• School Mathematics
• /
• v.19 no.2
• /
• pp.405-421
• /
• 2017

This study provides a concrete example of the development of the task in collaboration with the in-service teacher and the pre-service teacher. In the process, the roles of pre-service teachers and in-service teachers were analyzed and the possibility of cooperation was grasped. As a result, pre-service teachers and field teachers considered the level and interest of the students and considered mathematical contents in the process of developing the tasks. Each subject did not directly consider the interaction of the students and contents, but they could confirm the improvement of the tasks as their roles affected each other.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2016.07a
• /
• pp.183-184
• /
• 2016

본 논문에서는 2015 개정 교육과정에서 강조하고 있는 SW 교육의 교육용 프로그래밍 언어(EPL)에 대한 현직 초등 교사들의 실태와 요구를 분석하였다. 현직 초등 교사들이 대부분 이수한 교대의 교육과정에는 교육용 프로그래밍 언어 교육에 관한 내용은 대다수 없는 것으로 파악되었다. 또한 현장에서 실시되고 있는 교육용 프로그래밍 언어에 관한 연수는 양적으로도 연수의 수가 부족할 뿐만 아니라 질적으로도 개선이 필요한 것으로 분석되었다. 교육용 프로그래밍 언어에 대한 현직 교사의 사례들에서도 교육용 프로그래밍 언어에 대한 교사교육에 관한 다양한 요구가 분석되었다. 이를 통하여 교육용 프로그래밍 언어에 대한 초등 교사교육의 필요성과 방향에 대하여 제언하였다.

• Journal of Korean Elementary Science Education
• /
• v.41 no.4
• /
• pp.690-700
• /
• 2022

This study aimed to compare academic passion for science pedagogical content knowledge (PCK) between pre-service and in-service elementary teachers. In addition, a comparison between passion for science subject matter knowledge and passion for science pedagogical knowledge was made for each group of teachers. Participants comprised 182 students from colleges of education and 161 in-service teachers. We analyzed between- and within-subject comparisons for each component of academic passion for science PCK. The results of this study are as follows: First, between-subject comparison demonstrated that, in academic passion for science subject matter knowledge, in-service teachers had a higher passion for "liking" and "importance" than pre-service teachers, whereas pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. In academic passion for science pedagogical knowledge, pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. Second, the within-subject comparison showed that only "harmonious passion" was higher for science pedagogical knowledge than science subject matter knowledge in pre-service teachers. However, "liking", "importance", "time/energy investment", and "obsessive passion" were higher for science subject matter knowledge than science pedagogical knowledge in in-service teachers. The educational implications are discussed.

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

• Education of Primary School Mathematics
• /
• v.21 no.3
• /
• pp.329-349
• /
• 2018

The purpose of this study is to investigate the mathematical belief of elementary school preservice teachers and elementary school teachers and to analyze their differences in mathematical belief. The results of the analysis are as follows. First, Elementary school preservice teachers generally regard the belief in the nature of mathematics as 'rules and procedures' and emphasize the 'process of inquiry' about the beliefs of learning mathematics. When comparing the beliefs according to gender, there is a significant difference only in the category of 'teacher instruction' among the beliefs of learning mathematics. Second, elementary school teachers generally regard the nature of mathematics as a 'inquiry process' and have a 'student-led' belief about the learning mathematics. There is no significant difference of the belief about the nature of mathematics and learning mathematics between the elementary school teachers by gender and majors. However, when comparing the mathematical beliefs according to educational level, there is a difference in beliefs about the nature of mathematics. Third, comparing the mathematical beliefs of elementary school preservice teachers and elementary school teachers, there is no statistically significant difference between the two groups in the 'rules and procedures' subcategories of the nature of mathematics, but there is a significant difference in 'inquiry process'.

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

• Education of Primary School Mathematics
• /
• v.27 no.1
• /
• pp.1-18
• /
• 2024

Teachers' ability to notice is a crucial indicator of their instructional expertise. Despite the significance of this ability, research in mathematics teacher education has predominantly focused on the noticing of preservice teachers, with limited exploration into the noticing abilities of experienced in-service teachers. This study addresses this gap by examining the noticing characteristics of in-service elementary teachers actively developing their competency in elementary mathematics education. For this purpose, 23 elementary school teachers were asked to complete an analysis sheet while viewing the mathematics lesson video depicting on the concept of (fraction)÷(natural number), allowing us to scrutinize their attending, interpreting, and responding skills in detail. The study's results revealed that teachers demonstrated a tendency to attend mathematically significant aspects related to the teaching of fraction division. They interpreted the observed phenomena through the lens of fraction division's instructional principles, proposing specific pedagogical alternatives. These findings offer valuable insights for mathematics teacher education research.

• Communications of Mathematical Education
• /
• v.34 no.3
• /
• pp.277-297
• /
• 2020

The purpose of this study was to identify and compare the mathematics educational values of pre-service and in-service elementary school teachers. For this purpose, we implemented a questionnaire investigating mathematics educational values and used principal component analysis which resulted in six components. These components were named as fun, problem-solving, representation, computation, ability, and explanation through systematic labeling processes. Both pre-service and in-service elementary school teachers considered problem-solving the most important and there was no statistical difference between the teacher groups. They also considered fun the least important and in-service elementary school teachers regarded it more important than pre-service counterparts did. All value components except explanation were regarded as important by in-service elementary school teachers, fourth-year pre-service teachers, and first-year pre-service teachers in order. The result of noticeable differences between pre-service and in-service elementary school teachers implies that actual teaching experience may affect teachers' mathematics educational values more than teacher preparation programs. Based on these findings, we need to discuss what should be regarded as important and worthwhile in teacher preparation programs to establish mathematics educational values for pre-service teachers. We also need to confirm whether the mathematics educational values by in-service elementary school teachers may be in line with what has been pursued in the national mathematics curriculum.

• Journal of the Korean School Mathematics Society
• /
• v.21 no.4
• /
• pp.419-443
• /
• 2018

The purpose of this study was to analyze the problem solving strategies of ordinary students, gifted students, pre-service teachers, and in-service teachers with the 'chicken and pig problem,' which has multiple strategies to obtain the solution. For this study, 98 students in the 6th grade elementary schools, 96 gifted students in a gifted institution, 72 pre-service teachers, and 60 in-service teachers were selected. The researcher presented the "chicken and pig" problem and requested them the solution strategies as many as possible for 30 minutes in a free atmosphere. As a result of the study, the gifted students used relatively various and efficient strategies compared to the ordinary students, and there was a difference in the most used strategies among the groups. In addition, the percentage of respondents who suggested four or more strategies was 1% for the ordinary students, 54% for the gifted students, 42% for the pre-service teachers, and 43% for the in-service teachers. As suggestions, the researcher asserted that various kinds of high-quality mathematical problems and solving experiences should be provided to students and teachers and have students develop multi-strategy problems. As a follow-up study, the researcher suggested that multi-strategy mathematical problems should be applied to classroom teaching in a collaborative learning environment and reflected them in teacher training program.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.1
• /
• pp.39-65
• /
• 2013

This study intended to draw some suggests for the development of mathematics teachers' expertise through the comparison research of pre-service and in-service teachers' PCK about questioning in elementary mathematics class. For this purpose, questionnaire survey was conducted to some pre-service and in-service teachers about the PCK concerning the way how questioning during mathematics class. This survey revealed the following implications. First, from the perspective of mathematics classroom, it is still more important the practical knowledge about how to teach which is evolutionally developed passing through the experience and currier of teaching than theoretical knowledge itself. Comparing the teachers' PCK about the two related knowledge types of mathematics contents, in case of procedural knowledge related PCK it was more asked of teachers' expertise than the case of conceptual knowledge related PCK. Thirdly, in case of learners' incorrect answer, for the desirable teaching it should be a questioning focused on whether there being or not the systematic among the learners' incorrect answer, and in case of appreciating the learners' understanding about the presently taught contents the questioning should be constructed considering the relevant contents early learned.