• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.159-178
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• 2020

This study aimed at exploring male home economics(HE) teachers' identities through narrative inquiry. Considering experiences of HE teachers and diversity in regions, twelve male teachers were chosen, and in-depth interviews were conducted between June 1st and July 31st, 2019. The transcription of the data was transferred to the Hancom Office Hangeul 2010 while the researcher listened to the recordings of the interviews. The total amount of transcription data was 174 pages, and the data were analyzed through open coding, categorization, and category verification. The themes identified as results of this study were as follows: First, 'Coincidence: Breaking the Wall of Prejudice' is related to the experiences that have a great influence on the formation of identity as a male HE teacher: motivation to enter the HE department, educational practice, etc. Through this, the experience of becoming a male HE teacher was recorded. Second, 'Facing: Surviving as a male HE Teacher' captures the current story of male HE teachers and the perspectives of their fellow teachers, family, and friends about male HE teachers. In this section, male HE teachers showed how HE classes and assessments, and their experiences in their lives, influenced their identities. Third, 'Expectations: Growing as a HE teacher' is a story about the future of male HE teachers. The ideal teacher image pursued by male HE teachers was a practical teacher. They hoped that in 10 or 20 years, they would have smooth and professional relationship with students. They advise prospective male HE teachers to become a competent HE teacher regard less of their gender. The significance of this study is that it broke the stereotype of 'HE teachers should be female' and expanded the horizon of HE education by exploring the identities of male HE teachers.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of the Korean earth science society
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• v.26 no.4
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• pp.336-346
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• 2005

This study identifies and compares science content standards that are approved by departments of education in six states: California, Connecticut, Michigan, New Jersey, Texas, and Virginia. Specifically, the study examines the goals/visions, the organizing/progression principles, the strands of science content, and earth science content found in the states curriculum standards compared to National Science Education Standards. Although many states followed the recommendations of NSES or Project 2061, the format and content of the state science standards reviewed are very diverse. The diversity seems to reflect the diverse perspectives and needs of the states. The results of this study provide Korean educators and teachers with useful models or examples to incorporate Korean national science curriculum guides into the science curriculum frameworks of their regions or schools.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.89-96
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• 1998

The purpose of this paper was to introduce 'The Third International Mathematics and Science Study'(TIMSS) to the mathematics education society in Korea, and to address current discussion about the TIMSS from the view of three Korean authors who are currently enrolled in an American university. This paper consisted of three parts: (1) The structure and organization of the TIMSS, (2) The analyses on test items from three populations of student groups, curricula and textbooks, questionnaires from students and teachers, video study, and case studies, (3) The discussion of various perspectives for mathematics education in Korea. The authors pointed out that the TIMSS was not just an international comparison study designed for ranking each of the 41 participating countries, but a study providing some insights for Korean mathematics education.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.112-124
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• 2009

Visual images are important elements of the communication of environment in secondary school environment textbooks, which dominate classroom approaches to teaching and learning. This study was to analysed the perspectives of pedagogical and social-pedagogic of visual images in 'global warming' unit of six different Korean environment textbooks. Analysis makes use of the dimensions pedagogical functions, content specialization, social-pedagogic relationships, and abstraction of the visual codes. The results showed that most of the visual images in school environment textbooks tend to establish social-pedagogic relationships with students. The results of our study have implications for textbook authors and secondary environment teachers. We suggest that future studies may focus on students' and teacher's interpretation of visual images new secondary environment textbooks.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.1-20
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• 2005

Despite the noteworthy increase in the number of FL anxiety studies, inconsistencies associated with the effects of FL anxiety on language learner performance have been reported in literature. Such conflicting results seem to be attributable in part to unstable conceptualization of the FL anxiety construct and its measure. This paper purported to address the emerging call for a theoretical clarification of the construct at hand as a preface to a clear picture of language anxiety on a conceptual ground. This paper not only covers aspects of general anxiety from psychological perspectives, but examines how FL anxiety and its associated concepts have been conceptualized in the literature. Inconsistent results that pertain to FL learning were also delineated. Given the drawbacks found in the exiting theories of FL anxiety, several points were taken into account for a refinement of the conceptual framework. This attempt will hopefully shed new light on the construct per se and prove conducive to the development of the field of English education.

• East Asian mathematical journal
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• v.33 no.2
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• pp.149-175
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• 2017

The effort to find the volume of pyramids has been done by mathematicians for a long time, and many trial-and-error calculations and proofs give various perspectives and educational material. In the early days, finding the volume of pyramids was mainly studied by calculating the volume of triangular pyramids or quadrangular pyramids by cutting and the relationship between pyramids. Thereafter, methods based on infinite, infinitesimal, limit, etc. appeared, but the research topic was still about them. The purpose of this study is to examine the four themes appearing the mathematics history in terms of methodology, and to think about its implications from the viewpoint of improving the professionalism of the teachers.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.125-146
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• 2011

Within a framework of sociocultural approaches to writing process, this study examined six ESL graduate students' writing processes in depth based on individual interviews and their narratives of writing process. The narratives and interviews were analyzed to discover salient aspects of the students' writing processes and to understand the socially situated nature of the writing processes. First, it was observed that these six students displayed multiplicity in terms of their representations of writing process, episodes, textual practices, and concerns. Several factors including the writing task, students' familiarity with genre, literacy skills, attitude toward writing, and involvement in interaction contributed to individualized trajectories of writing process. It was also revealed that writing is unavoidably a socially situated practice. Students were situated in their cultural arenas as well as their disciplinary arenas, and these contexts helped the students serve as active agents producing and sharing knowledge. The confluence of personal, cognitive, and social factors observed in their writing processes suggests that writing process should be understood from multiple perspectives.

• Educational Technology International
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• v.8 no.2
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• pp.73-91
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• 2007

The purpose of this study is to explore tools for systemic and integrated teaching analysis in recognition of problems derived from the existing teaching analysis which have been held fragmentarily and temporarily. In order to do so, a teaching analysis tools is identified by examining the current services of video-taping and analysis, which are the most representative teaching analysis methods among the Centers for Teaching and Learning (CTLs) in Korea, and by redefining teaching analysis through literature review. A teaching analysis is to be done to challenge teachers to change and grow by providing a motive to reflect on the act of teaching and carry out improvements, and it has to be held covering the general act of teaching and examined through diverse methods in systemic and multidimensional perspectives over a full period of teaching. In this study, an act of teaching is examined in four areas: planning, teaching skill, evaluation and reflection, and teaching analysis frameworks according to an act of teaching are suggested by periods of before, during, and after a term. Teaching analysis methods are also suggested by the frameworks.

• Research in Mathematical Education
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• v.8 no.4
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• pp.227-260
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• 2004

This article represents a survey on the Romanian mathematics education. we emphasize not only some of recent, specific and significant Romanian methods concerning the teaching and learning of mathematics, starting from the pre-school and primary level to the university mathematics education, but also the role of the national and international mathematical competitions, the education of mathematics teacher, the formation of the researchers in mathematics, their contributions and perspectives, the mathematics education in society and culture, the technology in mathematics education, links between research and practice, topical developments and for the future and other related topics.