• Hwankyungkyoyuk
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• v.17 no.1
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• pp.133-143
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• 2004

This study aims to explore the ways in spreading and maturing of environmental Education(EE) in secondary school. To deal with this issue, researchers investigate the actual conditions of EE and grope for the ways in spreading and maturing of EE. According to investigation, the selecting rate of environment subject in secondary school is about 3%(compared selecting rate of other subject matters) in 2003. Based on the result, this study suggests followings. First, sequencing strategy of EE curriculum will be expected very efficaciously. Secondly, there is need to empasize daily experiences of EE beyond the formal subject matter. Thirdly and ultimately, thers is need to reform school curriculum centered EE. Moreover, there is need to empasize teacher education for the environment not only pre service but also in-service teacher training.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.247-251
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• 2014

As smart education increases the demand for new teaching-learning methods, teacher training colleges need to systematize smart education teaching-learning methods for pre-service teachers. This study designed a smart education teaching-learning model, which is applicable to pre-service teachers, by analyzing the smart education teaching-learning types for primary and secondary schools at national and international levels and by analyzing the Creation Teaching Learning Assessment (CTLA) model. The goal of smart education is to reinforce capability of learners. The smart education teaching-learning model designed to help pre-service teachers reinforce their smart literacy is suitable for reinforcing capability of future learners to receive smart education. The smart education teaching-learning model in this study was designed as a 15-week teaching plan applicable to pre-service teachers at teacher training colleges. In the teaching-learning model, problem-based learning (PBL), a situated learning model, and cooperative learning model were applied to weekly instructions. Further research should be conducted to prove its effectiveness in allowing pre-service teachers to reinforce their smart literacy by making gradual improvement in this model and to develop and test smart education teaching-learning models constantly.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.105-121
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• 2018

Objective: The objective of this study was to explore the perceptions of pre-service teachers regarding their self-image as early childhood teachers, according to their grade. The subject of this study were 167 university students in early childhood department in Jeonnam province. Methods: In order to examine self-image as early childhood teachers, semantic differential meaning scale that was consist of 40 bipolar adjective items was administrated. Data were analysed by Multivariate Analysis of Variance (MANOVA). Results: First, pre-service teachers had positive self image as early childhood teacher. Second, according to grades the appreciation self image as early childhood teacher showed significant difference. To be more specific and are revealed significantly distinctness. But, score was not distinct by grade, and mean score of was lower than mean score of other area scores. Third, self image as early childhood teacher displayed the positively developing, that is to say, the image of early childhood teachers definitely changed by grade in teacher training course. Conclusion/Implications: The effect brought about this study indicate that the need of support socio-political concern for early childhood teachers and try to form positive teachers' image through organized in-service education.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.269-285
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• 2016

PCK(pedagogical content knowledge) has been frequently discussed in the field of subject matter education as well as education in general. Considering the fact that PCK characterizes teacher professionalism, and the distinction of mathematics education from neighboring disciplines, PCK is one of the core concepts in the discourse of mathematics education. This study focused on KCS(knowledge of content and students) among the areas of PCK. The purpose of this study to investigate the KCS of pre-service teachers attending a private university located in Seoul. An in-depth interview with 30 pre-service teachers was conducted in a semi-structured manner, using four questions dealing with common student errors, students' understanding of content, and student developmental sequences. The pre-service teachers gave mathematical answers while in others they gave priority to pedagogical considerations. The implication drawn from the interview data is that the teacher training program should fully reflect the complexity of mathematical concepts which appeared in school mathematics over several grade levels and content areas.

• Journal of the Korea Society of Computer and Information
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• v.25 no.7
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• pp.225-237
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• 2020

This study verified the effects that a programming-based TPACK education program, through design-based research on TPACK, had on pre-service teachers. The research subjects were pre-service teachers attending teacher training at a university in Korea, and 129 control groups and 126 experimental groups were recruited through lectures. The treatment used a TPACK educational program developed in a design-based study (Kim & Lee, 2019). A TPACK test tool developed by Park and Kang (2014) was used. The test results were analyzed via independent sample t-test and paired sample t-test. The results show that the programming-based TPACK education program (first cycle) was only effective in improving TPK and TPACK, but an effective educational program was developed to improve PCK, TCK, TK (second cycle), PK (third cycle), and CK (final cycle). This design-based research therefore confirmed the development of a programming-based TPACK education program that was effective for improving the TPACK of pre-service teachers.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.109-119
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• 2015

In this study, we investigated how the scientific problem-finding ability of pre-service teachers is improved through open-situation scientific problem-making activity. We organized two experimental groups and a control group by degree of participation. The 1st experimental group is an actively participating class, while the 2nd experimental group is a passively participating class. We developed and applied a worksheet for training in problem-making. The pre-service teachers filled in the worksheet for problem-making once a week for seven weeks, then the lecturer gave feedback for every worksheet. We developed and applied a problem finding test in an open-situation to measure their problem finding ability at pre- and post-training. As a result of the training, problem level and diversity improved for pre-service teachers through continuous problem-making activities and feedback. The 1st experiment group significantly improved on the quality and quantity of problems. Especially in the originality, elaboration, verifiability, and variables' category, the 1st experimental group significantly improved compared to the control group and the 2nd experimental group. On the other hand, the quality and quantity of problems of the 2nd experimental group decreased. These results provide a basis for correlation between training attitude and improvement of problem-finding ability. Based on the result of this study, continuous problem-making training and feedbacks are helpful in improving the problem-finding ability of pre-service teachers.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.355-366
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• 2015

The purpose of this study was to investigate the elementary school pre-service teachers' and in-service teachers' and STEAM leader school teachers' difficulties and requirements in the relation to STEAM Education. For this study, 49 pre-service teachers, 57 in-service teachers, 16 leader school teachers in G Area were selected. And they conducted the survey. The results of this study were as follows. First, in order to minimize elementary teachers' physical burden actually, it is necessary to distribute STEAM teaching materials including various and specific programs to the schools in the booklet. Second, for the fast and effective spreading of STEAM, it also should be permitted the pre-service teachers to access STEAM homepage, which is limited to teachers. Third, we should make circumstance to research on STEAM through collaboration with colleagues freely. Therefore, we should give intensive training and consulting opportunities to science teacher. Because they who is getting stronger in this field to do this can furnish other colleagues to teaching tips and information in the relation to STEAM education. By all this fulfillment simultaneously, STEAM will be settlement in elementary school in the short period.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.255-270
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• 2001

The purpose of this study is to consider pre-service and in-service elementary school teachers' beliefs about STS (Science-Technology-Society), by investigating their opinions on STS interactions. 222 of the seniors in Jinju National University of Education, namely pre-service elementary school teachers, and 185 of the active teachers in Kyung-Nam Province were selected as the objects for researching these matters. Their beliefs about STS interactions were examined. The results were analyzed with a percentage as an examining tool of TBA-STS(Teachers' Beliefs about Science-Technology-Society). The results were as follows; First, on the nature of science, most of them showed simple opinions. On the nature of technology, most of them also showed simple opinions. most of them recognized the interactions among science, technology, and society affirmatively. They showed simple opinions on the interactions between science and technology. In fact, they didn't recognize the interactions between science and society, but they knew the influence of technology on society relatively concretely. Second, if one consider the cognitive situation or the distributing route of STS, he can easily find that most teachers never or little know it. At present, pre-service teachers learn STS from the lectures in their universities, and in-service teachers get information about it from science magazines/newspapers and training.

• Journal of the Health Care and Life Science
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• v.11 no.2
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• pp.271-277
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• 2023

This study targeted 125 prospective early childhood teachers at G University in G Metropolitan City to investigate their perceptions of safety care practices. The collected data were analyzed using One-way ANOVA and Scheffe's post hoc test. As a result of the study, there was a statistically significant difference in the overall awareness of safe care practices of prospective early childhood teachers according to grade. Statistically significant differences were found in the sub-factors 'Life Safety', 'Traffic Safety', 'Violence and Personal Safety', 'Drugs and Cyber Addiction', and 'Disaster Safety'. On the other hand, there was no statistically significant difference in 'occupational safety' and 'first aid'. Through these results, Through these results, we aim to increase safety competency by measuring safety care practices, expand practical training opportunities for prospective early childhood teachers, develop various media, and above all, improve class operation and content related to safety in early childhood teacher training courses. Based on this, we aim to provide basic data to develop a pre-service early childhood teacher education program.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.227-238
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• 2022

This study is the case of non-face-to-face teaching-learning in the subject of "Research and Guidance on Early Childhood Materials" in the pre-child teacher training program. The study conducted a non-face-to-face teaching-learning model for 18 students at B University in region C who took lectures on 'Research and Guidance on Early Childhood Materials' in the first semester of 2021. As a non-face-to-face teaching-learning model, it consisted of video lectures, real-time zoom classes, and various forms of 'communication' through frequent feedback and interaction and 'participation'. As a teaching-learning strategy for the participation of pre-service early childhood teachers, comment on questions related to early childhood materials, in-depth reflection on early childhood materials through writing reflective journals and observation reports, and step-by-step presentation of making childhood materials plans, processes, and results were carried out. As a result of exploring the experience of making early childhood materials for pre-service early childhood teachers, factors such as "growth experience through trial and error," "thinking from child's point of view", "Increase efficiency and reduce burden through communication", "Process rather than result" and "The importance of communication and interaction in non-face-to-face classes"