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

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.353-359
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• 2020

The purpose of this study is to analyze the TPACK differences between pre-service and in-service teachers in China, and determine demographic influence variables on the differences between them. The participants of this study were 567 teachers, including 335 pre-service teachers and 232 in-service teachers from Ningxia, China. The results are as follows: First, The in-service teachers in the seven areas of TPACK scored higher than those of pre-service teachers; Second, The comparison of the average difference between teacher division and gender shows that the two factors have an interactive effect on TK. This study is meaningful because it compared the TPACK differences between pre-service and in-service teachers, and found out the effect of gender interaction on the differences in China; It provides practical suggestions for improving the TPACK ability of Chinese teachers. Finally, the discussion was conducted based on the results, and a follow-up study was suggested.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.583-600
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• 2013

In this paper, we study the recognition and fallacy of would-be in-service teachers about numbers with irrational exponent. We chose 51 secondary school teachers who are teaching mathematics in K metropolitan city and investigate their recognition and fallacy about the cases of irrational exponents of a positive rational and irrational exponents of a positive irrational number at the expansion of exponential law. We found following facts. First, in-service teacher's a percentage of correct answers differ depending on the type of numbers with irrational exponent. Second, in-service teachers decide their answer depending on intuition rather than logic. Third, in-service teachers decide their answer depending on exponential rather than base.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.395-415
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• 2016

In this paper, we study the recognition of in-service teachers and pre-service teachers about the concepts of liner equations and liner functions. We chose 49 in-service teachers at secondary schools in G city and 29 pre-service teachers in M university and investigate their recognition about the concepts of liner equations and liner functions. We found following facts. First, in-service teachers and pre-service teachers tend to recognize a linear equation as an equation in one known rather than an equation in two unknowns. Second, in-service teachers and pre-service teachers tend to recognize a linear function as an explicit function rather than an implicit function. Finally, the difference between in-service teachers' recognition and pre-service teachers' recognition is not statistically significant.

• School Mathematics
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• v.17 no.2
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• pp.331-353
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• 2015

The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.

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

• School Mathematics
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• v.13 no.4
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• pp.615-632
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• 2011

The purpose of the study was to investigate the mathematical knowledge for teaching (MKT) of pre-service and in-service mathematics teachers on the concept of vector. 80 pre-service and 124 in-service mathematics teachers were asked to perform three questions based on MKT's subdomain. The results show that pre-service teachers have stronger common content knowledge(CCK). On the other hand, in-service teachers have stronger specialized content knowledge(SCK), knowledge of content and teaching(KCT) compared to those of pre-service teachers. The paper proposes CCK, SCK and KCT about the concept of vector and discusses the relationships between subdomains of MKT.

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

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

• School Mathematics
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• v.13 no.4
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• pp.633-649
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• 2011

A variety of competencies for good teaching in mathematics has been discussed. It has been expected that there is discordance between researchers and teachers' perspectives on the competencies. We attempted to investigate teachers' perspectives rather than researchers' to narrow the possible discordance. First, we built a list of competencies for good teaching that mathematics teachers should meet by reviewing literatures. Second, we investigated mathematics teachers' perceptions about what requirements teachers should meet for good teaching, how mathematics learning experiences at the university level influence teachers' competence cultivation, and how pre-service teacher education influence teachers' competence building. Based on the results, we discussed mathematics teachers' competencies for good teaching and provided implications for pre-service teacher education.