• Communications of Mathematical Education
• /
• v.34 no.3
• /
• pp.277-297
• /
• 2020

The purpose of this study was to identify and compare the mathematics educational values of pre-service and in-service elementary school teachers. For this purpose, we implemented a questionnaire investigating mathematics educational values and used principal component analysis which resulted in six components. These components were named as fun, problem-solving, representation, computation, ability, and explanation through systematic labeling processes. Both pre-service and in-service elementary school teachers considered problem-solving the most important and there was no statistical difference between the teacher groups. They also considered fun the least important and in-service elementary school teachers regarded it more important than pre-service counterparts did. All value components except explanation were regarded as important by in-service elementary school teachers, fourth-year pre-service teachers, and first-year pre-service teachers in order. The result of noticeable differences between pre-service and in-service elementary school teachers implies that actual teaching experience may affect teachers' mathematics educational values more than teacher preparation programs. Based on these findings, we need to discuss what should be regarded as important and worthwhile in teacher preparation programs to establish mathematics educational values for pre-service teachers. We also need to confirm whether the mathematics educational values by in-service elementary school teachers may be in line with what has been pursued in the national mathematics curriculum.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.2
• /
• pp.134-146
• /
• 2020

The purpose of this study is to examine how elementary pre-service teachers have a perception of 'science'. Especially, this study used photo-narrative method to analysis pre-service teachers' perception of 'science'. Photo-narrative is a way of describing what a study participant wants to say by taking a picture. Participants were 66 elementary pre-service teachers. The results of this study were as follows: First, elementary pre-service teachers used many words such as people, life, everyday as well as scientific terms such as phenomena and principles to explain science. Secondly, the pictures used by elementary pre-service teachers to explain science included household goods, natural phenomena, advanced devices, and living things. Third, elementary pre-service teachers explained science with knowledge of science, knowledge, convenience, and nature of science. As a result of this study, it was found that elementary pre-service teachers recognized that science is closely related to life and that it is necessary for learning. The results of this study can contribute not only to curriculum composition and curriculum content of elementary and middle school science education but also to curriculum development for teacher training.

• Journal of the Korean Society of Earth Science Education
• /
• v.10 no.2
• /
• pp.199-213
• /
• 2017

The purpose of this study was to find out what pre-service teachers' views of as a good science class in evaluating class demonstrations. The study was conducted on 32 students in the second year of college who are attending teacher training schools located in central region, Korea. 32 pre-service teachers demonstrated the class with a group of 2 students, and a total of 16 lessons were demonstrated. They also evaluated the class by participating in 15 lessons except ones own class. Therefore all the collected evaluation papers were 480 sheets. This study analyze this evaluation paper and find out the good science class that earth science pre-service teachers think. As a result, the pre-service teachers' views of good science class analyzed by 3 categories. The three categories were 'Highly Engaged Instruction', 'Well-structured class design', and 'Qualitatively superior class materials'. In other words, the pre-service teachers' views that well-structured class design and active interaction were the requirements of good science class. This study confirmed that pre-service teachers can draw images of good science class through experience of class demonstration and class evaluation.

• Journal of The Korean Association For Science Education
• /
• v.36 no.2
• /
• pp.221-229
• /
• 2016

This study aimed to investigate the effects of portfolio application on pre-service science teachers' reflective thinking. For the purpose, we used narrative inquiry on pre-service science teachers' portfolios. We also analyzed the dimensions and levels of pre-service science teachers' reflective thinking. Analysis results showed that the pre-service science teachers' reflective thinking was mostly centered on focus at the beginning of semester. In addition, they exhibited routine and technical levels of reflective thinking. Analysis of pre-service science teachers' reflective thinking showed it as gradually extending to the dimension of inquiry and dimension of change by the end of semester. Here, the level of reflective thinking was higher at the dialogic level and transformative level. Pre-service science teachers showed that they had difficulties in making portfolios. However, they answered positively about application of portfolios. The results of this study suggest that there is a need to actively introduce portfolio assessment in teacher education courses in order to increase the reflective thinking of pre-service science teachers.

• East Asian mathematical journal
• /
• v.33 no.2
• /
• pp.177-197
• /
• 2017

The purpose of this study is to investigate and analyze the understandings of elementary pre-service teachers about 'estimation' in the elementary mathematics. Together with this analysis, we identify elementary pre-service teacher's Mathematical Pedagogical Contents Knowledge(MPCK), especially focusing to Subject Matter Knowledge(SMK). In order to this goals, we investigate contents relating to 'estimation' from $1^{st}$ curriculum to 2009 revised curriculum and compare 'rounding up', 'rounding off', 'rounding' in the elementary mathematics textbooks. As results of investigations, 'estimation' has been teaching at the 'Measurement' domain from $3^{rd}$ curriculum, but contexts of measuring weaken from $7^{th}$ curriculum. 'Rounding up(off)' is defined three types in the textbooks from $1^{st}$ to 2009 revised curriculum. And we examine elementary pre-service teachers through the questions on these 'estimation' contents. On the analysis of pre-service teacher's understanding relating MPCK, four themes is summarized as followings; the understanding of '0' in the 'rounding up', the cognitive gap between 'rounding up' and 'rounding off', the difference of percentage of correct answers according to types of question in the 'rounding up', and the difference between the definition of 'rounding up' and the definition of 'rounding'.

• Journal of the Korean School Mathematics Society
• /
• v.17 no.3
• /
• pp.321-335
• /
• 2014

This study aimed to investigate beliefs of secondary pre-service teachers in mathematics. In particular, conceptions of teaching and learning were examined, For the purpose of this study, using an instrument, Teaching and Learning Conceptions Questionnaire, developed by Chan & Elliot(2004), a survey was conducted for 86 secondary mathematics pre-service teachers in Incheon area. The results showed that the mathematics pre-service teachers strongly agreed with the constructivist perspectives. In addition, compared to the juniors, the seniors responded more positive in the questions relative to the traditionalist view and the male students agreed more with the traditional conceptions, as comparing to the female students in this study. This study had limitations on the extent of the research site and participant. However, it would provide foundational information about pre-service teachers for teacher educators.

• Journal of Fisheries and Marine Sciences Education
• /
• v.19 no.3
• /
• pp.429-440
• /
• 2007

The aim of this study is to search for the effect of journal writing on the reflective thinking of pre-service teachers for young children. The question for this study is as follows: Would the journal writing experiences improve reflective thinking experiences of pre-service teachers for young children? The subjects were 50 sophomores in junior college, J city, and they were divided into a experiment group, and a comparison group. The experiment group had journal writing experiences for 8 weeks. The data was analyzed using T-test. The results are as follows: Journal writing activity revealed positive effect on reflective thinking level improvement of pre-service early childhood teacher.

• Journal of The Korean Association For Science Education
• /
• v.44 no.3
• /
• pp.263-271
• /
• 2024

The demand for inclusive education in school settings has been constantly increasing. Yet, within the context of general subject teacher education, rather than special teacher education, preparation for this remains insufficient. This study aims to investigate and analyze the teacher efficacy for inclusive practices of pre-service science teachers with a focus on identifying differences based on respondent variables. In this research, teacher efficacy for inclusive practices is defined as self-belief in the ability to effectively teach students, including students with disabilities, in inclusive educational environments. It encompasses three sub-dimensions: efficacy in using inclusive instruction, efficacy in collaboration, and efficacy in dealing with disruptive behaviors. Utilizing data from 61 pre-service science teachers using 'Teacher' Efficacy for Inclusive Practices' survey tool, this study examines the distribution of teacher efficacy in inclusive practice across sub-dimensions and differences in distribution based on respondent background. The findings indicate that pre-service science teachers show a generally positive state across all three sub-dimensions, with efficacy to use inclusive instructions and efficacy in collaboration being the highest and efficacy in dealing with disruptive behaviors the lowest. he teachers' efficacy for inclusive practices of pre-service science teachers exhibited some tendencies of difference based on gender, experience with volunteering for individuals with disabilities, experience with inclusive education, and the extent of coursework in special education. However, none of these factors showed statistically significant differences.

• Korean Journal of Child Studies
• /
• v.29 no.5
• /
• pp.271-283
• /
• 2008

The purpose of the study was to assess the knowledge of infant development of child care teachers, undergraduate students majoring in child development at universities, and the students at child care training centers. A questionnaire was distributed to 126 in-service and 187 pre-service child care teachers. Data were analyzed by t-test, F-test, Correlation. The results showed that the mean scores of subjects on the Knowledge of Infant Development Inventory (KIDI) were relatively low. Among the 3 groups of subjects, child care teachers had the lowest scores on the KIDI. There were individual differences in the knowledge of infant development by school year, the length of work experience, marital status, age of child, attendance at in-service training events, and kind of license.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.3
• /
• pp.129-142
• /
• 2021

The purpose of this study was to provide educational data on teaching clothing culture by examining the effects of clothing lifestyle on attitudes toward teachers' clothing for 270 secondary school pre-service teachers. For data analysis, factor analysis, Cronbach's α reliability coefficients, t-tests, one-way analysis of variance, Duncan's multiple comparison verification, and multiple regression analysis were performed using SPSS 24.0 program. As a result of the study, first, the clothing lifestyle of secondary school pre-service teachers was classified as fashion trend orientation, clothing importance orientation, attractive appearance orientation, and economic orientation factors. In addition, the attitude toward teacher's clothes was classified into activity, fashionability, and modesty factors. Second, there was a statistically significant difference in the attitudes toward clothing lifestyle and teacher clothing of secondary school pre-service teachers according to gender and year in college, which are demographic variables. Third, it was found that the clothing lifestyle of secondary school pre-service teachers, who are Generation Z, had an effect on the attitude toward teacher clothes. In conclusion, this study proposes that school administrators and teachers should depart from the former stereotypes about teacher clothes and to encourage a culture in which teachers can dress and perform their role of teaching according to individual's changing lifestyles.