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Analysis of Professional Development in Teaching Practices of Beginning Secondary Science Teachers (중등 초임 과학교사의 수업 전문성 개발 실태 분석)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.30 no.3
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    • pp.354-365
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    • 2009
  • In this research, we investigated the support system and professional development in teaching practices of beginning science teachers through instructional consulting. Using open-ended interviews with the participating teachers and group discussions taking place on a regular basis to analyze and compare classes of six beginning teachers, we analyzed beginning teachers' professional development efforts centering around their teaching practices. The group discussion consisted of 6 beginning teachers and another 6 experienced teachers, they discussed and cross-analyzed beginning teachers' 9th lessons on middle school science unit, 'Work and Energy.' The characteristics of beginning science teachers' professional development drawn from this research are: (1) beginning teachers' teaching practices they were taught, (2) lack of reflection on their teaching practices, (3) no guidance for beginning teachers regarding ways to teach, (4) lack of communication between teachers about teaching science, and (5) lack of time for instructional preparation due to other heavy workload. Suggestions for ways to improve and support beginning teachers' professional development are discussed with experienced teachers. Required conditions for an effective induction program are also discussed.

Ways of Support for Beginning Teacher Induction in Elementary School (초임교사 교직 적응을 위한 지원 방안)

  • Sung, Byung-Chang
    • Journal of Fisheries and Marine Sciences Education
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    • v.19 no.2
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    • pp.310-322
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    • 2007
  • This study is to find ways of support for beginning teacher induction in elementary school with constructing model of professional development. To achieve this purpose, this study reviewed significance of beginning teacher induction program, the bridge to life learning, and constructed the model of professional development for beginning. The final conclusion about ways of support as support intensity are orientation based on demanding of beginning teacher, bridge connection with veteran teacher, coordination of working conditions, collaboration among peer teacher, and strengthening computer network at week intensity level. At strong intensity level, the ways of support for beginning teacher are institutionalization on election and training of mentor, institutionalization on compulsory induction for 1 year, development and operation of teacher education center, and furtherance of school learning organization.

Kindergarten Teacher Difficulties and Needed Support Requests: Centering on Kindergarten's Student Teachers, Beginning Teachers and Experienced Teachers (유치원 교사의 어려움과 지원요구: 유치원 예비교사, 초임교사, 경력교사를 중심으로)

  • Hwang, Eun-Hee;Lee, Hyun
    • Journal of the Korean Home Economics Association
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    • v.48 no.3
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    • pp.31-41
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    • 2010
  • This study analyzes the difficulties that student teachers, beginning teachers and experienced teachers face in the field of kindergarten, and urgent support requests. The total of participants was 372 of this number, 122 were student teachers, 118 were beginning teachers and 132 were experienced teachers. The results showed the difference in difficulties and the needed support requests among student teachers, beginning teachers and experienced teachers. Student teachers had the difficulty of time management, but beginning teachers and experienced teachers had trouble due to the nonexistence of assistant teachers. Student teachers required teaching strategies for starting relationships with children within responsibility. Beginning teachers and experienced teachers regarded the plan, practice, and evaluation of a program as the most needed support request. Collectively, the results revealed that expansion of the practice period is necessary for student teachers so that they can gain experience with children, parents, and the children's education institution with various opportunities as a learning course.

The Change in Beginning Science Teachers' Inquiry-Oriented Teaching Practice through Mentoring Program (멘토링을 통한 초임중등과학교사의 탐구지향적 교수실행 변화)

  • Nam, Jeong-Hee;Kim, Hyun-Ok;Go, Mun-Suk;Ko, Mi-Re
    • Journal of The Korean Association For Science Education
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    • v.30 no.5
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    • pp.544-556
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    • 2010
  • The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

Correlation of Internal & External Factors with the Beginning Period of Improvement in Idiopathic Facial Paralysis (특발성 안면마비에서 내외적 요인과 호전시기와의 상관관계)

  • Sung, Hee Jin;Lim, Su Sie;Choi, Hyun Young;Lee, Eun Yong;Roh, Jung Du;Lee, Cham Kyul
    • Journal of Acupuncture Research
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    • v.33 no.1
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    • pp.57-68
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    • 2016
  • Objectives : The purpose of this study was to investigate the correlation between patients' characteristics and the beginning period of improvement, as well as contribute to the efficient management of Bell's palsy patients. Methods : The subjects were 94 patients with Bell's palsy. This study was carried out through the use of an administrative database that included patients' characteristics and clinical information. The analysis of the beginning period of improvement by gender, hypertension, diabetes, drinking history, smoking history and facial palsy history was conducted by independent sample t-test. The analysis of the beginning period of improvement by age, House-Brackmann grade, Yanagihara scale and period receiving Korean medical treatment was conducted by Pearson's correlation analysis. Further analysis of the beginning period of improvement by associated symptoms and seasons was conducted by one-way analysis of variance. Results : 1. Significant correlations were not found between the beginning period of improvement and gender, age, season, smoking history, drinking history, facial palsy history, House-Brackmann grade, Yanagihara scale, hypertension, diabetes or associated symptoms. 2. There was significant correlation between the period of receiving Korean medical treatment and the beginning period of improvement. Conclusion : In this study, the earlier that patients received korean medicine treatment after onset, the earlier that the beginning period of improvement could be seen. Therefore, for the efficient management of facial paralysis patients, it is expected to help secure a baseline.

An Analysis on the Perceptions of Beginning Secondary Mathematics Teachers about Teacher Knowledge (교사의 지식에 대한 중등 초임수학교사들의 인식 분석)

  • Shim, Sang Kil
    • School Mathematics
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    • v.15 no.2
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    • pp.443-457
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    • 2013
  • This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

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A study on the knowledge formation and utilization of computer among beginning secondary mathematics teachers (중등 초임수학교사들의 컴퓨터 관련 지식의 형성과 활용에 대한 연구)

  • Shim, Sang Kil;Lee, Kang Sup
    • The Mathematical Education
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    • v.52 no.2
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    • pp.163-174
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    • 2013
  • This study conducted a survey to examine the knowledge formation and utilization of computer among beginning teachers of secondary school mathematics. We found that beginning teachers who had more experiences of taking computer utilization classes at teacher education institutes showed more interest in computer and saw the necessity and effectiveness of computer usage for teaching students. Teachers chose GSP the most among computer utilization knowledge learned in pre-service teachers program, and GSP is used the most in mathematics classes. However, they answered that computer is not so much available in class due to lack of hours and the relevant resources. Lastly, beginning teachers answered that the computer knowledge learned in in-service teacher program was more useful than that in pre-service. Thus, the professional development in utilizing computer should be improved through diversifying teacher training contents for beginning teachers as well as for pre-service teachers in teacher education institutes.

Beginning Elementary Teacher' Characteristics of their Teaching Skills in Science Classes (초등학교 신규교사의 과학수업에서 나타나는 수업기술의 특징)

  • Yang Il-Ho;Jeong Jin-Woo;Cho Hyun-Jun;Choi Hyun-Dong;Oh Chang-Ho
    • Journal of Korean Elementary Science Education
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    • v.24 no.5
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    • pp.583-594
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    • 2005
  • The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.

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The Effects of a Professional Learning Environment at a Day Care Center on the Professionalism of Beginning Teachers: Focusing on the Mediating Role of Their Work Task Motivation (어린이집의 교사전문성 지원환경이 초임교사의 전문성 인식에 미치는 영향: 직무수행동기의 매개효과를 중심으로)

  • Cho, Ayoung;Kim, Soojung
    • Korean Journal of Childcare and Education
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    • v.15 no.5
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    • pp.113-138
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    • 2019
  • Objective: This study aimed to determine the effect of a teacher professional learning environment at workplace day care centers on the professionalism of beginning teachers and also to verify the mediating effects of the beginning teachers'work task motivation on that relationship. Methods: The participants were 129 new teachers currently employed at workplace day care centers. The Current Status for Professional Competence was used to measure the teachers' professionalism. The Professional Learning Environment Inventory assesses the professional learning environment of day care centers. To measure the work task motivation, the Work Tasks Motivation Scale for Teachers was used. Results: Firstly, positive relationships were identified between a professional learning environment and their intrinsic motivation and identified motivation. However, there were also negative relationships between the professional learning environment and their introjected motivation and amotivation. Secondly, this study partially verified the mediating effects of the beginning teachers'work task motivation on the relationship between the professional learning environment and teachers' professionalism. Conclusion/Implications: The relationship between the professional learning environment and the professionalism of beginning teachers was mediated by the teachers'own intrinsic motivations, identified motivations, and amotivation.

Research on the effects of Subject Matter Knowledge(SMK) on Pedagogical Content Knowledge(PCK) of secondary beginning science teachers in classroom teaching (교실 수업에서 초임 과학교사의 교과내용지식이 내용교수지식에 주는 영향에 대한 연구)

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.29 no.6
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    • pp.611-625
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    • 2009
  • The purpose of this research is to investigate the characteristics of beginning science teachers' subject matter knowledge (SMK) as revealed in their classroom teaching methods. In this research, we explored six beginning teachers' classroom teaching episodes on the 'work and energy' unit. Using open-ended interviews with the teachers and group discussions taking place on a regular basis to analyze and compare the classes of six beginning teachers, we extracted the features of beginning science teachers' SMK. Using grounded theory methods, the characteristics of beginning science teachers' SMK drawn from this research are: (1) beginning teachers' positivistic epistemology on science, (2) claiming the teacher's authority based on rich subject content knowledge, and (3) beginning teachers' science elitism. These epistemological characteristics are realized such PCK as (1) representational errors caused by the teacher's own science misconception, (2) doing harm to students with too much content knowledge, (3) sporadic content presentation lacking a focus, and (4) surplus class hours with lack of effective science teaching explanations. Suggestions for alternative perspectives on science SMK are presented by experienced teachers. In conclusion, science teachers' SMK is necessary, but not sufficient, for effective teaching. Science teachers' SMK does have an effect on science teaching, mediated by other types of teacher knowledge. The beginning teachers need a systematic support to transform their SMK into a viable PCK.