• School Mathematics
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• v.7 no.3
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• pp.287-301
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• 2005

The current knowledge-based society constantly requires teachers to enhance the level of their professional development, which underscores the importance of pre- and in-service teacher training for content do-mains. Most of previous studies designed to investigate the in-service teacher training have been quantitatively conducted with the use of survey analysis and not many efforts have been made to identify any possible weaknesses of teacher training for mathematics education. The present investigation, made to fill the gaps, attempted to describe and interpret teacher training programs for mathematics education using in-depth in-terviews, a form of qualitative research approach. Together with the finding that the degree of classroom teachers' approval for their training was not high for various reasons, the study proposes ways to improve teacher training programs for mathematics education so as to change mathematics classrooms for the better.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.583-595
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• 2009

The study was to see if the perceptions of pre-service kindergarten teacher toward the education of children's fundamental habit would show different characteristics based on their school type, education learning experience, and practicum experience. Subjects were 200 students majoring in early childhood education who were attending 3-year colleges and 4-year universities in Jellabuk-do and Daejeon. Preceding researches were referenced to develop questionnaire for the research method. The collected data was analyzed through t-test and Chi-square test. The followings are results: First, the interest in education showed significant difference in school type, but not significant difference in education learning experience and practicum experience. Second, the recognition in educational goal showed significant difference in practicum experience, but not significant difference in school type and education learning experience. the educational content showed significant difference in education learning experience, but not in school type and practicum experience. the recognition in educational principal showed significant difference in school type, but not significant difference in education learning experience and practicum experience. the recognition in educational method showed no significant difference in school type, education learning experience and practicum experience. Third, the recognition in educational hardship toward teaching showed significant difference in school type, education learning experience and practicum experience. The results of study would provide the righteous cognitive establishment of children's fundamental habit education and serve the appropriate guidelines being professor for our perspective kindergarten teachers. Also, they would be utilized as basic information to plan the direction of children's fundamental habit education to develop the program of children's life guidance.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.133-143
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• 2004

This study aims to explore the ways in spreading and maturing of environmental Education(EE) in secondary school. To deal with this issue, researchers investigate the actual conditions of EE and grope for the ways in spreading and maturing of EE. According to investigation, the selecting rate of environment subject in secondary school is about 3%(compared selecting rate of other subject matters) in 2003. Based on the result, this study suggests followings. First, sequencing strategy of EE curriculum will be expected very efficaciously. Secondly, there is need to empasize daily experiences of EE beyond the formal subject matter. Thirdly and ultimately, thers is need to reform school curriculum centered EE. Moreover, there is need to empasize teacher education for the environment not only pre service but also in-service teacher training.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.493-506
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• 2014

This study is to seek access to a way of learning of the discipline of mathematics education, one of several knowledge is required to pre-service mathematics teachers. First, by selecting the key topics and researchers in mathematics education learning materials were produced by the relevant classification information by keyword. This applies to pre-service teachers in the curriculum, and looked to clarify the theoretically connectivity among the researchers and concepts and principles of the discipline of mathematics education. And as a result, investigate whether there is any effect to the pre-service teacher education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.230-238
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• 2018

The purpose of this study was to examine the change in pre-service early childhood teacher's meaning through a job experience program. 15 students majoring in Early Childhood Education of K University participated in this study. Participants were provided a field-based job experience program for 4 weeks. Data was collected through pre-and post- questionnaires which enabled participants to freely share opinions. As a result of this study, pre-service teachers' expect teacher' know to preparation for a class, teaching performance, role of teacher for daily life guidance. Second, it is the actual experiences were infant knowledge, class management, parent counseling and care. Third, achievements included not only facilitating positive teacher behaviors, but also school performance. Moreover, it is important that variety of experience. The findings of this study imply that providing field-based job experience for the confidence of pre-service teachers regarding teaching and variety experience of job-related.

• Journal of Science Education
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• v.46 no.3
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• pp.237-254
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• 2022

The purpose of this study is to examine the changes in the science teaching professionalism self-perception of pre-service elementary teacher as shown in science education lesson course. The subjects of this study were 25 pre-service elementary teachers enrolled in the second year at G National university of education. And the scale of this study were derived and applied by modifying and supplementing the scale of previous studies. The results of this study are as follows: it was found that science teaching professionalism and self-perception of pre-service elementary teachers are improving. In short, it was found that there are significant changes in all sub-domains such as professionalism development efforts, educational contents, instructional method, educational environment and atmosphere, assessment and science teaching preference. As a result of examining the related contents in detail along with the combustion-related science lesson plan, Padlet, and post-test descriptive question responses, there were some good categories and some categories that needed to be supplemented. Based on these results, a plan for enhancing the science teaching professionalism of pre-service elementary teacher needs to be considered.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.109-118
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• 2019

The purpose of this study was to investigate the effects of experience as a science experiment assistant teacher on the science instruction anxiety and the science teaching efficacy beliefs of elementary pre-service teachers in a small scale school. For this study, 21 elementary pre-service teachers were selected and then they worked as science experiment assistant teachers in small scale schools for about 10 months. They were tested the science instruction anxiety and the science teaching efficacy beliefs in before and after. After analyzing the tests results, some pre-service teachers were interviewed. The results of this study are as follows. The experiences as science experiment assistant teachers positively influenced on reducing the science instruction anxiety to elementary pre-service teachers. The experiences also had positive effects on reducing both state anxiety and trait anxiety, which are the sub-factors of science instruction anxiety. In addition, the science teaching efficacy beliefs and its sub-factor, the self-efficacy in science teaching, had positive impacts, but the experiences did not have a positive impact on the outcome expectancy. The effects of the experience as a science experiment assistant teacher were different according to the personal experiences and cognitions of pre-service teachers.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.367-378
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• 2011

After pre-service teachers become teachers, traditional patterns of classroom discourse which they had experienced as students affect their classroom discourse implicitly. For this reason, it is needed to get a new insight for evaluating and reflecting a teacher's classroom discourse. In this study, I analyzed the information flow of science classes of pre-service elementary school teachers. The finding showed that teachers' organizational skills for students' information made advanced science classes by maintaining discourse cohesions. And the findings also showed a way how to analyze, evaluate or reflect science classroom discourse. This trial could contribute to find out the characteristics of teachers' science classroom discourse and show the directions to them how to change their classes beyond impressionable evaluations for their science classes.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.664-675
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• 2016

The purpose of this study was to identify the duties and tasks of pre-service health education teacher in elementary school using DACUM method. DACUM workshop was conducted for the fourth year nursing students located in J province who completed a health teacher teaching course and performed practical training course in elementary school. By carrying out DACUM workshop duties, tasks, task-specific importance, difficulty and frequency were analyzed, and were derived with the knowledges, skills, attitudes, tools, and future prospects on job requirements and characteristics. The derived job analysis information was verified the content validity from 6 field experts in school and 2 professors of education. Based on the result, DACUM chart was developed. DACUM chart was consisted of 6 duties and 24 tasks, knowledges, skills, and attitudes for job performance were derived. The result of study showed that health care in elementary pre-school health education teacher practicum was listed as the most important duty. Teaching and writing skills were presented to practice basically. Because the importance and role of the health teachers in school are considered necessary, it is considered to increase institutional support for the development of health education program and the improvement of educational environment.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.469-483
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• 2018

The purpose of this study is to find out how pre-service mathematics teachers should prepare for the teaching of probability and statistics in school mathematics and to help improve teacher education. To do this, questionnaires and evaluation of probabilistic and statistical curriculum were conducted for pre-service teachers, and regression analysis and correlation between them were examined. Through the investigation, the items with low evaluation results due to level of difficulty were extracted and analyzed. As a result, first, it is necessary to teach pre-service mathematics teachers with link the contents curriculum of college and secondary school about probability and statistics. Second, accurate diagnosis of pre-service mathematics teachers' understanding of probability and statistics is needed. Third, the misconceptions and causes of pre-service mathematics teachers were analyzed in detail. And suggests that various follow-up studies related to this are needed.