• 한국수학교육학회지시리즈A:수학교육
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• 제45권1호
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• pp.75-96
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• 2006

The purpose of this study was to analyze how elementary pre-service teachers learned the pedagogical content knowledge of mathematics and to understand the challenges and difficulties that they experienced in the course of student teaching. A qualitative case study provided an in-depth description of the whole three weeks of student teaching process. Four pre-service teachers and two mentor teachers participated in this study. Multiple data collection techniques were used; classroom observations, in-depth interviews, document analysis, and researcher's field notes. The results of this study showed how pre-service teachers learn PCK of mathematics in designing mathematics lessons, understanding mathematics learners and delivering mathematics lessons and what are the difficulties and challenges they experienced. Finally this study discussed about some suggestions to pre-service program and future research.

• International Journal of Internet, Broadcasting and Communication
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• 제14권4호
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• pp.47-51
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• 2022

The purpose of this study is to investigate the views on utilizing ICT material, especially the reasons for ICT material choice. Numerous recent studies have demonstrated increased use of electronic devices including smartphones in educational settings. But the reasons for using it as a learning tool have not been relatively researched from the point of view of pre-service teachers. Therefore, this study analyzed the pre-service teachers' thinking about utilizing ICT material and their learning experience. In that regard, data was collected in various ways such as surveys, interviews, and brief writings of participants. According to the study result, pre-service teachers were motivated in utilizing ICT material rather than text material. That is the reason why, as adult learners, especially pre-service teachers could be more motivated in self-directed learning environments. This study will be useful in considering ideas for the instructional design of pre-service teachers.

• 한국과학교육학회지
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• 제28권8호
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• pp.880-889
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• 2008

본 연구의 목적은, 과학영재교육의 측면에서, 첨단 과학 장비와 실험을 활용하는 전문성 계발 연수에 대한 실태 분석과 과학고 교사와 예비교사의 연수에 대한 인식을 조사하는 것이다. 설문 조사는 첨단과학 실험 장비를 활용할 기회가 있는 과학고등학교에 근무하고 있는 과학교사(N=43)와 사범대학에 재학 중인 예비교사(N=189)를 대상으로 실시하였다. 설문 결과를 살펴보면, 과학고 교사와 예비 교사 모두 첨단 실험장비에 대한 이해가 부족하다고 인식하였으며 관련된 연수 경험 또한 많지 않음을 보였다. 첨단 실험장비 활용의 중요성에 대해서는 과학고 교사와 예비교사 모두 인식하고 있었으며, 기회가 주어진다면 주로 방학 기간을 이용해 연수에 적극적으로 참여하겠다는 의사를 보였다. 연수의 형태에 있어서는 실험장비 사용 실습을 모두 선호하여 두 집단 모두 첨단 과학 실험장비 사용법에 있어 기능적인 부분의 부족함을 호소하고 있다. 내용적인 측면에서, 현직 교사들의 경우, 첨단 실험장비 활용 교수 학습 프로그램 개발에 더 많은 관심을 보였으나 예비 교사들의 경우 첨단 실험장비 사용법을 선호하고 있어 연수 프로그램 내용 선정과 개발에 대한 시사점을 얻을 수 있다.

• 한국어교육
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• 제29권4호
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• pp.169-199
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• 2018

The purpose of this study is to examine Korean teachers' needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers' experiences of Korean language teaching and in-service teacher training? (2) What are the teachers' needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers' needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.

• 한국초등과학교육학회지:초등과학교육
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• 제40권1호
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• pp.1-12
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• 2021

This study investigated pre-service elementary teachers' understanding of the planetary revolution movement of Mars and their explanatory models to show how the Sun-Earth-Mars system worked. An assessment item set using five celestial maps drawn from the Stellarium was designed to probe pre-service teachers' understanding of the prograde-retrograde motion of Mars. Among 23 participants, only four showed scientifically accurate understanding of Mars movement and drawing correct explanatory models for the planetary movement. Even the pre-service teachers who construed correctly prograde and retrograde motions of Mars showed a clockwise movement model due to their intuitive perceptions of Mars movement data from the celestial maps. Pre-service teachers with poor understanding of planetary movement also showed weak explanatory models due to their limited observation or lower spatial thinking. Although the planetary motion is not an easy topic for pre-service elementary teachers, it can be argued if the alternative approach, such as using appropriate observational data of a planet and changing the frames of reference between Earth-based view and Space-based view, is employed effectively in teaching planetary motion, pre-service teachers can reach the upper level of leaning planetary motion in terms of the planet's revolution.

• 공학교육연구
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• 제20권2호
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• pp.3-8
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• 2017

This study examined a difference in a change of understanding and recognition on STEAM Education before and after participating in STEAM Education of university students majoring in teaching profession of engineering system who took part in 'STEAM Education of being made together with undergraduates for 2016' as part of the project for a center of supporting STEAM pre-service teachers. As a result, the pre-service teachers majoring in teaching profession of engineering system could be confirmed to have been improved the understanding and sympathy level with STEAM education as a whole following the execution of the program. Comparing it with other majoring system, the pre-service teachers majoring in teaching profession of engineering system were shown to be a little low in pre-perception or satisfaction, but were indicated later to have high intention of participation in STEAM education. This suggests that the pre-service teachers majoring in teaching profession of engineering system recognize the importance of STEAM education in the engineering education, but are feeling pressure about interpersonal communication. Accordingly, it is time that there is a need to have a system of officially providing the implementation of STEAM education and an opportunity of experience in the education for pre-service teachers aiming at the engineering education for future generation.

• 한국컴퓨터정보학회논문지
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• 제24권4호
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• pp.185-193
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• 2019

In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher's self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher's self-efficacy beliefs for technology integration.

• East Asian mathematical journal
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• 제35권4호
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• pp.429-449
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• 2019

This study aims to investigate the statistical literacy of pre-service mathematics teachers and to discuss the impact of statistical literacy in lesson plan. For the purpose of this study, we analyzed 13 pre-service mathematics teachers' statistical literacy tests and lesson plans. The results of this analysis are as follows: First, pre-service mathematics teachers did not have a high level of statistical literacy, and it was also observed that there was a big level difference between them. Second, pre-service mathematics teachers' lesson plans showed significant difference in the level of the target grade, the characteristics of the target student, and the contents. Based on this study, we seek to find implications for how it is appropriate to educate teachers in charge of statistical education.

• 대한지역사회영양학회지
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• 제18권2호
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• pp.112-124
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• 2013

This study was conducted to investigate how child-care teachers participate, practice mealtime instruction, and perceive difficulties in food service, focusing on comparison between the teachers caring two different age groups: children younger than three years (Younger Group) and those three years or older (Older Group). Questionnaires were distributed to 151 child-care centers in Kwanak-gu, Seoul, Korea during December, 2011. Only the data from 25 child-care centers, where two respective teachers in charge of Younger Group and Older Group completed the questionnaires, were analyzed. The results showed that there was no difference in terms of child-care teachers' participation in food service practice between the two groups, except for serving method; 'Pre-plated' serving was used significantly more often in Younger Group, whereas 'Line-up' serving was used in Older Group. Approximately, three quarters of the child-care centers had policies or guidelines on mealtime instruction. During mealtime, child-care teachers tended to use frequently verbal instructions such as "sit up straight when you eat" about eating manner, "don't be picky with your food" about eating habit, and "wash your hands before eating" about eating procedure in both the groups. There was no statistically significant difference regarding child-care teachers' perceived difficulties in food service between the two groups. These results indicated that child-care teachers' participation and mealtime instruction in food service did not differ between the two age groups, although children's development of digestion and eating skill differed by age. Therefore, training should be provided to child-care teachers about food service practices and mealtime instruction appropriate to children's age.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.74-84
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• 2004

The purpose of this study was to get an implication on teacher education program, by exploring the difficulties pre-service elementary teachers have with their science lessons. 37 pre-service teachers were requested to write an anecdote about their science lessons during their 4 week practicum. By analyzing these anecdotes, the difficulties were grouped into several categories by the researcher, and then reconfirmed by the pre-service teachers themselves. The result showed that there were far more difficulties with practical work (cases: 48), than with content knowledge teaching (cases: 17). Among practical work related difficulties, the most frequent cases were: 1) when they have unexpected result different from scientific theory (cases: 10), 2) when they teach process skill and usage of lab equipments (cases: 8), and 3) when they do not have enough preparation for practical work (cases: 7). Unlike the result of preceding research on secondary pre-service teachers, there was no affective aspect problems. These difficulties also can be divided into 'problems' and 'dilemmas'. Whereas 'problems' can be settled by removing obstacles, 'dilemmas', a conflict-filled situation, require choices between competing values or aims. The use of scientific language, the decision on the level and amount of knowledge they teach, and disposal of unexpected experiment results caused such dilemmas in science lessons. The research results imply practical work should be more strengthened in the elementary teacher education program. And both teacher educators and pre-service teachers need to understand that practical teaching is a complex enterprise accompanying some 'dilemmas'. The role of science teachers as managers of dilemmas could be considered.