• Title/Summary/Keyword: Pre-Service

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The Effect of Pre-service Early Childhood Teachers' Basic Psychological Needs and Characteristics on Flourish (예비유아교사의 기본심리욕구와 인성이 행복플로리시에 미치는 영향)

  • Kang, Hyun Mi;Park, So Yun
    • Korean Journal of Childcare and Education
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    • v.13 no.5
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    • pp.93-109
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    • 2017
  • Objective: The purpose of this study is to provide basic data in order to increase the flourish of early childhood pre-service teachers by examining pre-service teacher's basic psychological needs and characteristics on flourish. Methods: A questionnaire survey was conducted on 200 pre-service teachers majoring in early childhood education in Busan and the results were analyzed. Results: First, the level of basic psychological needs, characteristics and flourish of pre-service teachers was above average and there was a significant positive correlation between basic psychological needs, characteristics and flourish. Second, the characteristics of pre-service teachers were relatively more influential on flourish than basic psychological needs. Conclusion/Implications: The main variables predicting early childhood pre-service teacher's flourish are characteristics and basic psychological needs. And as characteristics and basic psychological needs of pre-service teachers are promoted, the flourish of pre-service teachers is increased.

Comparison of Korean and American Elementary School Pre-Service Teachers' Concepts on Combustion (한국과 미국 초등 예비교사들의 연소에 대한 개념 비교)

  • Shin, Ae-Kyung
    • Journal of Korean Elementary Science Education
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    • v.33 no.4
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    • pp.736-750
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    • 2014
  • The purposes of this study were to investigate concepts of Korean and American elementary school pre-service teachers on combustion, and to compare the concepts of Korean pre-service teachers with those of American pre-service teachers. For this study, concept test on combustion was administered to 23 Korean and 18 American elementary school pre-service teachers. The test composed of 6 items: 'Definition of combustion', 'The reason why a candle in a glass bottle is blown out when the bottle was closed', 'The change of gases in the bottle when a candle burns in it', 'The combustion products of a candle', 'The combustion products of steel wool', and 'The combustion products of a substance'. The results showed that the rates of elementary school pre-service teachers who had scientific concepts on combustion were very low in both Korean and American pre-service teachers' groups, although they were a little different from items. However the rates of pre-service teachers who had partial concepts and misconceptions on combustion were high in two groups. The levels of Korean elementary school pre-service teachers' concepts were a little higher than those of American elementary school pre-service teachers' concepts. The contents and activities on combustion which are in Korean and American science textbooks seem to affect building up their concepts on combustion.

A Study on the Elementary Pre-service and In-service Teachers' Viewpoints in Mathematics Lesson Critique (초등학교 현직교사와 예비교사의 수학 수업 비평의 관점에 대한 연구)

  • Kim, Nam Gyun;Yu, Je Jung
    • The Mathematical Education
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    • v.54 no.1
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    • pp.1-11
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    • 2015
  • The purpose of this study was to provide fundamental data and implication for forming desirable viewpoint of mathematics lesson critique and for improvement of expertise in lesson by compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers. For the achievement of the purpose, The lesson critique materials of each 25 pre-service and in-service mathematics teachers were collected and arranged, and compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers by using the standard for analyzing viewpoint of lesson critique composed of two categories, five main codes and 18 sub codes. The results of this study, both pre-service and in-service teachers have tendency for criticising lesson focusing on the practice rather than plan of lesson and both pre-service and in-service teachers showed evaluative reaction in most of critical statements and used positive ones rather than negative ones. The only pre-service teachers, though minor of them, showed non-evaluative reaction in criticising class and most of the statements were just description and explanation without any their own judgement for the scenes and activities of lessons and most of pre-service teachers have tendency to include reflection and introspection for their own class in lesson critique.

The effects of secondary pre-service math teacher' belief for 「Studies in mathematics education」 instruction (「수학교과교육론」 수업이 예비 중등 수학교사의 수학 및 수학교육에 대한 신념에 미치는 효과)

  • Lee, Jong Hak;Choi, Jae Ho
    • East Asian mathematical journal
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    • v.29 no.2
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    • pp.169-187
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    • 2013
  • The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.

Using portfolio for professional development of pre-service mathematics teachers (중등수학 예비교사의 전문성 발달을 위한 포트폴리오 활용)

  • Lee, BongJu
    • The Mathematical Education
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    • v.52 no.2
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    • pp.175-190
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    • 2013
  • The purpose of this article is to suggest using portfolio for professional development of secondary pre-service mathematics teachers based on actual application case. To achieve this goal, 28 pre-service mathematics teachers developed their own portfolios in the regular study course for one semester under the pre-planned components of portfolio. Then they participated in the survey of their beliefs in mathematics and mathematics education and in the structured interview for drawing implications of using a pre-service mathematics teacher portfolio. According to the collected data, developing a pre-service mathematics teacher portfolio made a significant difference in beliefs of mathematics teachers' roles and showed the potential to improve the professional development of pre-service mathematics teachers as well as their learning. Continued investigation for more effective components of a pre-service mathematics teacher portfolio would be needed.

Formation of Pre-Service Teachers' Reflective Skills in Information Environment

  • Dmitrenko, Natalia;Voloshyna, Oksana;Boiko, Anna;Hudym, Iryna;Zelinskyi, Vitalii
    • International Journal of Computer Science & Network Security
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    • v.22 no.9
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    • pp.396-402
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    • 2022
  • The study deals with the problem of the formation of pre-service teachers' reflective skills in information environment. The role of reflection as a mechanism of formation of a modern teacher's self-consciousness was cleared up. The technology of formation of pre-service teachers' reflective skills was characterized and tested. The main stages of the technology were: a motivational and cognitive stage, a problematic and practical stage, and a reflective and operational stage. The substantiated pedagogical conditions of formation of pre-service teachers' reflective skills were adhered. The criterial and evaluative characteristics of the formation of pre-service teachers' reflective skills were worked out: components (reflection of personal conformity, reflection of the psychological and pedagogical barriers, reflection of professional growth); criteria (criterion of consistency, criterion of difficulty, criterion of potential); indicators (cognitive-evaluative, value-motivational, activity-creative). The levels of formation of pre-service teachers' reflective skills (insufficient level, acceptable level, and optimum level) were determined. The analysis of students' surveys showed the effectiveness and expediency of using the technology of formation of pre-service teachers' reflective skills in the process of professional training.

A Study of Preservice Teachers on the General Self-Efficacy and the Efficacy of Early Childhood Care and Education (예비보육교사의 일반적 자기효능감과 보육효능감에 관한 연구)

  • Lee, Sae-Na
    • Korean Journal of Human Ecology
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    • v.17 no.2
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    • pp.181-190
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    • 2008
  • The study aims to find out and examine the variables that make a difference between pre-service teachers' child care efficacy (CCE) and general self-efficacy (GSE). The subjects were 232 pre-service child care teachers going to an educational institution and a college. The results are as follows. First, the variables of "age", "teacher training facilities", "field experience in child care centers", and "experience of child care" and "paraprofessional teachers" are important variables in pre-service teachers' CCE. Second, the variables of "age", "level of education", "teacher training facilities", "field experience in child care center", and "experience of child care or paraprofessional teachers" significantly affect the pre-service teachers' GSE. Third, the "age" variable is essential in explaining pre-service teachers' GSE. The Pre-service teachers' GSE is significantly related to the pre-service teachers' CCE.

A Study of Pre-service Chemistry Teacher's Understanding on Entropy

  • Seo, Young-Jin;Hong, Hun-Gi
    • Journal of The Korean Association For Science Education
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    • v.32 no.3
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    • pp.415-427
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    • 2012
  • In this study, we conducted preliminary survey, diagnostic test and in-depth interview in order to study Korean pre-service chemistry teachers' understanding on entropy and investigate how Korean pre-service chemistry teachers deal with the natural phenomenon which is related to entropy conceptions. Firstly, as a result of the preliminary survey, it was found that pre-service chemistry teachers strongly recognized entropy as the degree of disorder. Secondly, the diagnostic test showed pre-service chemistry teachers were mostly confused about whether the entropy of the universe increases during a spontaneous change, and they had a tendency to interpret the natural phenomenon related to entropy change as the change of disorder. Finally, during in-depth interview, after we explained entropy change in all diagnostic test questions with the concept of microstate, pre-service chemistry teachers revealed a better understanding about entropy. Through this research, pre-service chemistry teachers had an opportunity to reflect on their deficiencies of entropy conceptions, which will ultimately help students to approach the concept of entropy more correctly.

The Changes of Self-efficacy Beliefs of Pre-service Teachers for Technology Integration through Programming-based TPACK Educational Program

  • Kim, Seong-Won;Lee, Youngjun
    • Journal of the Korea Society of Computer and Information
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    • v.24 no.4
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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.

Pre-service Special Education Teachers' Knowledge and Perceptions of Using Computer Technology in Teaching from PST Perspectives

  • Alhwaiti, Mohammed M.
    • International Journal of Computer Science & Network Security
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    • v.22 no.4
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    • pp.169-174
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    • 2022
  • The study aims to discover the scope of pre-service special education teachers' knowledge and perceptions of using computer technology in teaching students with disabilities from a pre-service teacher (PST) perspective in light of the gender and sub-major variables. The sample consisted of 84 MEd students/pre-service teachers at the Department of Special Education, Faculty of Education, Umm Al-Qura University. The descriptive analytical approach is used due to its relevance to the study. A survey consisting of the participant's basic information section and 12 statements was sent to a set of pre-service teachers. Findings showed that pre-service special education teachers had an overall high knowledge of using computer technology (M=3.93). Findings also indicated that there were no gender- or major-related statistically significant differences (α = 0.05), in pre-service special education students' knowledge and perceptions of using computer technology.