• Journal of the Korean Society of Earth Science Education
• /
• v.14 no.3
• /
• pp.267-276
• /
• 2021

The purpose of this study is to research seasonal constellation experiments and to find out what are effective seasonal constellation experiments according to school salary. we organized seasonal constellation experiments with 24 elementary preparatory teachers and asked them to what effective experiments are for each school class. As a result, constellation learning through direct experience activities through role play is the most effective in elementary school, and in middle and high schools, using the stellarium program to realistically observe and reason about seasonal changes in constellations was selected as an effective experiment. Pre-service teachers recognized that experiments in which direct experience and specific manipulation activities were emphasized in elementary school, and experiments in which observation of realistic natural phenomena and reasoning activities were emphasized were effective in middle and high schools.

• Korean Journal of Child Studies
• /
• v.33 no.5
• /
• pp.221-246
• /
• 2012

This study was conducted in order to develop an aptitude test for child care teachers (ATCCT) and to analyze it in terms of both validity and reliability. The main participants in this study consisted of 710 pre-service child care teachers. The results of factor analysis identified 7 factors and 56 items which were selected from 121 items in the original scale. The seven factors were as follows; interpersonal relationship management abilities, receptiveness and responsiveness to children, creativity and personal development, the ability to form close relationships with children, the ability to supervise child safety, the sense of duty, and positive emotions. The four factors were related to social relationship. Criterion-related validity was established by using correlations between the ATCCT and the TSES (Teacher Self-efficacy Scale). The internal consistency was found to be relatively high (Cronbach's ${\alpha}$ = .94) and test-retest reliability was also established (r = .53). In addition, there were differences among pre-service child care teacher groups according to both relative levels of education and courses taught.

• English Language & Literature Teaching
• /
• v.18 no.3
• /
• pp.93-120
• /
• 2012

This paper aims to address the gains and losses of the CMC environment in Language learning. Data were attained from twelve middle school ESL students who took English as a second language class and twelve pre-service teachers taking ESL foundation course. This exploration describes the role of CMC focusing on its' advantages and disadvantages which language teachers need to consider. The findings revealed that the teachers, tasks, and other elements involved in the CMC environment provided several gains and losses for many areas of learning. This implies that CMC alone does not provide an optimal learning environment, but rather it is used as an essential tool in providing opportunities to enhance language learning. Several suggestions are made for teachers and pre-service teacher education how CMC instruction might be better designed. The paper concludes with some practical considerations for future research in the area of CMC.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.01a
• /
• pp.103-104
• /
• 2020

본 논문은 예비유아교사 양성과정에서 요구되는 핵심역량 중 재개념화가 필요한 지식정보처리역량의 구성방향과 이를 위한 교육내용 탐색을 목표로 한다. 이를 위해 과거 정보화역량과 지식정보처리역량의 개념 및 가치를 비교하여 기초내용을 구성한 후 현장전문가, 교육전문가, 예비교사 등 15인을 대상으로 포커스그룹 인터뷰 연구방법을 통하여 연구결과를 도출한다. 본 논문에서는 선행연구를 참고하여 예비유아교사의 지식정보처리역량을 교육현장의 문제해결을 위하여 다양한 영역의 지식과 정보를 처리하고 활용할 수 있는 역량이라 개념정의 하였고 전문가 인터뷰를 통해 이를 위한 교육내용을 설정할 것이다. 본 논문을 통해 제시된 예비유아교사의 지식정보처리역량의 개념 및 교육내용은 예비유아 교사양성과정의 교육과정개발을 위한 기초자료로 활용될 것이다.

• Research in Mathematical Education
• /
• v.12 no.2
• /
• pp.109-117
• /
• 2008

In the present paper we highlight the importance and need of professional development of mathematics teachers at all levels. The pre-service professional development and technology Proficiency of mathematics teachers are discussed in details. New strategies for professional development are enlisted for discussion and a list of references is also given in the end.

• Hwankyungkyoyuk
• /
• v.2 no.1
• /
• pp.5-33
• /
• 1991

The purpose of the study was to investigate attitudes toward to, values and expectations of environmental education of Korean students and teachers and to provide basic data and reference materials needed to development of environmental education curricula for primary and secondary schools. A review of the related literature, a series of conferences with teachers and specialists in environmental education and environmental sciences. and questionnaire survey were methods employed in this study. Survey question were developed to explore attitude and responses of primary and secondary school students and teachers on various types of issues and problems of environmental education at personal level as well as on their future prospects attitudes values and expectations with which had been dealt in this study were categorized into personal feeling on environmental issues and problems at both national and regional levels issues and problems of current environmental education pre service and in service training of teachers for environmental education instruction and so on. The sample population for the survey was selected by using the stratified cluster and random sampling techniques with respect to regional area, school level, sex and grade, The subjects used in this study were 1,633 students and 385 teachers of primary and secondary schools across the country. The results of the survey were summed up and recommendations to be considered in the revision of sixth national curricula for primary and secondary schools were also suggested.

• The Journal of the Korea Contents Association
• /
• v.8 no.12
• /
• pp.366-374
• /
• 2008

The purpose of this study was to analyze pre-service elementary school teacher's enjoyment factors experienced in PE classes. In order to achieve the purpose of this study, 30 students attending in G University of Education were selected in this study and data were collected through open-ended questionnaire and in-depth interviews. As a result of the analysis, this study have classified the enjoyment factors of pre-service teachers in PE classes. First, happiness of achievement through physical activity Second, inspiration of self-confidence through praise Third, variety of program presentation for arouse interesting Fourth, desire expression to aggressive physical activity Fifth, personal relationship of PE teacher Sixth, enjoyment of community spirit and interaction.

• The Mathematical Education
• /
• v.59 no.3
• /
• pp.271-294
• /
• 2020

The purpose of this study was to explore the possibility of digital simulation by which pre-service teachers (PSTs) can approximate the core teaching practice of eliciting student thinking. This study examined PSTs' questions to elicit student thinking, their use of "pause" session and peer feedback, and their reflections on doing a digital simulation. We analyzed a two-hour digital simulation session with 13 PSTs who enrolled in the elementary mathematics methods course. The results showed that PSTs shifted their general questions to more content-specific questions throughout the simulation and made a quick transition to comparing students' strategies. The number of lead PST-initiated "pause" ranged one to four times for various reasons. Their peer-coaches did not voluntarily "pause" the simulation session but actively shared what they noticed from the student work samples and suggested the next teaching moves. Without utilizing the pause session, the dramatic improvement of questioning was not observed. Even though the PSTs felt overwhelmed with interacting with the student-avatars in real-time, they highlighted the benefits of simulations, appreciated the opportunity to learn the core teaching practice, and viewed this digital simulation as "real" and "authentic" experience. The findings of this study provide implications for re-designing a practice-based teacher education program.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.1
• /
• pp.107-126
• /
• 2021

Lexicon is closely related to human thinking. In particular, a classroom lexicon results from objectifying the teaching-learning activity in classrooms, allowing humans to recognize and explore the activities and phenomena in classrooms explicitly. Therefore, using the lexicon and clarifying what the words mean is to enhance the understanding of teaching activities. The International Classroom Lexicon Project investigates and identifies each country's mathematics classroom lexicon, where ten countries participated. The purpose of this current study is to compare the differences in perceptions between teachers and pre-service teachers about the Korean classroom lexicon previously investigated as a part of the international collaborative project. By comparing the responses of 147 teachers and 127 pre-service teachers, the degree of familiarity with pedagogical terms and the frequency of occurrence or usage in classrooms were compared and analyzed to understand the recognition of pre-service teachers' pedagogical terms. Finally, we also discuss reflections on Korean mathematics teaching practices in Korea.

• Journal of the Korean Chemical Society
• /
• v.62 no.1
• /
• pp.52-63
• /
• 2018

The purpose of this study was to observe and analyze how pre-service secondary chemistry teachers conduct open-ended, free style, exploratory chemistry experiments. The study examined common difficulties and tendencies that teachers showed in the chemistry labs. The study also investigated how these teachers deal with their difficulties and obstacles, such as unexpected results and device errors. Next, the study explored how students' epistemic goals and considerations have been shaped and changed as they interacted with one another and participated in their experiments over time. The study suggests that it could be more effective to gradually decrease guided-features of the experiment by providing appropriate scaffolding, than to start with completely open-ended inquiry labs. The study also suggests that the establishment of epistemic agency among group members influences the way they conduct experiments. Consequently, it is necessary to consider how instructional design for open-ended inquiry labs may provide students with scaffolds to encourage their active participation and to build responsibility in group discussions.