• The Mathematical Education
• /
• v.57 no.4
• /
• pp.477-491
• /
• 2018

In this paper we study in-service teachers' and pre-service teachers' recognition the domain in the problem concerning the continuity of a function. By a questionnaire survey we find out that most of in-service teachers and pre-service teachers are understanding the continuity of a function as explained in high school mathematics textbook, in which the continuity was defined by and focused on comparing the limit with the value of the function. We also notice that this kind of definition for the continuity of a function makes them trouble to figure out whether a function is continuous at an isolated point, and to determine that a given function is continuous on a region by not considering its domain explicitly. Based on these results we made several suggestions to improve for in-service teachers and pre-service teachers to understand the continuity of a function more exactly, including an introduction of a more formal words usage such as 'continuous on a region' in high school classroom.

• Journal of The Korean Association For Science Education
• /
• v.31 no.4
• /
• pp.621-640
• /
• 2011

The purposes of this study were to analyze the PCK of pre-service chemistry teachers and to know the changes of in PCK before and after the educational practice. For this study, four pre-service teachers majoring in chemistry education were selected as proteges and one professor of chemistry education department participated as a mentor. For the analysis of pre-service teachers' PCK, proteges' instructions, mentoring process, and semi-constructed interviews were collected. According to the results, most of the elements of the PCK were lack of proteges' instructions before the mentoring, because they didn't know the necessary practical knowledge for instructions. They also didn't know how they could apply their knowledge to the instructions. However, most of the pre-service teachers developed their PCK through the mentoring. This study shows that pre-service teacher's PCK could develop effectively by well-formed programs of mentoring before and after the educational practice in college education for pre-service teachers.

• Journal of Korean Elementary Science Education
• /
• v.28 no.4
• /
• pp.373-381
• /
• 2009

This study investigated pre-service elementary school teacher's perception of science curriculum use in Korea and Japan. Ninety four pre-service elementary teachers in Korea and fifty three pre-service elementary teachers in Japan are participated in this study. As the result, four patterns were revealed. First, science isn't perceived as an important or interesting subject by the pre-service elementary teachers in both countries. Second, the perception of Korean pre-service teachers about the objectives of science subject is relatively negative. Third, in the case of Korea, the perception about the effectiveness of science subject content and level, and the amount of learning is shown to be more negative than those of Japan. Finally, in both countries, the science majors and the non-science majors have negative perceptions about the inclusion of the perspectives and methods of assessment and the preparation of teaching and learning plan in curriculum.

• Research in Mathematical Education
• /
• v.16 no.1
• /
• pp.31-50
• /
• 2012

The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.

• Journal of Korean Elementary Science Education
• /
• v.33 no.2
• /
• pp.322-334
• /
• 2014

In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through meta-analysis of their own reflective journals. The meta-analysis activities are expected to enhance their learning effectively as a kind of self-assesment. During 8 week simulation teaching, 26 pre-service teachers kept individual journal writing and the meta-analysis activities were implemented twice (after the 3rd and 8th week). Right after the first meta-analysis, the pre-service teachers' productive reflection increased clearly. However this would not guarantee the effect would last long time period. By analyzing 8 week reflective journals, reports on meta-analysis activities and small group interview, this study shed light on practical ways of enhancing reflective teacher education.

• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.3
• /
• pp.505-518
• /
• 2014

The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.5
• /
• pp.49-59
• /
• 2018

As the importance of technology increases, the need for TPACK, an knowledge for pre-service teachers, to integrate technology into education has increased. In order to improve TPACK of pre-service teachers, programming-based TPACK education program was developed. However, the developed educational program did not affect the self-efficacy of pre-service teachers. In order to solve this problem, in this study, the improved TPACK-P education program was applied to pre-service teachers to verify the change of self-efficacy. As a result, the improved TPACK-P education program was effective in the development of self-efficacy of pre-service teachers. In detail, pre-teacher's self-confidence and preference of task difficulty were significantly improved than previous. The TPACK-P education program, which is improved through this, confirms that the pre-service teacher promotes the integration of technology into the classroom rather than the existing education program.

• Journal of Digital Convergence
• /
• v.20 no.3
• /
• pp.93-103
• /
• 2022

This study aims to explore the digital citizenship education of pre-service teachers through deriving the needs for digital citizenship of pre-service teachers and analyzing their perceptions. To this end, an online survey was conducted on pre-service teachers enrolled in a graduate school of education, and data from 245 respondents were collected and analyzed. The needs assessment was prioritized by synthesizing paired t-test, Borich needs assessment, and the locus for focus model. The results of the study were as follows; first, when synthesizing the analysis of needs, the priority of digital citizenship of pre-service teachers was 'self-protection'. Second, pre-service teachers were aware of the need for digital citizenship education and were willing to participate in it. They hoped that it would be taught in an extra-curricular program or teacher education courses. Based on the study results, the direction of education to strengthen the digital citizenship of pre-service teachers was discussed.

• Journal of Korean Elementary Science Education
• /
• v.29 no.4
• /
• pp.465-473
• /
• 2010

The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.

• Journal of Fisheries and Marine Sciences Education
• /
• v.20 no.1
• /
• pp.107-120
• /
• 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.