• Communications of Mathematical Education
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• v.35 no.4
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• pp.377-411
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• 2021

This study aims to explore central and peripheral beliefs of mathematics teachers in the context of teaching and learning. For this purpose, this study analyzed teacher noticing of 8 mathematics teachers who are in-service in terms of mathematical beliefs using video-clips of math lessons. When the teachers in the video-clips seemed to have a teaching and learning problem, teachers who adopt noticing critized the classroom situation by reflecting his or her own mathematical beliefs and suggested alternatives. In addition, through noticing analysis, teachers' mathematical beliefs reflected in specific topics such as student participation in teaching and learning were compared to reveal their individual central and peripheral beliefs. Through these research results, this study proposed a model that extracts the central and peripheral beliefs of math teachers from the constraints of the teaching and learning context using noticing analysis. Additionally, it was possible to observe the teacher decision-making and expertise of mathematics teachers.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.671-683
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• 2003

The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.443-452
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• 2023

After the integration of early childhood education and child care, young children school's teacher qualification conversion training for in-service teachers is necessary. In this study, the subjects and operation modules of teacher qualification training were examined. As a result of the study, it was found that kindergarten teachers without child care teacher qualifications needed 4 subjects and 12 credits, and teachers with only child care teacher qualifications needed 14 subjects and 30 credits. As qualification training institutions, the Department of Early Childhood Education at a 4-year University, the Department of Early Childhood Education at a junior College, and the Korea National Open University were proposed. In the case of kindergarten teachers who do not have a child care teacher, it was found that they could change their qualifications through job training.

• Korean Educational Research Journal
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• v.43 no.1
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• pp.89-123
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• 2022

This research aimed to explore the nature of teachers' experiences of multicultural education in primary schools with ethnic diversity in the Republic of Korea and draw policy implications. For this study, the researchers interviewed 15 primary school teachers using semi-structured questionnaires in mine different schools. The participating teachers were in charge of the multicultural education in schools with ethnic diversity in two rural counties in the Republic of Korea. The analysis of the empirical data suggests that teachers stationed in ethnic diversity have not been trained for the diverse population nor multicultural education in general. In addition, they were struggling with the lack of teaching resources including textbooks for multicultural education, support for students and their parents in need of learning Korean as a foreign language, accurate data of those students etc. These teacher policy implications are suggested while discussing the findings; such as the importance of practical in-service training opportunities, quality teaching resources, Korean as Second Language(KSL) experts, and accurate data of students with ethnic diversity.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.767-778
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• 2014

Many biologists and various educational associations define evolution as a unifying theme as well as a central idea in biology. In this study, teacher education programs were developed as 18-hour courses on understanding the unified role and significance of evolution in biology, and their effectiveness was tested. As factors for the program content, enhancement of the acceptance of evolution, reinforcement of the conception of evolutionary theory, and recognizing and practicing evolution as the unifying nature of evolution were considered. Hands-on activities, self- and peer-evaluation, and projects based on the small teams including frequent questioning and feedback by instructors were considered methodological factors. Six in-service biology teachers and seven pre-service teachers took part in the programs of the graduate school of H university to testing their effectiveness. They were effective in improving the acceptance of evolution, the understanding of evolutionary mechanism, the perception on the unified role of evolution. The programs also induced a positive change in self-evaluation for knowledge of evolution and perception on importance of evolution in biology. Subsequent studies on whether the changed perceptions of the teachers who participated in the programs reflect on their biology classes in secondary schools after finishing the graduate program are required.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.244-249
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• 2000

Using a sample of 83 secondary school science teachers, this study investigated the views on science and learning which they have. Questionnaires used in this study were the same that Kwon & Pak(1995) administered. Both 'Questionnaire for Perception of Nature of Science' and 'Questionnaire for Constructivistic Views of Learning' were 11-point scales. Data analyses were done by using t-test and ANOVA. The secondary science teachers showed a relativistic, deductivistic, instrumental, and process-oriented views on science. The younger age of the teachers, the more emphasis on process rather than content. Female teachers had more relativistic, instrumental, and process-oriented views than male teachers had. The teachers sampled in this study showed a constructivistic view on learning. Finally, the teachers' views of science and learning were closely related each other.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.103-127
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• 2015

This study is based on the criticism against life contempt tendency in the educational environment of our society. The purpose of this study is to find out the perception and expectation about the realities and formations of partnership between the home and early childhood educational setting of parents and teachers. The ultimate aim is to build a foundation which transforms educational settings into warm educational communities. The research participants were 4 mothers whose children attended the setting and 4 teachers of the early childhood educational setting (8 participants in total). The research results were as follows. The perception of the realities about partnership of parents and teachers was sub-categorized into four categories: 1)"partnership": essential aspect in children's positive development, 2) practicing with vague concepts, 3) lacking the awareness of companion or partnership, 4) disturbing cooperation between parents and teachers from external issues and problems. The expectation of parents and teachers about formation of partnership between home and early childhood educational setting was sub-categorized into five categories: 1) building of community consciousness for better partnership, 2) developing empathy and communication skills between parents and teachers for mutual understanding, 3) considering various strategies to promote partnership with different styles of parents, 4) activating teacher training and parent education in link with local universities and on-line, 5) providing support from the national level to establish new relationships between home and educational settings. Consequently, it will lead early childhood education settings to be transformed into warm educational communities which orientate respect for life.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.395-401
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• 2006

The aim of the study was to identify the in-service teachers' perception and needs of computer education courses for the purpose of developing and renewing the current courses of computer education courses in universities of education. We examined and analyzed the courses of elementary computer education department in national universities of education. We developed a survey instrument by aggregating the current courses provided by each university and listed the course titles in terms of computer systems courses, programming courses, theory and research courses in computer education, and computer-based instruction courses. 380 in-service teachers in elementary school participated in the study. We found in-services teachers perceived multimedia courses and multimedia data production courses seemed to be significant in current and future, while other courses such as theory and research courses in computer education were not important relatively.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.533-557
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• 2011

The purpose of this study was to understand PCK to improve professionalism of teachers and derive implications about proper teachings methods. For achieving these research purposes, different PCK and teaching methods in class of three teachers(A, B, C) were compared and analyzed targeting division of decimals for 6th grade. For this study, criteria of PCK analysis of teachers was set, PCK questionnaires were produced and distributed, teachers had interviews, PCK of teachers were analyzed, division of decimals class for 6th grade was observed and analyzed, and PCK of teachers and their classes were compared. The implications deriving from comparative analyzing PCK and classes are as follows. First of all, there was a close relation between PCK and classes, leading to a need for efforts of increasing PCK of teachers in every field in order to realize effective classes. Secondly, self study and in-service training are needed to enhance PCK of teachers. Thirdly, more of expertises and materials have to be provided on the instruction manual for teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.182-200
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• 2012

There is growing recognition that secondary students must be given the opportunity to write in their science classrooms as well as in scientific inquiry based learning situations, yet the development of writing education standards for secondary school science teachers still needs to be addressed. The primary objective of this research was to explore the writing education standard for secondary school science teachers. The research objective was attained through the use of literature analyses. Drawing upon those results of the related literature analyses, this study suggests a list of writing education standards for secondary school science teachers. The list consists of 17 education standards and includes 42 sub-standards in total across four education areas.