• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.247-262
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• 2007

TPCK is the knowledge of intersection in mathematics, technology, and pedagogy. This study investigated a teacher's change of his TPCK. He participated in the professional development program which was designed to develop mathematics teachers' TPCK. The professional development program was based on using spreadsheets in teaching mathematics. The researcher suggests a consideration for the integration of technology in mathematics education and mathematics teacher education. The program consisted of a four week summer professional development program and three actual mathematics classroom teaching. Ten teachers took part in the program. One teacher who changed his TPCK most was selected to investigate what made it change most. Following teaching practice was the most influential factor in changing his TPCK.

• Korean Journal of Mathematics
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• v.23 no.1
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• pp.93-114
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• 2015

The "flipped" or "inverted" classroom, in which students study lecture-type material at home and do their "homework" in the classroom, has been the subject of research, particularly in the area of student achievement. Yet Bishop and Verleger (2013) state the need for an underlying theory to the practice. The purpose of this paper is to explore "multidimensional teaching," the authors' extension of the two-dimensional "flipped" classroom concept in light of Cambourne's (1995) Conditions for Learning. One author's math class for pre-service teachers was taught in two styles, a more traditional lecture format and in the \inverted" format. Students in the "flipped" format achieved at a higher level. Moreover, students' open-ended comments reveal that Cambourne's Conditions for Learning were implicit to the teaching practice. The authors suggest that practitioners of this style of teaching should deliberately develop student-centered practices, such as those mentioned by Cambourne, in order to retain the power that this teaching style currently has.

• Communications of Mathematical Education
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• v.26 no.4
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• pp.363-381
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• 2012

The purpose of the study was to examine teachers' gender difference in teachers' perceptions of the affective domain in teaching practice. This study was conducted with 327 secondary mathematics teachers in Gyeonggi-do by survey method. According to the results, female teachers showed more positive responses in perceptions of the affective domain and teaching practices in the aspect of affective domain at the stage of planning lessons, assessing students, and reflecting lessons. Especially, female group showed higher mean scores than male group in the perception of the value of mathematics at the all stages of teaching.

• School Mathematics
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• v.9 no.3
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• pp.327-352
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• 2007

The Korea Institute of Curriculum and Evaluation(KICE) has carried out the research on the development of the standards on teaching evaluation between 2004 and 2006, and particularly on the 'mathematics' teaching evaluation in 2006. The purpose of development of mathematics teaching evaluation standards is to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. The standards on mathematics teaching evaluation were developed based on the standards on general (not individual subject) teaching evaluation. They were revised and modified by analyzing the results of the interviews and survey with teachers about the adaptability of the standards in school. The standards were classified into four major areas of knowledge, planning, practice, and professionalism. Each area of these four were categorized into 6 smaller divisions and 36 elements. In addition, it was presented that brief descriptions on each teaching evaluation standards(element), guideline for evaluation methods, evaluator's observation index, and performance level with explanation for the standard achievement in four stages.

• Journal of Christian Education in Korea
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• v.66
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• pp.11-48
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• 2021

This paper is a thesis that explored the necessity and possibility of spiritual teaching that forms the inner side of human beings in the age of AI where objective knowledge is prevalent, focusing on "contemplative pedagogy". For this it first examined the characteristics of objective epistemology of AI and the direction of school education in the AI and explored the necessity and character of spirituality and spiritual teaching as a request for the AI era, and also explores the possibility of realization of spiritual teaching in general school setting through contemplative pedagogy, which actually puts this into practice. As a result of the study, it found that spiritual teaching is not exclusive to a specific area such as religious studies or theology, but is a teaching that should be embodied in all schools and educational fields in today's era where third person knowledge is widespread. It also found that in addition to contemplative teaching, various spiritual teaching models need to be developed and put into practice for this purpose.

• Research in Mathematical Education
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• v.25 no.1
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• pp.91-97
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• 2022

Competent mathematics teachers need to implement the responsive teaching strategy to use student thinking to make instructional decisions. However, the responsive teaching strategy is difficult to implement, and limited research has been conducted in traditional classroom settings. Therefore, we need a better understanding of responsive teaching practices to support mathematics teachers adopting and implementing them in their classrooms. Responsive teaching strategy is connected with teachers' noticing practice because mathematics teachers' ability to notice classroom events and student thinking is connected with their interaction with students. In this regard, this review introduced and examined a study of the relationship between mathematics teachers' noticing and responsive teaching: In the context of teaching for all students' mathematical thinking conducted by Kim et al. (2017).

• Journal of Technologic Dentistry
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• v.29 no.1
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• pp.59-72
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• 2007

This study executed to offer the basis for dental technology student who chanced better clinical training. This investigation conducted on 267 of seniors who have been taken clinical training to self written a questionnaire. We used and dealt a spss 12.0 program. Study results below 1. In a question about relationship, one answered "Harmonious" took largest proportion by 40.9% during training, and about the degree of satisfaction of campus life who answered :normal: were the most with 50.0% 2. In a question about clinical training place, most(50.0%) choose place less than 10 for clinical training, and more than 10 for clinical training with 29.7%. Residue statues was most of them resided own home with 78.6%. About their commuting time from home to training place, 50.0% was under 30min, 34.1% took time 30$\sim$60min. 3. In a question about clinical trainer, most (34.4%) choose as dental lab president, as each part manager with 34.1%, a senior with 7.6% and not exist to clinical trainer with 7.6%. 4. A perfect score about teaching efficiency and satisfaction of clinical practice of dental technology students was 5. The average of score about satisfaction of clinical practice was 3.25 and circumstance of clinical training got 3.50 as a highest score. the lowest score was 2.87 that is about satisfaction of clinical training period. The average of score of teaching efficiency was 3.25. 'a Role model' got 3.55 as the highest score and 'utility for student' got 3.12 as the lowest 3.12. 5. The result of T-test to see of the satisfaction according to the general character and clinic training condition between teaching efficiency is that the degree of satisfaction of clinical training showed statistical significance only in the degree of satisfaction of college life(p<0.05), teaching efficiency has a statistical significance with age and satisfaction of college life(p<0.05). 6. The relation between of teaching efficiency of clinical training and satisfaction of clinical training of dental technologic student has a statistical relation r=0.551 and a statistical meaning in significance leveler 0.01.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.893-906
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• 2007

The purposes of this study are to understand pre-service science teachers' areas of practice concern and reflections on the science classes during student-teaching, and to grasp the factors affecting their concerns and reflections. Four pre-service science teachers participated in this study. Data were collected from four pre-service science teachers' practice journals, instructional materials, and semi-structured individual interviews after their student-teaching. The results are as follows: firstly, the pre-service teachers' concern is focused on the teaching environment and strategies, particularly classroom atmosphere and class management. On the other hand, they pay little attention to science content. Secondly, pre-service teachers' reflections are confined within the limited areas such as classroom management, the proper role as science teachers, or various teaching materials. The level of their reflections is low, mostly concentrated on 'routine' or 'technical' level. Higher levels of reflections, such as 'dialogic' or 'transformative' are not revealed at all. Thirdly, the mentor teachers have the biggest influence upon the concerns and reflections of pre-service teachers during student-teaching.

• 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.

• Hip & pelvis
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• v.35 no.4
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• pp.228-232
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• 2023

Purpose: Prosthetic joint infection (PJI) has an enormous physiological and psychological burden on patients. Surgeons rightly wish to minimise this risk. It has been shown that a standardised, evidence-based approach to perioperative care leads to better patient outcomes. A review of current practice was conducted using a cross-sectional survey among surgeons at multiple centers nationwide. Materials and Methods: An 11-question electronic survey was circulated to hip and knee arthroplasty consultants nationally via the BOA (British Orthopaedic Association) e-newsletter. Results: The respondents included 56 consultants working across 19 different trusts. Thirty-four (60.7%) screen patients for asymptomatic bacteriuria (ASB) preoperatively, with 19 (55.9%) would treating with antibiotics. Fifty-six (100%) screen for methicillin-resistant Staphylococcus aureus and treat if positive. Only 15 (26.8%) screen for methicillin-sensitive S. aureus (MSSA) or empirically eradicate. Zero (0%) routinely catheterize patients perioperatively. Forty-one (73.2%) would give intramuscular or intravenous gentamicin for a perioperative catheterisation. All surgeons use laminar flow theatres. Twenty-six (46.4%) use only an impervious gown, 6 (10.7%) exhaust pipes, and 24 (42.3%) surgical helmet system. Five different antimicrobial prophylaxis regimens are used 9 (16.1%) cefuroxime, 2 (3.6%) flucloxacillin, 19 (33.9%) flucloxacillin and gentamicin, 10 (17.9%) teicoplanin, 16 (28.6%) teicoplanin and gentamicin. Twenty-two (39.3%) routinely give further doses. Conclusion: ASB screening, treatment and intramuscular gentamicin for perioperative catheterisation is routinely practiced despite no supporting evidence base. MSSA screening and treatment is underutilised. Multiple antibiotic regimens exist despite little variation in organisms in PJI. Practice varies between surgeons and centers, we should all be practicing evidence-based medicine.