• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.

• School Mathematics
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• v.13 no.4
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• pp.633-649
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• 2011

A variety of competencies for good teaching in mathematics has been discussed. It has been expected that there is discordance between researchers and teachers' perspectives on the competencies. We attempted to investigate teachers' perspectives rather than researchers' to narrow the possible discordance. First, we built a list of competencies for good teaching that mathematics teachers should meet by reviewing literatures. Second, we investigated mathematics teachers' perceptions about what requirements teachers should meet for good teaching, how mathematics learning experiences at the university level influence teachers' competence cultivation, and how pre-service teacher education influence teachers' competence building. Based on the results, we discussed mathematics teachers' competencies for good teaching and provided implications for pre-service teacher education.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.306-321
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• 2014

This study aims to analyze difficulties that pre-service elementary teachers experience in investigating the life cycle of a common cabbage butterfly in person. As difficulties they face during the process of this research, they pointed out collecting eggs, observing molting, creating environments for a breeding cage, feeding, building a breeding cage, and making butterfly specimens. Out of all the environmental difficulties related to their school fields, they pointed out a difficulty of time management most of all, followed by placing a breeding cage in the classroom and the lack of microscopes for observation. In regard to difficulties related to their evaluations on students' activities, they found it difficult to evaluate students' activity with the life cycle of an insect in the aspect of knowledge and even to set evaluation criteria. Besides, many of them responded that it would be appropriate to evaluate a research on the life cycle of an insect through a portfolio or an observation journal. In regard to difficulties in terms of teachers' knowledge, they found it difficult to understand insect molting, metamorphoses, complete metamorphoses, incomplete metamorphoses, the structure of an insect body, and how to distinguish a female insect from a male one. In regard to the application of class models, they knew it is important for students to have various experiences through direct observation, so the experience-based learning model was proper for the process of observing the life cycle of a common cabbage butterfly. However, they found it difficult for students to observe each stage of the life cycle in person.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.229-239
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• 2018

The present study analyzed feedback from prospective teachers on field experiences in terms of their satisfaction and perceptions on the appropriateness of length and timing, benefits, and problems. Data were collected through a survey administered to seniors at a national university of education who completed all of the field experiences the university offered. The survey questionnaire consisted of 25 5point Likert scale questions and 15 open-ended questions. A total of 353 survey questionnaires were distributed, and 326 were returned. Analyses of the data revealed that satisfaction level on field experiences and the appropriateness of length and timing, benefits and problems the participating prospective teachers perceived by the respondents differed according to the types of field experiences. Based on these results, the study discusses implications and provides suggestions for improvement.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.198-209
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• 2011

In this study, pre-service science teachers' reflective thinking in their journal writing was investigated. To do this, the authors used pre-service science teachers' journal writing abilities, wherein they not only reported data and result formally, but also wrote their feelings and reflections about an inquiry-based physics experiment they performed. Pre-service science teachers' writings were decomposed into sentences and each sentence was analyzed into a framework with 4 dimensions: knowledge, procedure, orientation and attitude. Reflective thinking in knowledge dimension included reflection on what they know before the experiment, what they still do not know and what they learned from the experiment. Reflective thinking in procedure dimension included recalls of experiences about general experimental procedures and specific experimental skill. Reflective thinking in orientation dimension included their views about the nature of science and science teaching and learning, and reflective thinking in attitude dimension consisted of interests, motives and values about the experiment they performed. While there were some variations in frequency distribution of reflective thinking by the topic of experiments, pre-service science teachers' reflective thinking in journal writings revealed their metacognition on their knowledge and learning, epistemological belief about science and science learning, and affective domain related to experiment. This study can infer that such kind of writing with 'their own language' in an informal way followed by formal 'scientific' reports in a scientific experiment has a significance not only as a mediator representing reflective thinking but also as an instructional activity to facilitate reflective thinking in science learning and teaching.

• Research in Mathematical Education
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• v.3 no.1
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• pp.1-8
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• 1999

The present study extends previous research in this area by investigating perceptions of change and reactions to reform efforts by pre-service and practicing secondary school mathematics teachers in the People's Republic of China (PRC) and the United States of America. Interviews were used to gather data about school experiences, teaching practices, and planned changes in mathematics programs. Analysis of the interview data supported earlier findings with respect to the well-planned nature of lessons by PRC teachers and the influence of mathematics contents and examination systems in the PRC. Findings also indicated a general agreement among teachers from both countries favoring less lecturing and more discussion and interactive activities. There were contrasts by nationality in descriptions of future teaching, ideal lessons, sources of teaching ideas, and preferences about school mathematics programs.

• Korean Journal of Childcare and Education
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• v.8 no.1
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• pp.145-167
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• 2012

The objective of this study is to investigate the meaning of pre-service educare teachers' experience about child safety management classes based on Problem Based Learning (PBL). The participants in this study were thirty five sophomores majoring in Social Welfare, and fifteen weeks of data were collected. The participants were given five problems that were related with real situations. During the given period, they made documents from reflective journals, group or individual interviews, and online community resources. Analyzing the documents sheds light on the meaning of the pre-service educare teachers' experience. The results are as follows: First, pre-service educare teachers found themselves recovering confidence, earning recognitions from others, and pursuing their study. Second, they showed continuous conflicts not only with the PBL approach but also with themselves and group members. Finally, they experienced mutual help and interactions among the group members thorough their cooperative learning and they realized the meaning of cooperative learning by means of comparisons and references between the groups. In conclusion, this study confirms the applicability of PBL to the educare teacher training courses and points out specific ways to alleviate the conflicts in applying PBL to class needs in future studies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.418-430
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• 2017

This study examined the process, difficulties and understanding of making teaching materials by investigating the pre-service early childhood teachers' experience of making such materials. The results of the study would help in the design direction and methods of education for pre-service teachers in how to make materials. A total of 30 university students, who took the course of 'Early Childhood Educational Materials and Research Method' in B university, participated in the study. At the exploration stage, the pre-service teachers utilized the teacher guidance of Nuri curriculum, major books, internet materials, and their observation experiences in kindergartens. At the planning stage, they considered chiefly the children's interest and level, explored materials sufficiently, and selected the production method carefully. At the production stage, they performed basic hard work to prevent rework and tended to stick to the basics beyond their initial ambition as the work progressed. The difficulties that they faced, feeling pressured, were making materials based on their imagination without experiencing much from the infants, feeling embarrassed when things did not progress as planned, and feeling a sense of loss when comparing with other friends. Through these difficulties, the importance of precise planning, executing the process thoroughly, and repeatedly checking and reviewing the entire process of making textbooks and materials were realized. In addition, there is a need to search for a better development direction for the effective development of teaching textbooks and materials.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.179-193
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• 2006

The aim of this paper is to explore and understand, using in-depth interviews, the participant's enthusiasm for and involvement in studying mathematics and the deeper nature of his/her interest in mathematics teaching. In addition a larger aim is to understand how the individual's interest in mathematics and teaching are linked to his/her larger personal fulfillment. We conducted in-depth interviews with 4 pre-service teachers' subjective experiences focusing on deep motivation, pedagogical content knowledge, inner vision. Interviews focus much more on the participant's spontaneous feeling, consciousness, and state as these arise in the interview, and on past foiling, consciousness and state as they appear to the participant subjectively retrospectively in his/her memory. The output of this research consists of 2 portraits out of 4 individual participants, highlighting and conceptually developing the specific aspects under study; different ways in which individuals' involvement with the subject area affects their motivation, inner visions and academic efforts toward becoming teachers. Larger aspects of pre-service teachers' subjective experiences were sketched by contrasting the two cases. Several suggestions were put at the end to enhance mathematics education concerning curriculum development.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.4
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• pp.75-95
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• 2023

This study investigated the overall perceptions of pre-service school librarian teacher on the current education practicum through semi-structured in-depth interviews and suggested improvements to the educational practicum system. For this purpose, interview data were collected from 28 pre-service school librarian teacher (6 teachers' colleges, 14 taking teaching qualification courses, and 8 graduate school of education) who participated in educational practicum in school libraries, and a research method that combines qualitative analysis techniques with text network analysis was applied. The results of the study showed that pre-service school librarian teacher believe that educational practicum can prepare them for various field experiences and cultivate their ability to cope with situations they will encounter in the future. Through qualitative inquiry, we were able to identify their perceptions of school field practicum as a whole, their perceptions of the school field practicum, and their perceptions of educational service activities. Based on this, to improve the current problems of educational practice, we suggested expanding the period of school internship program, distributing the time, establishing a full-time practice system, having continuous discussions with field teachers, and developing a systematic school field practicum.