• East Asian mathematical journal
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• v.36 no.4
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• pp.475-492
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• 2020

This study is to establish the items on class critiques based on the mathematical competencies according to the mathematics curriculum revised in 2015. Namely, this study deals with the items on how pre-service or in-service teachers understand and comment on mathematics instruction on their own instruction or peers' instruction. To accomplish this, first of all the draft items on instructional reviews was developed by researchers of this study on the basis of the previous study(Hwang, 2018). In order to revise and develop the draft items, the experimental study was executed. The experimental study was done by the subject of 11 groups who are undergraduate students in the educational college of C University. The subject was supposed to watch an in-service middle school mathematics teacher's excellent instruction(study) video and to comment the instruction video on the draft items on class critiques. While analyzing the comments of the subject, the revised items on the class critiques were to be develop. Based on this study, from now on, the final and ideal items on the class critiques would be establish to reflect and comment teachers' instruction.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.141-161
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• 2017

As it's important to understand the order of operation in the mixed calculation of natural number and perform it, mathematics curriculums and textbooks focused that students can calculate with understanding the order of operation and its principles. For attaining the implications of teaching about the mixed calculations, this study analyzed the problem solving abilities and error types of 67 elementary students and 57 pre-service teachers using questionnaire which was developed in this study and composed of numeric expressions and word problems. The conclusions drawn from this study were as follows: Students were revealed the correct rates(86.2% and 73.5%) in numeric expressions and word problems, but they were showed the paradigmatic error types-the errors of the order of operation and the composition of numeric expression from word problems. Even though the correct rates of the preservice teachers were extremely high, the result of problem solving processes required that it's needed to be interested in teaching the principles of the order of operation in the mixed calculations. In addition, subjects were revealed the problems about using parentheses and equal sign.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.473-492
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• Hwankyungkyoyuk
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• v.24 no.3
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• pp.78-88
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• 2011

The purpose of this study is to conduct classroom-friendly learning activity for sustainable development and to find out the learner's understanding level of experiences on sustainable development. The results of this study could be summarized as follows. First, classroom-friendly learning activity for sustainable development which is focused on the sustainable flea market is concerned about enhancing learner's understanding sustainable development. It could be emphasized a viewpoint of sustainable development, and a possibility of expanding learner's experience in dealing with sustainable development. Second, this study shows also a application of the teaching & learning strategy for classroom-friendly learning for sustainable development. Three different group of pre-service teachers were participated in sustainable flea marker activity. It is considered to make the student be able to catch up core knowledge and value of sustainable development during the classroom-friendly learning activity. In conclusion, this research asserts that classroom-friendly learning activity for sustainable development could make students improve the knowledge and value of sustainable development. It is emphasized to advance education for sustainable development as a new teaching & learning strategy.

• 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.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.1-20
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• 2009

This paper is intended as an investigation of relation between pre-service kindergarten teacher's creative personality and teacher's efficacy. Subjects of this study were 160 third grade students of S collage & Y collage. They were major in infant or early childhood education and have an field practice experience of nurture and education. Tool for measurement is Creative Personality Scale of Ha Juhyun and TEBI(Teaching Efficacy Belief Instrument) teacher's efficacy test which is modified by Kim Sunnam. The collected data were analyzed by one-way ANOVA, post hoc Scheffe' test, Pearson's correlation and stepwise regression. The following results were obtained. First, there is no difference in creative personality according to academic grade, age, experience of leadership in collage. Second, there is a static relation between age of pre-service kindergarten teacher and teacher's efficacy especially personal teacher's efficacy. Third, points of creative personality is relative to teacher's efficacy, especially relative to personal teacher's efficacy. Among the sub-factors of creative personality, factors estimates teacher's personal efficacy are 'self belief, imagination and open mind'. On these ground, I comment on curriculum which will educate creative personality of pre-service kindergarten teacher.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.340-350
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• 2023

This study analyzed the difficulty level of class on the seasonal change unit for 84 students at a university of education. The conclusions of this study are as follows. First, if we first present the four topics that make up the seasonal changes in elementary science, the subjects that have the greatest difficulty in teaching for prospective elementary school teachers are 'Why do seasonal changes occur?' (Teaching difficulty level 4.05), 'The sun changes depending on the season' What is the difference between the southern altitude and the length of day and night?' (difficulty level of class, 3.12), 'What is the relationship between the altitude of the sun, length of shadow, and temperature during the day?' (difficulty level of class, 2.85), 'How does the temperature change depending on the season?' (class difficulty level 2.80). As a result, in the elementary science season change unit, the class on the four topics 'Why do seasons change?', which is classified as a class topic that requires the concept of spatial perception, showed a higher level of class difficulty than other units. Second, in the seasonal change unit, various factors of class difficulty appeared depending on the class topic. When pre-service elementary school teachers look at the factors that make class difficult when teaching a lesson on seasonal changes in order of frequency, 42 (50%) said 'Experimental instruction for comparing the altitude of solar masculine according to the tilt of the axis of rotation', followed by 'Solar masculine'. 38 people (45%) answered 'Difficulty in explaining mid-high altitude and the length of day and night', 27 people (32%) answered 'Difficulty in explaining the concept of mid-high altitude', and 24 people (32%) answered 'Difficulty in explaining seasonal changes in the sun's position.' 29%), 20 people (24%) said 'Explain the reasonable reason why the height of the light should be adjusted when measuring the solar altitude', and 16 people (19%) said 'It is difficult to explain the reason for the discrepancy between the solar altitude and the maximum temperature'. ), 'difficulties in measuring sand (ground) temperature' were mentioned by 12 people (14%). Third, when analyzing the factors of class difficulty, there were more curriculum factors than teacher factors. In this context, the exploratory activities on 'Why do seasonal changes occur?', the fourth topic of the seasonal change unit in which elementary school pre-service teachers showed the greatest difficulty in teaching, need improvement in terms of the curriculum.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.267-277
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• 2020

The purpose of this study is to analyze the needs of experts in childhood education field on what is the primary core competency of the beginning childhood teachers to cope with the future society. For this, the survey was conducted for 252 of teachers in charge, assistant directors, and directors who are currently working at the daycare centers and kindergartens in Busan and Gyeongsangnamdo. In order to derive the requirement and priority on the core competencies required to beginning childhood teachers, 3-step analysis method of paired t-Test, Borich Needs Model Analysis, and the Locus for Focus was used. As a result, seven sub-competencies of five competencies of cooperation, communication, self-improvement and development, vocational ethics, and emotional intelligence was identified as the core competencies required by priority to the beginning childhood teachers in order to cope with the future society. These results may provide the basic data for designing the competence and field-based curriculum in the teachers' training schools for pre-service childhood teachers.