• English Language & Literature Teaching
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• v.17 no.2
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.932-940
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• 2017

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints. Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.359-369
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• 2021

This study aims to investigate pre-service primary English teachers' perceptions of multicultural education. For this study, the researchers surveyed 63 pre-service teachers at a national university of education using an online survey. A quantitative method is used in order to collect and analyze data. The results revealed the following: First, pre-service primary English teachers stand at a considerably high level in their overall understanding of elementary students and clearly recognize the necessity of multicultural education in school. Second, concerning the difference that the personal variables of gender, grade, and major make in the subjects' perception of English education based on multicultural education, grade showed no statistically significant difference, but gender and major are responsible for a slight difference. Third, an analysis was made of the correlation between the subjects having or not having received multicultural education and the personal variables of gender, grade, and major, yielding the following results: Gaining or not gaining multicultural education does not correlate with gender, but does significantly with grade and major.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.339-363
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• 2010

The purpose of this paper is to investigate how the English classes in secondary schools in Korea are in terms of communicative nature. After literature study, COLT parts A and B were used to analyze three kinds of English classes: a common class type taught by a school teacher who had won 1st prize at TEE contest, a team teaching class taught by NNS and NS, and a model class taught by a pre-service English teacher. Their communicative English classes were videotaped and transcribed for analysis by COLT. The results of the study revealed that students participated in the classes mostly as a unit and, therefore, did not get many meaningful chances to speak English. Second, creative language-use opportunities were barely found during classes. Third, the group work seemed to be prepared before the class, not to be done during the class. Therefore it is likely to be learned from memorization rather than meaningful communication. These results suggest English classes in schools be more communicatively oriented for successful English learning. Further study should be conducted in order to make English classes more communicative to help students communicate their genuine messages in English and to help teachers teach English efficiently.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.121-128
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• 2024

With the recent rise in the use of AI-based online translation tools, interest in their methods and effects on education has grown. This study involved 30 prospective elementary school teachers who completed an English writing task using an AI-based online translation tool. The study focused on assessing the impact of these tools on English writing skills and their practical applications. It examined the usability, educational value, and the advantages and disadvantages of the AI translation tool. Through data collected via writing tests, surveys, and interviews, the study revealed that the use of translation tools positively affects English writing skills. From the learners' perspective, these tools were perceived to provide support and convenience for learning. However, there was also recognition of the need for educational strategies to effectively use these tools, alongside concerns about methods to enhance the completeness or accuracy of translations and the potential for over-reliance on the tools. The study concluded that for effective utilization of translation tools, the implementation of educational strategies and the role of the teacher are crucial.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.181-200
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• 2013

This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester in 2011. This study adopted a narrative inquiry, and data were collected through observations, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challenging moments. During the preparation phase, she needed to have careful orchestration in designing lessons in order to overcome her feeling of pressure as a non-native speaker of English and design the integration of contents and English language learning to be truly powerful. In the phase of implementation, the lack of student motivation and building a good rapport between the instructor and the students were certainly challenges. The result of the student evaluations weakened her desire to implement CBI. The instructor incorporated diverse instructional strategies to overcome the obstacles. The instructor's experiences in this study will positively shape future educators' thinking and learning about meaningful and appropriate academic English instruction for content-area teaching of college students who were majoring in early childhood education.

• Research in Mathematical Education
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• v.22 no.1
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• pp.19-33
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• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.81-97
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• 2015

Although Flipped Classroom(FC) which has recently attracted attention of educational field, showed its various educational effects such as learning academic achievement, attitude, collaborative learning and self-regulated learning. other studies also showed a number of significant problems and challenges in practically implementing. Thus, this study aims to investigate in-service and pre-service teachers awareness of FC in order to explore its educational feasibility for successfully adopting it to classrooms through the alternative solutions to its limitations. To achieve this goal, we firstly conducted literature review on teaching and learning models and guidelines to draw educational prerequisites and then analyzed needs of 156 pre-service teachers and 42 in-service teachers. According to survey results, 80% of teachers are willing to apply FC to their classes and hope to be offered with pre-learning activity materials and guidelines. They consider junior high school students and college students as appropriate learners, social science, science, Korean, and English as suitable subjects, and video content as optimal materials for pre-learning activities.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.638-647
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• 2012

The college of education should support pre-service teachers to learn knowledge of their major and develop the ability of presenting or teaching the knowledge. The pre-service teachers may have many opportunities of presentations to develop the ability of teaching. Some college of education provide such opportunities in the 'seminar' course. In this study we investigated the pre-service teachers' perceptions on the seminar where they present contents of their major, developed the framework to analyze and evaluated the seminar presentation ability, and explored the change of presentation ability through a case study. Pre-service teachers perceived that from the seminar they could develop the presentation skill and understand the scientific contents more deeply. However they pointed out the difficulty of understanding others' presentations, discussing on the contents and interpreting the English paper. We developed the presentation analysis framework including the evaluation elements, the evaluation items, and the evaluation methods according to the progress of a seminar presentation. Using this framework we evaluated and compared the development of seminar presentation ability of a per-service teacher both quantitatively and qualitatively. We discussed the educational implication of this study such as the suggestion for the effective management of a seminar and the usage of the presentation analysis framework.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.513-523
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• 2019

The purpose of this study is to investigate the perception of pre-service secondary English teachers on peer feedback in English composition. For this purpose, a total of 37 students who took the English composition class for 15 weeks participated in the survey. After completing the survey, data were analyzed to find out the students' perception on peer feedback performed in their English composition class through frequency analysis and descriptive statistics. The findings of this study are as follows: First, the students showed positive attitudes towards on peer feedback activities. Second, the participants had received considerable help in the content, ideas and organization of their composition. Third, noticing that they all have made similar mistakes in their writing, the subjects were relieved to know that they are not falling behind their other colleagues. Fourth, the subjects did not trust the feedback contents among the peers, which were found in both the feedback giver and receiver. In particular, feedback from peers who had low English proficiency was rarely helpful. Fifth, the students were afraid that their relationship might become uncomfortable with peers when they pointed out peer's writing errors or made specific suggestions about their peer's writing. Finally, pedagogical implications were discussed based on the research findings.