• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.675-686
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• 2004

The enhancement of the quality of the teaching practice is a major factor in securing better schooling opportunities for students. In this article, initial teacher preparation of secondary school Earth science teachers, in-service science teacher education, and improving teacher policy are discussed. Data from in-depth interviews with exemplary science teachers were used to explore how to improve the quality of science teacher education in Korea. In terms of preservice teacher education, most exemplary teachers contended that teacher education programs should provide preservice teachers with practical knowledge by translating theory into practice. Their suggestions for how to improve in-service education are also discussed. Regarding directions of improving teacher policy in Korea, the teachers proposed an alternative teacher-promotion structure that incorporates the master-teacher position. Implications for introducing action research courses into teacher (re)education programs are also discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5076-5082
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• 2012

This study aims at re-considering an exemplary teacher in Confucian scholar tradition at the present time of education where teacher's authority gathers dust, the relationship between a teacher and a student is getting hard-hearted and the discussion on the role of a teacher and expertise does not reach an agreement. For this, the article discussed it by dividing an exemplary teacher into a conception of authority, benevolence and example. In view from a Confucian scholar's standpoint, this article found that teacher's authority is rational authority, and it is a product of social institution and social role of a teacher. Moreover, more important finding was that reconciliation is highlighted rather than authority. In a Confucian scholar, it is focused on love and benevolence between a teacher and a student by having humanity as the foundation and courtesy as ways and means. Also a Confucian scholar has demanded a good moral character and professional qualifications of a teacher. This study concludes that teacher's authority is made by teacher's professionalism, social roles and spirit of benevolence; also it has been making a conception of a teacher in Confucian scholar tradition. This study suggests that it needs to re-think about the values and meaning of Asian tradition in our educational settings in which western culture and values is influencing Asian societies too much.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.117-127
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• 2003

This qualitative research investigated how to improve preservice and in-service teacher education programs through in-depth interviews with 10 exemplary science teachers. Data from interviews were used to analyze how the teachers perceived current situations of teacher education and what they suggested as an improvement plan. In terms of preservice teacher education, exemplary teachers argued that teacher education programs should (1) ensure the teacher education program's identity and goals, (2) provide preservice teachers with practical knowledge by translating theory into practice, and (3) secure faculty members who majored in science education. In light of in-service education, the teachers contended that (1) teachers should acknowledge the continuing processes of their own professional development, (2) the content and method of in-service training should incorporate teachers' practical needs in the classroom, and (3) the teaching community should implement a clinical supervision to improve their classroom practices. The central role of teacher (re)education in a successful classroom reform is also discussed.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.500-520
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• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• Research in Mathematical Education
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• v.26 no.1
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• pp.1-17
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• 2023

Over the last three decades, there has been an increasingly strong emphasis on group-centered approaches to mathematics teaching. One primary responsibility for teachers who use group-centered instruction is to "check in", or intervene, with groups to monitor group learning and provide mathematical support when necessary. While prior research has contributed valuable insight for successful teacher interventions in mathematics group work, there is a need for more fine-grained analyses of interactions between teachers and students. In this study, we co-conducted research with an exemplary middle grade teacher (Ms. Green) to learn about fine-grained details of her intervention practices, hoping to generate knowledge about successful teacher interventions that can be expanded, replicated, and/or contradicted in other contexts. Analyzing Ms. Green's practices as an exemplary case, we found that she used exceptionally short interventions (35 seconds on average), provided space for student dialogue, and applied four distinct strategies to support groups to make mathematical progress: (1) observing/listening before speaking; (2) using a combination of social and analytic scaffolds; (3) redirecting students to task instructions; (4) abruptly walking away. These findings imply that successful interventions may be characterized by brevity, shared dialogue between the teacher and students, and distinct (and sometimes unnatural) teaching moves.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.82-92
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• 2003

This qualitative research describes unique features of seven exemplary science teachers' professional development activities. Description of excellence in effective teachers' professional development efforts will provide some insights into required inservice initiatives and support systems for teachers' professional learning. Exemplary science teachers' professional development activities can be classified into four types: (1) practicing classroom supervision, (2) participating in voluntary communities of teachers, (3) playing instructional leader roles in teacher training programs, and (4) continuing one's studies at a graduate school. One of the common features of these exemplary teachers was that they can both articulate what makes teachers professionals and practice in accordance with their perspectives. These exemplary teachers not only improved their own classroom practices, but also participated actively in various professional communities to share their practical knowledge with their colleagues. The teachers have formed special-interest groups to investigate better ways of science teaching. They also took an active role in teachers' in-service education. Teachers' quality practices lie at the heart of classroom change. However, it's important to remember that there must be a support system that sustains and encourages teachers' initiatives. The implications for the support system to encourage teachers' professional development efforts are discussed.

• Journal of the Korea Fashion and Costume Design Association
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• v.4 no.2
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• pp.47-67
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• 2002

The purpose of this study was to investigate the differences of Middle and High School Students' influential groups in putting on clothing according to their delinquency and demographic variables. My subject was 1050 middle and high school boys and girls who are resident in Seoul; sample groups were selected, considered their resident area, gender and the kind of school. The results are as follows: 1. The exemplary group was most regarded the opinion and evaluation of teacher, father and mother and followed the clothing of teacher. Compared with the exemplary group, the delinquent group was most regarded the opinion and evaluation of other and same sex friend and tended to follow their clothing style. Besides, the delinquent and middle groups were most regarded the opinion and evaluation of seniors and tended to follow their clothing style. The mass media star was most modelled by delinquent group, following by middle and exemplary groups. 2. Schoolgirls were more regarded the opinion and evaluation of same sex friend and senior and were more remarkable to follow the clothing style of their parent, friend, senior or mass media star than schoolboys. The students who did well at school more were regarded the evaluation of father, mother and same sex friend than those who did commonly or poorly. As for the exemplary group, the poorer a student did at school, the more he/she tended to follow the clothing style of mass media star, but on the contrary, as for the delinquent group, all students tended to follow the clothing style of mass media star regardless of their academic record. And there was no significant difference according to social status in important others and model group.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.1071-1081
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• 2002

This article describes the status of science teacher education in Taiwan. The pre-service and in-service science teacher training system, institutes, curricula, programs, and evaluation on the institutes were briefly introduced. The differences before and after the 1996 reform of science teacher training system were compared. Finally, the attempts and efforts that have been done through the channels of research to promote science teachers' professional development were addressed. These efforts include the Case studies of exemplary science teachers' teaching performances, the development of licensure instruments for the certification of science teachers, the use of computers and distance education for supervising student teachers, the exploration of promoting science teachers' understanding about the nature of science, the exploration of promoting science teachers' pedagogical content knowledge, the exploration of promoting science teachers' ability of increasing effective student-teacher and student-student interactions, and the exploration of effective teaching strategies.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.37-50
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• 2001

This is the study on the characteristics of advanced students and teaching material in elementary mathematics education. There is a survey on the needs of considering mathematically advanced students in teacher's, students', and social point of view, respectively. We present an exemplary teaching plan and material.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.