• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.373-381
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• 2009

This study investigated pre-service elementary school teacher's perception of science curriculum use in Korea and Japan. Ninety four pre-service elementary teachers in Korea and fifty three pre-service elementary teachers in Japan are participated in this study. As the result, four patterns were revealed. First, science isn't perceived as an important or interesting subject by the pre-service elementary teachers in both countries. Second, the perception of Korean pre-service teachers about the objectives of science subject is relatively negative. Third, in the case of Korea, the perception about the effectiveness of science subject content and level, and the amount of learning is shown to be more negative than those of Japan. Finally, in both countries, the science majors and the non-science majors have negative perceptions about the inclusion of the perspectives and methods of assessment and the preparation of teaching and learning plan in curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.134-146
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• 2020

The purpose of this study is to examine how elementary pre-service teachers have a perception of 'science'. Especially, this study used photo-narrative method to analysis pre-service teachers' perception of 'science'. Photo-narrative is a way of describing what a study participant wants to say by taking a picture. Participants were 66 elementary pre-service teachers. The results of this study were as follows: First, elementary pre-service teachers used many words such as people, life, everyday as well as scientific terms such as phenomena and principles to explain science. Secondly, the pictures used by elementary pre-service teachers to explain science included household goods, natural phenomena, advanced devices, and living things. Third, elementary pre-service teachers explained science with knowledge of science, knowledge, convenience, and nature of science. As a result of this study, it was found that elementary pre-service teachers recognized that science is closely related to life and that it is necessary for learning. The results of this study can contribute not only to curriculum composition and curriculum content of elementary and middle school science education but also to curriculum development for teacher training.

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.1
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• pp.75-85
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• 2024

This study explored the overall perception of teaching media from the perspective of pre-service teachers. For this purpose, reflection journals written by 138 pre-service teachers were analyzed, and positive and negative perceptions of teaching media were explored. In the reflection diary, pre-service teachers were asked to write down examples of appropriate use of instructional media and the effects of their experiences, cases of inappropriate use of instructional media, and areas requiring improvement. The main research results are as follows. First, the positive aspects of teaching media perceived by prospective teachers were that it presented examples that could help understanding, aroused curiosity to focus attention, and encouraged participation to motivate learning. Second, the negative aspects of teaching media perceived by prospective teachers include cases where the playback time of the video containing learning content is excessively long and the content of the video is unclear or is higher than the learner's level and difficult to understand. This study is significant in that it presents pre-service teachers experiences and perceptions of teaching media and their desirable use methods.

• School Mathematics
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• v.17 no.2
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• pp.331-353
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• 2015

The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.105-126
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• 2020

Objective: This study aimed to reveal pre-service early childhood teachers' perception of children's environmental education using concept mapping and demonstrating its importance. Methods: Based on Kane and Trochim's(2007) procedure, 33 pre-service early childhood teachers conducted brainstorming and statement writing, and then the importance of selected statements were rated by 202 pre-service early childhood teachers. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Pre-service early childhood teachers perceived children's environmental education as concept mapping with 2-dimensions and eight clusters. The following eight clusters were established (1) daily practice through hands on experience, (2) nature environment, (3) recognizing and coping with environmental issues, (4) environmental preservation practices, (5) environmental sensitivity and consideration, (6) purpose of children's environmental education, (7) necessity for children's environmental education (8) Practice through connection with child's home and community. And then among the eight clusters, the most important was recognized as 'daily practice through hands on experience', and among the statements 'young children learn through the method of playing in nature and experience nature' was considered the most important. Conclusion/Implications: Based on these results, we discuss the importance of children's environmental education of pre-service early childhood teachers and how to support to develop teacher's training program.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.481-490
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• 2020

The purpose of this study was to investigate the change of perception by analyzing self-reflection journal of the pre-service teacher's in PBL. For this purpose, 30 pre-service teachers participated in PBL for 4 weeks of summer semester. The researcher analyzed the self-reflection journals using ATLAS.ti 8 and the meaning of the teaching innovation factors was derived from the self-reflection journal contents. The results of the study are as follows. Pre-service teachers' solved the problem from the teacher's perception. Through the PBL process, the pre-service teachers' perception was changed such as new teaching-learning method, recognition of important of teaching method and interaction. Based on this, this implies the necessity of research on teaching innovation for pre-service teachers' creativity-convergence.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.880-889
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• 2008

Research-based professional development is essential for in-service and pre-service science teachers across the nation. The purpose of this study was to examine in-service science teachers' and pre-service teachers' perception of the training program for professional development using advanced science laboratory equipment and experiments. Science teachers (N= 43) in science high schools and pre-service science teachers (N=189) were selected as research subjects. As a result of this study, in-service teachers and pre-service teachers recognized that they lacked understanding and experience in advanced science laboratory equipment, although they perceived the importance of its use. They wanted to attend training programs during vacation if they would have the opportunity. Both groups felt that they needed to improve their ability to operate the advanced science lab equipment, preferring to practice these instruments in the training programs. In-service teachers preferred the development of teaching and learning programs for use of the advanced science laboratory equipment. However, pre-service teachers preferred using the advanced science laboratory equipment. The study gives implications for teachers' professional development.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.66-79
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• 2018

The purpose of this study is to explore how pre-service elementary teachers perceive and use smart learning environments. For this purpose, 23 pre-service elementary teachers who took theory and practice in a science education course were asked to develop lesson materials using smart tools and make a self-report questionnaire. These data were categorized in an instructional, exploratory, and interactive approach, depending on how they guided students to access knowledge and information. As a result of the study, pre-service teachers perceived the smart tools as the exploratory and interactive learning tools to be used for students to actively search for and interact with data and knowledge. But in developing lesson materials, they usually used the smart tools for resource sharing and communication in the instructional manner. In conclusion, the gap between their perception of smart tools and lesson materials, and the educational implications will be discussed.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.451-459
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• 2019

Various policies have been implemented for human resources development in preparation for future society. Among the policies, STEAM education, SMART education and SW education are representative examples. In order for these policies to be implemented effectively in the school setting, teachers' positive perception and teaching competency are required. In consideration of the importance of pre-service teacher education, this study analyzed the current status of elementary pre-service teachers' perception and teaching readiness on STEAM education, SMART education and SW education, and sought implications that can be reflected in pre-service teacher education. The results of the study showed that the pre-service teachers' perception on the necessity of each policy was very high, and the understanding level of each policy was relatively high. Compared with this, it was found that pre-service teachers lacked training experience related to each policy, and the level of readiness for teaching was very low. As the most important task to be solved, many pre-service teachers selected the implementation of teacher education and seminars, and the distribution of instructional programs and materials. As the result of analyzing the difference according to pre-service teachers' individual characteristics, differences were found according to the level of their ICT utilization ability. Based on the results of this study, implications to be reflected in pre-service teacher training processes were suggested.

• The Mathematical Education
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• v.54 no.4
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• pp.351-363
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• 2015

In this study, 45 pre-service mathematics teachers were surveyed about how the perception of knowledge through teaching practicum have changed and how the knowledge learned in college and teaching practicum helped to format teachers' knowledge and analyzed survey's result. Pre-service mathematics teachers felt the knowledge for understanding students were needed the most and considered the experiences from teaching practicum were more useful than the knowledge learned from college classes. However, they had low appreciations on connecting knowledge on learned contents with real-life or other subjects and on necessity of knowledge of using various learning tools or mathematical materials in class. Also, they have answered the knowledges from college classes and teaching practicum were useless in those areas. Especially, they pointed out that guidance teachers during teaching practicum were insufficient in instructing. Therefore, we suggest the following two to improve the teaching ability of pre-service mathematics teachers through teaching practicum. First, college and secondary school cooperating programs such as class-observation and student-mentor system connected with local society should be developed. Second, the special re-training program for guidance teachers of teaching practicum is needed.