• 대한가정학회지
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• 제50권7호
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• pp.59-66
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• 2012

The purpose of this study was to identify a causal relationship in the career preparation behavior, parental social support, career decision making self-efficacy and the career maturity of the pre-service elementary school teachers. A total of 374 questionnaires were used for data analysis, excluding the 23 copies deemed insincere in response. To ensure the reliability and validity of the questions, technical statistics of the frequency, ratio, average, standard deviation, skewness, and kurtosis via PASW 18.0, item-total correlation, the totality, and the reliability analysis. The structural analysis via AMOS 7.0 in the bootstrapping method was undertaken to perform the path analysis among the variables and to assess the suitability of the model. The findings of the study led to the following conclusions: First, the causal model for the career preparation behavior, parental social support, career decision making self-efficacy, and the career maturity of the pre-service elementary school teachers is suitable to empirical analysis on research variables. Second, the career decision making self-efficacy of pre-service elementary teachers has direct effect on career preparation behavior positively. Third, parental social support of the pre-service elementary teachers has indirect effects on the career preparation behavior positively.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.404-414
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• 2009

The revised curriculum in 2007 includes open inquiry approach to increase students' interest in science and to build up creativity. So teachers and pre-service teachers should be equipped with the ability of open inquiry performance. In order to investigate pre-service teachers' readiness to perform open inquiry tasks, we analyzed reports written as homework by a group of 71 juniors in a national university of education. The investigation tool was composed of four domains: topic selection, the inquiry process, the conclusion, and reporting. Each domain had three or four sub-domains. By using the framework, four raters scored the students' inquiry reports. The findings reveal that the pre-service elementary school teachers have difficulty in the domain of 'topic selection' and the 'conclusion' compared with the other domains. Under the topic selection domain, they showed weaknesses in 'creativity' and 'scientific topic' and under the conclusion domain, they had difficulty in 'recognizing limits' and 'value of conclusion'. The finding suggests that pre-service teaching program should provide with opportunities to perform open inquiry continually.

• 수산해양교육연구
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• 제20권1호
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• pp.107-120
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• 2008

Building a competency of pre-service school teachers is one of the critical factors to decide right direction of k-12 computer & information education. In this context, we can realize of the importance of computer & information curriculum for pre-service school teachers. The purpose of this study is to explore the case of the CEL(Computer Educator License) program in Indiana University and to find the developmental direction of technology education for pre-service school teachers. To achieve the purpose of study, the methods and procedures involved the following steps: The literature reviews of technology education were performed. The analysis framework based on case study method was designed for collecting data. Data were composed of related documents, web resources, and interview resources. And collected data were analyzed. The finding and recommendation of this study were the importance of following factors: (a) technology integration in the curriculum for pre-service school teachers, (b) differentiated management with skill-based technology education, (c) leadership for using and diffusing technology in the school, and (d) connected curriculum with the national standard indicator.

• 대한지구과학교육학회지
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• 제1권1호
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• pp.111-118
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• 2008

This study is aimed at analyzing earth conception the nine pre service teachers who are majoring in earth science education and classifying a special feature from the ontological categories. Open ended questionnaires and semi structured interviews which meant to contribute to identifying ontological categories of concepts involving study area were designed. Pre service teachers' ontological category about earth conception most showed to dynamic and proto process. In the results show that many pre service teachers recognize simply the conception to a material, a condition and a conversion of the state changing. Most of the pre service teachers show their intermediate understanding level about the earth inner construction according to the analyzed results of the drawing tasks and interviews. The main alternative conceptions show them through a definition of the plate, a wording definition between lithosphere and asthenosphere, a feature of the plate boundary, a heat convection in the earth inner, the earth inner heat source, the earth inner structure, a physical feature of the mantle.

• 한국과학교육학회지
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• 제32권9호
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• pp.1405-1416
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• 2012

This study aims to analyze how pre-service science teachers' reflective thinking is presented during the microteaching process. The subjects of this study were 13 students who attended a lecture course on science teaching methods offered by the Department of Science Education of the College of Education at a national university. The simulated lessons that were performed during the microteaching process went through peer assessment and self-assessment. Then, the next set of lessons was conducted based on the assessment results. After the first set of simulated lessons, the pre-service teachers' reflection at the routine and technical levels was most remarkable in the focus dimension. In the inquiry and change dimensions, technical reflection stood out. Dialogic or transformative reflection was rarely presented. In addition, most of the pre-service teachers displayed mingling patterns of reflection levels in all of the three dimensions. The results of this study, in particular, prove that microteaching has a high level of applicability in terms of reflective thinking and instructional technology. Accordingly, there is a need for subsequent studies to create a new model that can encourage pre-service teachers' reflective thinking by structuralizing peer and self-assessment during the process of microteaching.

• 한국초등과학교육학회지:초등과학교육
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• 제35권1호
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• pp.98-110
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• 2016

The purpose of this study is to identify pre-service elementary school teachers' difficulties and needs in the science class utilizing smart technologies. The participants were nine pre-service elementary teachers who had practical training at an elementary school and took classes related to technology, pedagogy, and science knowledge. The data was collected through semi-constructed and in-depth interviews. The documents such as participants' guidance plans, daily records produced in teaching practice was collected and analyzed. The results of the research are as follow: Pre-service teachers have usually used the technology as a secondary transfer media to convey the knowledge. We found that the pre-service elementary teachers had 15 difficulties in the science class utilizing smart technologies. In addition, they needed a class to focus more on teaching them by integrating technology knowledge, pedagogy knowledge, and science knowledge, and by sharing a real case of science class utilizing smart technologies.

• International Journal of Advanced Culture Technology
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• 제11권4호
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• pp.131-140
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• 2023

This study aims to investigate the impact of pre-service early childhood teachers' civic awareness and multicultural beliefs on their ability to teach democratic citizenship education and to verify the mediating effect of multicultural beliefs in the relationship between civic awareness and the ability to teach democratic citizenship education. The subjects of the study were 226 pre-service early childhood teachers, and a survey was conducted. As a result of the study, first, the civic awareness of pre-service early childhood teachers influenced the ability to teach democratic citizenship education, and the influence of the sub-variables of civic awareness was in the order of rights awareness, responsibility, community awareness, and rational decision-making awareness. Second, the multicultural beliefs of pre-service early childhood teachers also affected the ability to teach democratic citizenship education, and multicultural understanding had the strongest influence among the sub-variables of multicultural beliefs. Thirdly, we found that multicultural beliefs partially mediated the relationship between civic awareness and the ability to teach democratic citizenship education. Additionally, the results highlight the importance of educational interventions targeting multicultural beliefs, as they partially mediate the relationship between civic awareness and the ability to teach democratic citizenship education.

• 문화기술의 융합
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• 제10권5호
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• pp.41-52
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• 2024

본 연구는 예비유아교사의 진로포부에 대한 학과 및 전공만족도와 교사효능감의 영향력을 검증하기 위해 실시되었다. 이를 위해, 경기도에 위치한 3년제 유아교육과에 재학 중인 학생 118명의 자료가 수집 및 분석되었으며, 학과 및 전공만족도와 교사효능감이 진로포부에 미치는 영향에 대한 회귀분석과 교사효능감의 매개효과 분석이 실시되었다. 연구 결과, 학과 및 전공만족도는 진로포부에 긍정적 영향을 미치는 것으로 나타났으며, 하위변인 중 일반적 만족도가 진로포부에 영향을 미치는 변인으로 확인되었다. 또한, 교사효능감 및 그 하위변인인 일반적 교사효능감과 개인적 교사효능감은 모두 진로포부에 긍정적 영향을 미치는 것으로 확인되었다. 한편, 교사효능감은 학과 및 전공만족도와 진로포부 사이를 유의미하게 매개하는 것으로 나타나, 예비유아교사의 진로교육에서 보다 중요하게 다루어져야 할 변인인 것으로 나타났다. 본 연구의 결과는 예비유아교사의 진로교육을 위한 기초적 자료를 제공하였으며, 학과 및 전공만족도 향상과 교사효능감 향상을 위한 대안적 방안들을 제언하였다.

• 한국학교수학회논문집
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• 제16권3호
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• pp.583-600
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• 2013

본 연구에서는 무리지수에 대한 현직교사들의 인식과 오류에 대해 조사하기 위하여 K 광역시 관내에 있는 중 고등학교에 재직하고 있는 수학 교사를 대상으로 선정하여 무리지수에 대한 인식과 오류에 대하여 조사하였다. 또한, 무리지수에 대한 현직교사와 예비교사의 인식의 차이를 분석하였다. 그 결과 다음과 같은 결론을 얻었다. 첫째, 현직교사의 정답률은 문제의 유형에 따라 다르게 나타났다. 둘째, 현직교사들은 논리적으로 판단하기 보다는 직관에 의존하여 판단하였다. 셋째, 현직교사들의 판단의 근거는 밑의 형태보다는 지수의 형태에 의존하여 판단하였다.

• 대한지구과학교육학회지
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• 제6권3호
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• pp.252-260
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• 2013

The purpose of this study is find out the correlation of level of knowledge of pre-service elementary teacher with space perception ability on 'Earth and Space' of elementary science. During the second semester of 2013, for 15 weeks, the classes were conducted for 3 hours per week and we find out knowledge Understanding degree and select terms offered by 5th grade science courses 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section and measured space perception ability degree of pre-service elementary school teacher with a questionnaire. We analyzed the correlation of understanding level of knowledge in the field of astronomy of pre-service elementary school teacher with space perception ability. The results of the study are presented as follows. First, pre-service elementary school teacher showed a low level of knowledge understanding as it goes the upper grades about upper concept in 'The solar system and the stars', 'Earth and Moon', 'change of seasons' section' of astronomy area of elementary science 'Earth and space sector'. The pre-service elementary school teachers needs to acquire knowledge of astronomy area in elementary school curriculum. Second, pre-service elementary school teacher showed that there are differences individually in 'finding solid body' of sub-element of space perception ability. This shows that 'finding solid body' factor is associated with space perception ability. Third, in the section of 'The earth and the Universe' for elementary education, 'Reflection' and 'Finding solid body' which are low-level components of space perception ability were verified that have a corelationship with general grades in the astronomy conception test.