• The Journal of the Convergence on Culture Technology
• /
• v.6 no.4
• /
• pp.339-345
• /
• 2020

This study intended to analyze pre-service elementary teachers' perceptions of teacher knowledge based on the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Seventy-four pre-service elementary teachers who were enrolled at an University of Education located in mid-continent of Korea participated in a survey. Results of the survey was analyzed using Importance-Performance Analysis (IPA) method. It was found that perception of importance was significantly higher than that of performance at all seven domains of the TPACK. IPA matrix extracted from the survey indicates that Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and TPACK which are related to technology especially need to develop. Results of this study also show the necessity to support pre-service teachers so that they can have opportunities to develop and use technology-related knowledge and skills. This study especially implies that technological knowledge needs to be integrated with content and pedagogical knowledge when implementing curriculum and educational programs for pre-servie elementary teachers.

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

• Journal of The Korean Association of Information Education
• /
• v.26 no.5
• /
• pp.307-315
• /
• 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 the Convergence on Culture Technology
• /
• v.9 no.5
• /
• pp.319-327
• /
• 2023

As the basic approach of national curriculum shifted from contents-based to competency-based, process-fortified assessment has been stressed. Accordingly, the focus of teacher's role as an evaluator changed to process-fortified assessment, which emphasizes the development of process-fortified assessment competency of pre-service teachers as well. This study aims to explore the effects of innovations of teacher development programs on pre-service teachers' process-fortified assessment competency. To achieve this goal, C University of Education implemented a course which was restructured by using PBL, and analyzed its effects on enrolled pre-service teachers in terms of process-fortified assessment. By systematically analyzing data of observation notes, project outputs, and opinion reports, it was found that PBL approach to the course restructuring had positive impacts on pre-service teachers' awareness and understanding about process-fortified assessment. This implies that providing learning experience reflected by process-fortified assessment perspective, like PBL, can play an important role to the development of process-fortified assessment competency of pre-service teachers. The results of this study are expected to be able to provide methods of innovating curriculum and instruction for developing process-fortified assessment competencies of teacher development institutions.

• Journal of Korean Elementary Science Education
• /
• v.41 no.3
• /
• pp.501-520
• /
• 2022

Considering the importance of spatial thinking in the process of learning astronomy, it is necessary to educate pre-service teachers on teaching methods that consider spatial thinking from the teacher training program stage. Accordingly, after providing education on spatial thinking to pre-service science teachers, problems and improvement plans perceived by them were explored for the images and inquiry activities of astronomy textbook units. In this study, spatial thinking in the astronomical domain was defined as the amalgam of the concepts of space, representation tools, and reasoning processes. The juniors attending the University of Education in the metropolitan area were educated on spatial thinking for two weeks in October 2021. They were then asked to voluntarily select one of the astronomy units to analyze problems in the textbooks and present modification plans to address those problems. Finally, 33 cases presented by 22 pre-service science teachers were analyzed, and the results of the study were as follows. Pre-service teachers recognized the problems in textbooks in terms of the concepts of space and reasoning processes, and proposed improvement plans to supplement them. However, in some cases, even if pre-service teachers properly recognized a problem, the improvement plan was not appropriate, or they were not able to analyze the images or inquiry activities in terms of spatial thinking. This study is significant in that it shows that pre-service teachers have the potential to properly reorganize and revise textbooks by participating in teacher training programs on spatial thinking. Furthermore, based on the results of this study, the direction of the teacher training program concerning spatial thinking was discussed.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.1018-1027
• /
• 2004

The purpose of this study was to identify and compare the types of scientific questions which were generated by elementary students and preservice teachers on the tasks of scientific observation. To identify the types of scientific questions, 4 observing tasks, dry grapes contained in soda pop, candlelight, celery, and a rock were administered to 40 sixth elementary students and 20 elementary preservice teachers. And then, the types and frequency of scientific questions generated by them were compared. The results showed that the types of scientific questions were classified into conjectural questions, causal questions, predictive questions, methodical questions and applicative questions. Further more, subordinate questions to the above questions were classified into object exploration questions and object verification questions, explicans exploration questions and explicans verification questions, result exploration questions and result verification questions, example exploration questions and example verification questions. Subordinate questions did not come out from the methodical questions. The types of scientific questions generated by elementary students and preservice teachers were identical, however, there were differences in frequency. This study supports that elementary students also have cognitive capability to generate various scientific questions. The results of this study may be used as a teaching strategy for the guidance of the direction and the method of scientific inquiry.

• Journal of Science Education
• /
• v.45 no.2
• /
• pp.172-186
• /
• 2021

The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.16 no.1
• /
• pp.99-111
• /
• 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 Elementary Mathematics Education in Korea
• /
• v.6 no.1
• /
• pp.1-21
• /
• 2002

Teachers' teaching behavior is directly influenced by teachers' belief, and students' belief system is directly influenced by teachers' teaching behavior. There has been a question whether curriculum of teacher training university could help preservice teachers form positive belief system. The purpose of this study was to address this issue empirically. First, a questionnaire about mathematical belief was given to freshmen preservice teachers. They generally showed positive belief about mathematics to the degree that is not satisfactory and responded most positively in the sub-area of teaching mathematics from three sub-areas of mathematics itself, studying mathematics, and teaching mathematics. After studying a mathematical philosophy course, the freshmen preservice teachers were given the same questionnaire that they responded before studying the course. Belief about mathematics itself was changed very positively, and increase in the sub-area of mathematics itself was the largest. These results show that the mathematical philosophy course helped preservice teachers form positive belief system in mathematics.

• The Journal of Korean Association of Computer Education
• /
• v.22 no.4
• /
• pp.11-20
• /
• 2019

This research aims to investigate elementary school teacher's perception and needs of computer and information literacy education to provide basic materials so that computer and information literacy education converges with related subject and can be done in various educational contexts. In order to achieve the goal for this research, we conducted an online questionnaire survey on the current status of teachers, the perception and status of convergence education for computer and information literacy, and the needs for convergence education for computer and information literacy. As a result of the analysis, when the teacher majored in computer and information education or had experience in software education, the percentage of respondents who said that it is possible to converge for computer and information literacy is high. Also, It was found that the burden of following the class progress according to the curriculum was high. In the school environment, preparation for software tool was found to be insufficient. we suggested the strategic implications in terms of education direction, teacher training, education program, and learning tool based on the analysis results.