• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.429-451
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• 2012

This paper examined eight novice elementary teachers' knowledge in terms of the types and sources of students' errors and teaching strategies on plane figures through a questionnaire and teachers' discussion. The teachers tended to predict students' diverse error types, but they attributed the sources of such errors mainly to their characteristics. The analysis of teachers' responses of teaching strategies revealed that they recognized the importance of the teacher's clear explanation and students' own problem-solving, while they were somewhat negative in presenting diverse examples and classifying, drawing, or constructing figures. Building on these results, this paper provides the implications for novice teachers' professional development programs.

• School Mathematics
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• v.13 no.3
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• pp.385-404
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• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.210-226
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• 2021

The purpose of this study was to understand what orientations elementary school teachers have related to their science classes, what realities they encounter in real classes, how they overcome their frustrations and failures they experience. We employed a narrative inquiry method and analyzed the experiences of two early career elementary school teachers (Miss Park and Mr. Choi). Miss Park wanted to conduct students-driven inquiry classes, in which students become active investigators, but in reality, she faced herself who conducted teacher-driven classes. Mr. Choi wanted to conduct science classes based on constructivism, but in reality, he encountered himself as a knowledge giver rather than scaffolder. However, rather than giving up their orientations, the two teachers tried to keep them in their own way. It was expected that by understanding what strategies beginner teachers take when their theoretical orientation and ideals are not well implemented in actual educational reality, we could find a clue that will lead to a more successful transition from pre-service teacher to teacher.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.291-314
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• 2005

The purpose of this paper was to investigate the difficulties experienced by the novice elementary school teachers in the mathematics classes and suggest some implications for teacher education and effective adaptation of novice teachers. The researchers observed mathematics lessons of 6 novice elementary school teachers and interviewed on the difficulties that they experience in teaching mathematics. The data were collected by lesson observations, interviews, discussion and email communications and categorized the data the types of difficulties those the teachers experience. The difficulties were difference between theory and practice, explanation, questioning, differentiated lesson, application of teaching method, evaluation, and understanding of mathematics. The implication from this study is that novice teachers need to supported by the administration as well as actively participate at various types of educational meetings.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.317-338
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• 2012

This paper compared and contrasted the views of effective mathematics instruction by 223 elementary school teachers and 151 middle school mathematics teachers using a questionnaire with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 48 sub-elements. The analysis of results showed that elementary school teachers put their priority on the curriculum and content domain, while middle school counterparts did on the teaching and learning domain. The teachers commonly agreed with instruction which fosters students' self-directed learning ability, reconstructs the curriculum tailored to students' diverse levels, and establishes appropriate interaction between the teacher and students. However, elementary school teachers agreed more than middle school teachers with regard to the 23 elements related to effective mathematics instruction. In contrast, middle school teachers agreed more than their counterparts as for only 2 elements (instruction fostering mathematical representation and instruction eliciting students' learning motivation). This paper includes suggestions and implications related to Korean teachers' perception of effective mathematics instruction.

• Journal of the Korean Chemical Society
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• v.59 no.4
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• pp.296-307
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• 2015

The purposes of this study were to develop the experiment for gas concentration measure during combustion of a candle and to investigate the application effect of the experiment. For this study, 15 elementary school teachers were selected by considering their gender, career, 6th grade science teaching experience, and 6th grade science teaching experience according to 2007 revised s cience curriculum. The experiment using MBL is designed to confirm gas concentrations visually during the combustion of a candle which burns in an acrylic container. The experiment method is as follows. 1) Make two sets of holes in the container and then insert oxygen sensors and carbon dioxide sensors in the holes. 2) Burn a candle in the container and observe the changes in the burning of the candle. The experiment has checked oxygen concentration and carbon dioxide concentration in real-time and displays gas concentration changes by graphs. The results of the application effect of the experiment are as follows. Most elementary school teachers who had not had scientific concepts on combustion got acquainted with scientific concepts about ‘the reason why a candle is blown out when it is covered with a bottle’, and ‘the concentrations of oxygen and carbon dioxide before and after combustion’. In addition, about half of elementary school teachers got acquainted with scientific concepts about ‘the definition of combustion’, and ‘distribution of carbon dioxide during combustion’. Thus, the experiment to measure gas concentrations during combustion is helpful to improve elementary school teachers’ concepts on combustion.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.77-95
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• 2012

The purpose of this study is to draw implication for the teacher education program in association with creativity through analysing teaching behavior for fostering creativity of the mathematics teachers at the primary and secondary schools. In order to do so, a survey was performed by sampling primary, middle, and high school teachers. According to the results, there is significant difference in teachers' behavior for fostering creativity in the perspective of school classification (primary and secondary school), but not gender, region, and career of teachers. In other words, there is significant difference in teaching behaviors for fostering creativity between primary and secondary school teachers, herein the score of teaching behavior of former is higher than latter. Furthermore, the result of teachers' recognition survey on the possibility of fostering students' creativity via education shows that the teachers of primary schools are more relatively positive than those of secondary schools on the matter.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1084-1096
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• 2010

In this study, class criticism by elementary school teachers was analyzed on the subject of science classes by beginner teachers. And then the viewpoints and characteristics of the class criticism were investigated. Teachers for class criticism consisted of six members, including two each of low- and high-career teachers. The viewpoints were analyzed in comparison with all the teachers. The subject of class criticism was 'Activity of leaves in plants', which is in the seventh unit of the science textbook for fifth grade elementary students of the first semester. The result of this study was as follows. Teachers criticized the science class mainly with three codes of viewpoints: motivation, inquiry focused on student, and summary of the results, where viewpoints consisted of 18 codes. They criticized the class by factors on a standard checklist and their criticism was characterized by partial situation and context. Low-career teachers criticized the class with the viewpoint in sympathy with the beginner teachers and criticized the class with the viewpoint of recollecting their teaching experience as beginners. While high-career teachers criticized the class mainly overall situations rather than specific matters. The result of this study can be used as basic data for a program of professional development and teacher education for science classes.

• Korean Educational Research Journal
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• v.41 no.1
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• pp.25-57
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• 2020

The purpose of this study is to analyze the characteristics of beginning teachers in elementary school as they experience the lifecycle of teachers, to analyze and comprehend the difficulties of these teachers based on their characteristics, and to propose a resolution strategy. The study is intended to assist beginning teachers in adapting well to their work and profession as teachers in order to contribute to the growth in quality of education; it is also intended to prepare beginning teachers to utilize their time in elementary school as a period of self-improvement to become proficient teachers. The difficulties in human relations that beginning teachers experience in school can be divided into three major categories: relations with administrators and fellow teachers, relations with parents of students, and relations with students. The standardized and uniform culture of a school and the administrators and fellow workers imposing such a culture are the reason for the difficulties that beginning teachers face, and the question of what kind of fellow teachers the beginning teachers will encounter in their first school exerts a serious influence on the growth of these teachers, who have just begun their career in education. Furthermore, the lack of skills to discipline students eventually leads beginning teachers to face difficulties in controlling students in the classroom, and the process of encountering and resolving various classroom problems contributes to the growth of teachers' proficiency. Moreover, the attitude of students' parents who behave toward them as novice teachers serves as the reason for beginning teachers to lose their confidence or face difficulties in their careers, and exerts an influence on student counseling and guidance. The resolution strategy that beginning teachers apply as they encounter such problems with the entities in the educational field is as follows: imitation, listening, and accepting the thoughts and to renounce. To resolve the difficulties that beginning teachers experience, it is necessary to allocate space and time to discuss their difficulties and possible plans for resolution during the beginning teachers' training period and initiate a mentoring system in schools. Lastly, it is necessary that the offices of education continuously conduct qualitative research on beginning teachers and publish casebooks on such studies.

• Journal of Science Education
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• v.40 no.2
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• pp.116-130
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• 2016

The purpose of this study was to investigate the difficulties of science classes experienced by newly appointed elementary school teachers in terms of science content knowledge and teaching method, and to suggest some implications for their effective adaptation. We recorded science lessons conducted by 3 beginning elementary school teachers with less than 5 years experience and also analyzed their classes and interview materials. The results were as follows. First, difficulties that they experienced in science content knowledge was the possession of scientific errors or misconceptions, the lack of awareness and confidence in scientific concepts and principles, and the possession of negative concept about learning materials. Second, difficulties that they experienced in teaching method was the absence of reorganization of the textbook contents, using closed questions, one-sided instructions and explanations by teacher, the application of incomplete analogy, and the lack of understanding about experiment activities. The implication from this study is that beginning teachers need to be provided with curriculum oriented in experiment at teachers college and to participate in various types of educational opportunities.