• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.458-467
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• 2004

본 연구 개발은 초등학교 예비 교사에게 국어과 ICT 교수 학습에 대한 이해와 과정안 개발 및 수업에서의 활용 능력을 길러주고, 아울러 향후 ICT를 활용한 국어과 교육을 교육과정에 반영할 경우 제기될 수 있는 문제점을 짚어보고 개선 방안을 모색하는 데 그 목적을 두었다. 연구 개발의 내용은 국어과 ICT 활용 교육 관련 문헌 및 자료 탐색, 자료 및 수업 운영 실태 분석, 국어과 국어과 6학년 1, 2학기 180차시에 대한 학습 내용 및 목표 분석과 국어과 6학년 1, 2학기 180차시에 대한 ICT 교수 학습 과정안 개발, ICT 교수 학습과정안 개발 결과물의 수정 검토 및 서버 탑재, ICT 교수 학습 과정 개발 과정의 교육과정 적용 방안 모색이다. 본 연구 개발을 위하여 2003년 2학기 강좌인 '국어과 교재 연구(2학점)'와 통합하여 교수 학습 과정안 개발을 추진하였다. 본 강좌에서는 과정안 개발에 필요한 모형 안내, 과정안 작성 방법 지도, ICT 활용 수업의 분석, 과정안 개발에 필요한 컴퓨터 소양 교육이 이루어졌으며 과정안의 개발은 학기 과제로 추진하였다. 본 연구 개발 과제의 수행을 통하여 최종적으로 국어과 6학년 ICT 교수 학습 과정안 180차시와 연구 보고서 1종을 산출하였다. 본 연구 개발의 성과는 다음과 같다. 첫째, 예비 교사에게 국어과 ICT 교수 학습 모형 및 과정안에 대한 이해를 높이고 교수 학습 과정안의 작성 능력을 길러주었다. 둘째, 연구 보고서에 제시된 국어과 ICT 자료 개발 및 활용 실태, 예비 교사의 ICT 교수 학습 과정안 개발을 위한 강의 계획과 개발을 위한 실제 지도 과정은 향후 관련 강의나 연구를 설계하고 교육과정을 마련하는 데 도움을 줄 수 있다. 셋째, 예비 교사들이 개발한 자료는 현장 교사들이 국어과 수업을 운용하는 데 활용할 수 있다. 본 연구 개발 결과 드러난 문제점과 보다 나은 연구와 강의를 지향하기 위한 개선 방안을 제시하여 보면 다음과 같다. 첫째, 예비 교사의 특성과 개발 내용에 비추어 볼 때 ICT 교수 학습 과정안 개발 기간이 짧았다. 따라서 강의 시수를 늘리는 방안, 관련 강좌를 추가로 개설하는 방안, 기존 강좌를 통합하여 운영하는 방안을 고려해 보아야 한다. 둘째, 예비 교사의 수준을 고려할 때 여러 가지 '부가 자료'를 포함하는 ICT 교수 학습 과정안을 1인 1차시씩 개발하도록 하는 것은 학생들에게 상당한 부담을 안겨 주었다. 대안으로는 개발 관련 강자를 1년 단위로 계획하여 운용하는 방법, 학생 4-5명 당 1차시씩 개발하도록 하는 방법, ICT 교수 학습 과정안 자체만 개발하고 학습지, 교사연구자료, 자율학습 자료 등은 생략하는 방법 등이 있다. 셋째, 학생들의 컴퓨터 소양 기능이 부족한 상태에서 ICT 교수 학습 과정안 개발을 과제로 부과할 경우 좋은 결과물을 기대할 수 없다. 따라서 현재 교육대학의 교육 과정 편성 체제를 감안하면 컴퓨터 강좌와 교과 교육 강좌를 통합 강좌 형태로 운영하는 방법을 고려해 볼 만하다. 넷째, 교수 학습 모형의 경직성과 실제 교수 학습 변인을 고려한 활용이나 변형에 대한 탐구가 여전히 부족했다는 점이다. 앞으로는 이를 몇 가지의 모형 틀 속으로 자꾸 끓어 내려고 하는 것보다는 기존의 모형을 다양하게 변형할 수 있도록 그 틀을 열어줄 필요가 있다.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.626-635
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• 2013

The purpose of this study is to research the practical cases of the reflective curriculum design and the improvement of the dance courses as a general education at University. This study deals with the recreation dance program with 40 students participating for 15 weeks. This study is qualitative research to explore the practical meaning and value the process on the basis of the interviews and reports of the students and the class evaluation of the instructors. The results were as follows: First is the experience of 'thinking dance'. Not just a functional movement, but moreover, they could experience the attraction, sensitivity and culture of the dance altogether. Second is the experience of 'communicating dance'. They experienced the sociability from the relationship with new partners, the overcome of the passivity (shyness) and the manner of consideration. The third is the experience of 'creating dance together'. As a member of a group, they could learn the integrity, responsibility and satisfaction in the middle of cooperative task performance. The view from the teacher regarding the class reflective assessment is as followed: The importance of dance instruction is to improve the expressive personality and potentiality of the students. Forcing the students to follow the basic choreography could be exhaustive.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.