachers' initial ideas about the Arrhenius model and Bronsted-Lowry model of acid-base reaction, and the electron transfer model of the oxidation-reduction reaction were investigated. In the second stage, inconsistant situation that cannot be explained by the knowledge of model was presented to recognize the ignorance of the model. The third stage was to develop the teaching ability of model's ignorance through textbook analysis and lesson strategy composition activities. As a final stage, during the teacher training practice, the pre-service teachers were asked to plan and practice the implementation of the model's ignorance education. Through the teaching program to form a sensemaking for ignorance education of the models, pre-service teachers had come to recognize the ignorance of the model, acquired ability to organize and execute lesson strategies reflecting model ignorance, and acquired recognition of the educational value and necessity of teaching the ignorance of models.