• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.325-331
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• 2019

This study investigated the effect of pre service teacher's empathic ability on teaching ethics, and child abuse report intention. The subjects were 168 pre-service teachers attending a university located in a micropolitan city. Questionnaires, which required self-reporting by pre service teacher, were used to investigate teacher's empathic ability, teaching ethics and child abuse report intention. The collected data were analyzed by frequency, percent, Pearson's correlation coefficient analysis and stepwise-regression analysis. From the major study findings, first, pre-service teacher's empathic ability was positively correlated with teaching ethics and child abuse report intention. Pre-service teacher's "take perspective", "imagine" of the cognitive empathic ability's subfactor was positively correlated with teaching ethics. Especially, empathic interest was positively correlated with teaching ethics. Cognitive empathy ability showed the highest relationship with ethics for early child. Emotional empathy showed the highest relationship with ethics in society. Second, the pre-service teacher's teaching ethics were influenced by taking perspective, imagining, and empathic attention. These results demonstrate the need to incorporate perspectives in the development of programs to promote pre - service early childhood teacher ethics and child abuse reporting.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.328-339
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• 2023

The purpose of this study was to investigate the astronomy-related concepts formed by elementary school pre-service teachers and analyze the distribution of misconceptions. The study was conducted on 43 pre-service teachers enrolled in the second year of an elementary teacher training college located in the central region of Korea. As a result of the study, first, pre-service elementary school teachers' misconceptions about astronomy concepts showed a diverse distribution. In particular, pre-service elementary school teachers still had misconceptions regarding seasonal changes, which were pointed out in many previous studies. Second, pre-service elementary school teachers had formed concepts at the level of simple memorization of astronomy concepts and were having difficulty applying the concepts they knew to various cases. Based on these research results, future astronomy-related education should be directed toward understanding astronomical phenomena through the application and application of various cases rather than simple memorization, and astronomy education in teacher training courses and teacher training should also reflect this content.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.367-378
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• 2011

After pre-service teachers become teachers, traditional patterns of classroom discourse which they had experienced as students affect their classroom discourse implicitly. For this reason, it is needed to get a new insight for evaluating and reflecting a teacher's classroom discourse. In this study, I analyzed the information flow of science classes of pre-service elementary school teachers. The finding showed that teachers' organizational skills for students' information made advanced science classes by maintaining discourse cohesions. And the findings also showed a way how to analyze, evaluate or reflect science classroom discourse. This trial could contribute to find out the characteristics of teachers' science classroom discourse and show the directions to them how to change their classes beyond impressionable evaluations for their science classes.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.428-439
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• 2007

The purpose of this study was to investigate the effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Two pre-service teachers were selected for this study and they respectively had gave three science classes. Every science class was recorded by using video/audio but only audio data of first and last science classes were transcribed for verbal interaction analysis. The result of this study revealed that the frequency of teacher's verbal interaction in last science class was increased rather than the case of first science class. The increasing patterns of interaction frequency were affected by the teacher's viewpoint and preparation for the science class. Teacher's verbal interactions were divided into low-level and high-level for the analysis of qualitative change. Low-level interactions are which leading students' convergent thinking, high-level interactions are which leading students' divergent thinking. Also the result of this study revealed that high-level interactions in last science class were increased rather than in first class. On the other hand, low-level interactions in last class were reduced rather than in first class. Therefore, this results implied that the effects of reflective thinking on verbal interaction of pre-service teachers in elementary science classes were appeared, but the effects were also affected by teacher's individual characteristics. Especially the changing degrees of qualitative interactions varies with the teacher's viewpoint and preparation for the science class.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.192-200
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• 2007

In this study, we investigated the variables related to the science teaching efficacy beliefs of pre-service and in-service elementary school teachers. The participants were 176 freshmen and 260 seniors from an university of education and 234 teachers from 25 elementary schools located in Jeonju. Variables concerning pre-service teachers include their sex, career/study tracks (science or non-science), and the number of science courses taken either at high school or at university. Variables concerning in-service teachers include their sex, academic degree, the frequency and type of participation in science in-service training, and their teaching career experience. The Science Teaching Efficacy Beliefs Instrument was used to measure teachers' self-efficacy beliefs. The results indicated that the personal science teaching efficacy belief scores of seniors were significantly lower than those of freshmen and in-service teachers, whereas the science teaching outcome expectancy scores of seniors were significantly higher than those of freshmen. Among variables investigated, sex, career/study track, the number of science courses taken at high school, and the frequency and type of participation in science in-service training were found to significantly influence teachers' science teaching efficacy beliefs.

• Journal of Science Education
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• v.33 no.1
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• pp.152-163
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• 2009

This study aims to describe, explain, and understand the process of coteaching instruction in which two pre-service science teachers plan, perform, and reflect the instruction in a university lecture. Pre-service science teachers exchanged their perspectives on teaching, selected the learning model and the science content to teach, and prepared the teaching material together. They performed the coteaching using the lecture room effectively and exchanging the role of leading the instruction. The professor and other pre-service science teachers participated to the coteaching instruction directly or indirectly with the role of students or lesson critics, and shared the evaluation and reflection on the instruction. We discussed the meaning and implication of the coteaching instruction on the secondary education field, the science teacher education, and the science education.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.641-648
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• 2008

The purpose of this study is to analyze pre-service science teachers' pedagogical content knowledge. For this study, two senior education students were selected. The data of this study were collected through interviews, CoRe questionnaire, and classroom observation recordings during the period of student-teacher practice. Data were analyzed using the constant comparative method. The results indicated that the two pre-service science teachers had low level pedagogical content knowledge. Two pre-service science teachers' knowledges of science curriculum were different from each other. Orientations toward teaching science shifted to undesirable direction after the experience of a student-teacher's practice-teaching. Their subject matter knowledges were imperfect. They also had low levels of knowledge of students' understanding.

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.109-118
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• 2019

The purpose of this study was to investigate the effects of experience as a science experiment assistant teacher on the science instruction anxiety and the science teaching efficacy beliefs of elementary pre-service teachers in a small scale school. For this study, 21 elementary pre-service teachers were selected and then they worked as science experiment assistant teachers in small scale schools for about 10 months. They were tested the science instruction anxiety and the science teaching efficacy beliefs in before and after. After analyzing the tests results, some pre-service teachers were interviewed. The results of this study are as follows. The experiences as science experiment assistant teachers positively influenced on reducing the science instruction anxiety to elementary pre-service teachers. The experiences also had positive effects on reducing both state anxiety and trait anxiety, which are the sub-factors of science instruction anxiety. In addition, the science teaching efficacy beliefs and its sub-factor, the self-efficacy in science teaching, had positive impacts, but the experiences did not have a positive impact on the outcome expectancy. The effects of the experience as a science experiment assistant teacher were different according to the personal experiences and cognitions of pre-service teachers.