• Title/Summary/Keyword: Pre-service Elementary Teachers

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Effects of a Teacher Professional Program about Science Teaching and Motivational Strategies on Pre-service teachers' Pedagogical Content Knowledge (과학 교수 전략 및 학습 동기 촉진 프로그램이 초등예비교사의 교과교육학 지식의 변화에 미치는 효과)

  • Bae, Min-Jung;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.109-124
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    • 2012
  • Developing pedagogical content knowledge (PCK) has been emphasized for teacher's professionalism and it should be done from systematic teacher training courses. In this study, we investigated changes of elementary pre-service teachers' PCK of science teaching and motivational strategies before and after a training course. For the analysis of pre-service teachers' PCK, their lesson plans, surveys, and interviews were collected. According to the results, in the beginning of the semester, pre-service teachers in the experimental group usually used didactic or combination of didactic and inquiry teaching strategies and a few pre-service teachers used inquiry or discovery teaching strategies when making lesson plans. However, at the end of the semester many pre-service teachers used inquiry teaching strategies in their lessons which included activities of asking students' prior knowledge, conducing experiments, finding conclusion, and comparing teachers' explanations with students' explanations. Regarding motivational strategies, in the beginning of the semester they focused using activities to create student's emotional interest in science lesson but at the end they used other strategies to create positive atmosphere for learning, capture intellectual interest in science, and connect science to students' everyday lives. The changes in pre-service teachers' PCK in the experimental group was meaningful because there was less change in pre-service teachers' PCK in the control group. This study implies the need for effective professional development programs for developing pre-service teachers' PCK.

A Comparison of Viewpoints on the Good Lesson between Elementary School Pre-service Teachers and Experienced Teachers (초등 예비교사와 경력교사의 좋은 수업 관점 비교)

  • Kang, Jimin;Jhun, Youngseok
    • Journal of Korean Elementary Science Education
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    • v.38 no.1
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    • pp.31-42
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    • 2019
  • Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

Pre-service Elementary Teachers' Inquiry on a Model of Magnetism and Changes in Their Views of Scientific Models (초등 예비교사의 자기 모델 탐구 과정과 과학적 모델에 대한 이해 변화)

  • Yoon, Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.30 no.3
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    • pp.353-366
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    • 2011
  • An alternative vision for science inquiry that appears to be important and challenging is model-based inquiry in which students generate, evaluate and revise their explanatory model. Pre-service teachers should be given opportunities to develop and use their mechanistic explanatory models in order to participate in the practice of science and to have a sound understanding of science. With this view, this study described a case of pre-service elementary teachers' scientific modeling in magnetism. The aims of this study were to explore difficulties preservice elementary teachers encountered while they engaged in a model-based inquiry, and to examine how their understandings of the nature of scientific models changed after the model-based inquiry. The data analysis revealed that the pre-service teachers had difficulties in drawing and writing their own thinking because they had little experience of expressing their own science ideas. When asked to predict what would happen, they could not understand what it meant to make a prediction "based on their model". They did not know how to use or consider their model in making a prediction. At the end of the model-based inquiry they reached a final consensus of a best model. However, they were very anxious about whether the model was the "correct" answer. With respect to the nature of scientific models, almost all of the pre-service teachers initially viewed models only as a communication tool among scientists or students and teachers to help understand others' ideas. After the model-based inquiry, however, many of them understood that they could create, test, and revise their "own" models "by themselves". They also realized the key aspects of scientific models that a model can be changed as evidence is accumulated and a model is a knowledge production tool as well as a communication tool. The results indicated that pre-service elementary teachers' understandings of the nature of scientific models and their previous school science experiences could affect their performance on a model-based inquiry, and their experience of scientific modeling could help them enhance their understandings of the nature of scientific models.

The Influences of Scientific Inquiry-based Peer Teaching Experiences on Pre-service Elementary Teachers' Affective Features (과학 탐구중심 모의수업 경험이 초등예비교사의 정의적 특성에 미치는 영향)

  • Lee, In-Sun;Jo, Son-Mi;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.465-473
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    • 2010
  • The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.

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Development and Application of Questionnaire for Self-Understanding and Change Capacity Related to Science Education: Focus on the Recognition of Pre-Service Elementary Teachers (과학교육 관련 자기이해와 변화역량 조사 도구 개발 및 적용 -초등예비교사의 인식을 중심으로-)

  • Jo, Kwanghee;Joung, Yong Jae;Choi, Jaehyeok;Kim, Heekyong
    • Journal of The Korean Association For Science Education
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    • v.38 no.6
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    • pp.901-917
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    • 2018
  • The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.

The Effect of the 'Chemistry in Everyday Life' Course for Pre-service Elementary Teachers on noir Beliefs regarding Science Teaching Efficacy and the Nature of Science (생활속의 화학' 강좌가 예비 초등교사의 과학교수 효능감과 과학의 본성에 대한 신념에 미치는 효과)

  • Lim, Hee-Jun;Sang, Sang-Ihn
    • Journal of Korean Elementary Science Education
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    • v.25 no.4
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    • pp.374-382
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    • 2006
  • This study investigated the effect of the 'Chemistry in everyday life' course for 234 pre-service elementary teachers on their beliefs regarding science teaching efficacy and the nature of science. This study also examined the effect of this particular course by their field (natural science, humanities & social science, and fine arts). The results show that after the semester the pre-service teachers' science teaching efficacy beliefs were enhanced. In particular, their personal science teaching efficacy beliefs were improved across all fields. However, their beliefs regarding the nature of science remained largely unchanged. This study discussed the implications surrounding science courses for pre-service teachers.

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The Effect of the 'Chemistry and Experiment' Course Employing Small-Scale Chemistry on Pre-service Elementary Teachers' Attitude toward Laboratory Work and Science Teaching Efficacy (Small-Scale Chemistry를 적용한 '화학 및 실험' 강좌가 초등 예비 교사의 실험 활동에 대한 태도 및 과학 교수 효능감에 미치는 효과)

  • Yoon, Hee-Sook;Yoo, Mi-Hyun
    • Journal of Korean Elementary Science Education
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    • v.26 no.4
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    • pp.449-458
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    • 2007
  • The purpose of this study was to investigate the effect of the 'Chemistry and Experiment' course employing the Small-Scale Chemistry(SSC) experiment on the 30 pre-service elementary teachers' attitude toward laboratory work and their science teaching efficacy. This study also examined the perception of the pre-service elementary teachers about the SSC experiment. In the result, there were found significant interactions between the treatment and prior level in attitude toward laboratory work. The attitude toward laboratory work of low-level pre-service teachers was improved while that of high-level pre-service teachers remained unchanged. However, there was no significant change in their beliefs regarding science teaching efficacy. Through the analysis of questionnaire, it was also found that they had positive perceptions about the SSC experiment, and most of them as pre-service teachers found the SSC experiment helpful to teach chemistry experiments.

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Designing and Implementing Integrated Lessons for Pre-service Elementary Teachers' Technological Pedagogical Content Knowledge Development (예비 초등교사의 테크놀로지 교수학적 내용지식을 향상하기 위한 프로그램의 개발 및 적용)

  • Choi, Youngmi;Hong, Seung-Ho
    • Journal of Korean Elementary Science Education
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    • v.38 no.2
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    • pp.287-304
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    • 2019
  • Teaching with technology has been widespread in practical classroom settings, and increased the needs to enhance pre-service teachers' capability with a variety of technologies. The purpose of this study is focused on designing and implementing a training program to develop pre-service teachers' Technological Pedagogical Content Knowledge(TPACK) which promotes them use technologies tactically in integrated science classes. Based on the theoretical framework of TPACK and Practitioner's Guide to TPACK, the authors developed ten periods of lessons comprised instructional skills in elementary science education. Subsequently, the program was applied into a teacher trainee course in Korea. The results of this study indicate that the TPACK training program for pre-service teachers significantly influenced on attitude toward convergence, TPACK, and science teaching efficacy of the engaged participants. The developed program, meanwhile, caused a significant TPACK improvement of female participants of the teachers college more effectively. Furthermore, it mitigated the gap between science and humanity tracks coming from their high schools. Consequently, there are possibilities to improve pre-service teachers' teaching strategies for integrated classes, if they have opportunities to review the comprehensibility of technological, pedagogical, content knowledge, and intersected areas with metacognitive perspectives.

Comparison of the Mathematics Educational Values between Pre-service and In-service Elementary School Teachers (수학교육적 가치에 대한 예비 초등교사와 현직 초등교사의 인식 비교)

  • Yim, MinJae;Cho, SooYun;Pang, JeongSuk
    • Communications of Mathematical Education
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    • v.34 no.3
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    • pp.277-297
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    • 2020
  • The purpose of this study was to identify and compare the mathematics educational values of pre-service and in-service elementary school teachers. For this purpose, we implemented a questionnaire investigating mathematics educational values and used principal component analysis which resulted in six components. These components were named as fun, problem-solving, representation, computation, ability, and explanation through systematic labeling processes. Both pre-service and in-service elementary school teachers considered problem-solving the most important and there was no statistical difference between the teacher groups. They also considered fun the least important and in-service elementary school teachers regarded it more important than pre-service counterparts did. All value components except explanation were regarded as important by in-service elementary school teachers, fourth-year pre-service teachers, and first-year pre-service teachers in order. The result of noticeable differences between pre-service and in-service elementary school teachers implies that actual teaching experience may affect teachers' mathematics educational values more than teacher preparation programs. Based on these findings, we need to discuss what should be regarded as important and worthwhile in teacher preparation programs to establish mathematics educational values for pre-service teachers. We also need to confirm whether the mathematics educational values by in-service elementary school teachers may be in line with what has been pursued in the national mathematics curriculum.

The Relationship between the Career Preparation Behavior, Parental Social Support, Career Decision Making Self-Efficacy, and the Career Maturity of the Pre-Service Elementary School Teachers (교육대학생의 진로준비행동과 부모의 사회적 지지, 진로결정자기효능감 및 진로성숙의 관계)

  • Keum, Jiheon
    • Journal of the Korean Home Economics Association
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    • v.50 no.7
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    • pp.59-66
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    • 2012
  • The purpose of this study was to identify a causal relationship in the career preparation behavior, parental social support, career decision making self-efficacy and the career maturity of the pre-service elementary school teachers. A total of 374 questionnaires were used for data analysis, excluding the 23 copies deemed insincere in response. To ensure the reliability and validity of the questions, technical statistics of the frequency, ratio, average, standard deviation, skewness, and kurtosis via PASW 18.0, item-total correlation, the totality, and the reliability analysis. The structural analysis via AMOS 7.0 in the bootstrapping method was undertaken to perform the path analysis among the variables and to assess the suitability of the model. The findings of the study led to the following conclusions: First, the causal model for the career preparation behavior, parental social support, career decision making self-efficacy, and the career maturity of the pre-service elementary school teachers is suitable to empirical analysis on research variables. Second, the career decision making self-efficacy of pre-service elementary teachers has direct effect on career preparation behavior positively. Third, parental social support of the pre-service elementary teachers has indirect effects on the career preparation behavior positively.