• Title/Summary/Keyword: Preservice teacher's professional development

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An Analysis of a Preservice Teacher's Questioning: The Effect of Practicum Program Based on Collaborative Inquiry Community (협력적 탐구와 반성적 실천 맥락에서 예비교사 발문 사례 분석)

  • Ju, Mi-Kyung
    • School Mathematics
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    • v.10 no.4
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    • pp.515-535
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    • 2008
  • As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

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Insights from edTPA in the United States on assessing professional competencies of preservice mathematics teachers (미국 edTPA 평가에서 요구하는 예비 수학 교사의 전문적 역량 분석)

  • Kwon, Oh Nam;Kwon, Minsung;Lim, Brian S.;Mun, Jin;Jung, Won;Cho, Hangyun;Lee, Kyungwon
    • The Mathematical Education
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    • v.62 no.2
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    • pp.211-236
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    • 2023
  • The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

Exemplary Science Teachers' Suggestions for How to Improve Science Teacher Education (좋은 수업을 하는 현장 교사들이 제안한 과학 교사교육 개선방안)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.24 no.3
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    • pp.117-127
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    • 2003
  • This qualitative research investigated how to improve preservice and in-service teacher education programs through in-depth interviews with 10 exemplary science teachers. Data from interviews were used to analyze how the teachers perceived current situations of teacher education and what they suggested as an improvement plan. In terms of preservice teacher education, exemplary teachers argued that teacher education programs should (1) ensure the teacher education program's identity and goals, (2) provide preservice teachers with practical knowledge by translating theory into practice, and (3) secure faculty members who majored in science education. In light of in-service education, the teachers contended that (1) teachers should acknowledge the continuing processes of their own professional development, (2) the content and method of in-service training should incorporate teachers' practical needs in the classroom, and (3) the teaching community should implement a clinical supervision to improve their classroom practices. The central role of teacher (re)education in a successful classroom reform is also discussed.

Mathematics Preservice Teachers' Conception of Teacher Discourse (예비 수학 교사의 교사 담화에 대한 인식 분석)

  • Lee, Jihyun
    • Journal of the Korean School Mathematics Society
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    • v.20 no.4
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    • pp.465-494
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    • 2017
  • Teachers' conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers' conceptions of teacher discourse, through tasks analyzing and evaluating teachers' moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers' conceptions were congruent with dialogical discourse: they criticized teacher's one-way communication and ignoring students' voices; they supported teacher's questions probing students' thinking and receptive attitude to ward students' wrong answers. However, some deep and subtle facets of their conceptions were more congruent with authoritative discourse rather than dialogical discourse: they positively perceived teacher's closed, information seeking questions that funnel students' thinking to the predetermined procedure; they emotionally resisted teacher's questions which might facilitate dialogical engagement by allowing students to judge mathematical correctness of ideas from their peers. Preservice teachers' conceptions of teacher discourse explored in this research provide useful foundations on which to build continuous and coherent teacher professional development programs about classroom discourse.

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Implementation and Effect of a Professional Development Program for Preservice Early Childhood Teachers through Career Portfolio (커리어 포트폴리오를 활용한 예비유아교사 전문성 강화 프로그램 적용 및 효과)

  • Yoo, Soo Kyung
    • Korean Journal of Childcare and Education
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    • v.7 no.4
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    • pp.223-252
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    • 2011
  • The purpose of this study was to examine the effect of a professional development program developed to provide an opportunity for early childhood teachers to build a firm educational belief as teachers, to have an insight into their own abilities, to keeping on reflecting on themselves and to make a prolonged effort for self-development in pursuit of an ideal life as early childhood teachers by making portfolio. And it's additionally meant to give some suggestions on the efficient implementation of the program in the future. The subjects in this study were 26 early childhood education majors. The program was provided during an eight-week period of time, and both of the collected quantitative and qualitative data showed that the program produced positive effects. The findings of the study indicate that the professional development program for preservice early childhood teachers that used career portfolio could be one of good ways to facilitate the professional development of preservice early childhood teachers and to overcome a lot of problems with education of early childhood teachers, which is lately one of primary social issues.

Impacts and Tasks of Teacher Education Programs Revealed by Preservice Teachers: Students' Intact Beliefs (예비교사들을 통해 알아본 교사양성 프로그램의 효과 및 과제: 학생들의 변하지 않는 신념들)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.23 no.4
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    • pp.309-323
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    • 2002
  • This qualitative study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of learning through four in-depth interviews. Of the sixteen participants in a larger study, five significantly changed ontological and epistemological beliefs and eleven did not. This study focused on these eleven teachers who have hardly changed their philosophical beliefs throughout the teacher education program. Ten teachers who consistently maintained the scientific realist beliefs were presented as a composite case (Young's case). Among the eleven teachers, there was one outlier who had consistently maintained an idealist and relativist epistemological position from the beginning of the study and was subjected to another case analysis (Ben's case). These cases corroborated the assertion that each individual's deeply entrenched ontological and epistemological beliefs are very hard to change. For researchers, this study offers insights into the reasons that preservice teachers give for non-changes in their thinking about learning to teach. The study also examines preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. This research emphasize necessity of the field-based teacher education program and the need of empowering experienced school teachers as teacher educators in teacher preparation and professional development.

An Analysis of Preservice Teachers' Lesson Plays: How Do Preservice Teachers Give Feedbacks to Students in an Imaginary Classroom Discourse? (예비교사들은 학생의 대답에 어떻게 피드백 하는가? - Lesson Play의 분석 -)

  • Lee, Jihyu
    • School Mathematics
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    • v.19 no.1
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    • pp.19-41
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    • 2017
  • The purpose of this article was to a) identify how preservice teachers conceive feedbacks and subsequent classroom discourses, and b) compare them with those in reform-oriented mathematics classroom video for mathematics teachers' professional development about classroom discourse. This article analyzes feedback patterns and subsequent classroom discourses in preservice teachers' imaginary classroom scripts (lesson plays) and compares them with those in the reform-oriented classroom video dealing with the same teaching situation. Most of the preservice teachers' feedbacks focused the evaluation of students' responses and transmission of meaning (univocal function), whereas the teacher's feedback in the reform-oriented classroom allowed the whole class to validate or challenge the answers, thereby facilitating students' generation of meaning (dialogic function). The comparison analysis between the univocal discourse in a preservice teacher's lesson play and the dialogical discourse in the reform-oriented classroom video shows that teacher feedback serves as an important indicator for the main function of classroom discourse and the levels of students' cognitive participation, and also as a variable that determines and changes them. This case study suggests that to improve the quality of classroom discourse, preservice and in-service teachers need experience of perceiving the variety of feedback patterns available in specific teaching contexts and exploring ways to balance the univocal and dialogical functioning in their feedback move during the teacher training courses.

Meaning of the Experiences of Career Portfolio Production among Preservice Early Childhood Teachers (예비유아교사의 커리어 포트폴리오 제작 경험의 의미)

  • Yoo, Soo Kyung
    • Korean Journal of Childcare and Education
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    • v.8 no.5
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    • pp.129-156
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    • 2012
  • The purpose of this study was to examine the meaning of the diverse experiences of preservice early childhood teachers during their participation in a career portfolio production program. A career portfolio production program was implemented during a nine-week period of time, and data were gathered to explore the meaning of their experiences in that process, which involved their journals, the report of their coaching professor and small- group interview data. The collected data were analyzed by encoding. As a result of analyzing the data, their experiences were categorized into eight categories: perceiving the flow of time, gathering scattered experiences, finding oneself amid chaos, being aware of being together, building psychological wellbeing, imagining one's own future as an early childhood teacher, mapping out one's future and making one's way to the world. The meanings of their experiences were reclassified into three stages: beginning, development and wrapping-up stages, in which there were two, four and two meanings respectively. The findings indicated that they were mostly cognizant of the meaning of their own experiences of producing career portfolio while they participated in the program step by step.

An analysis of characteristics on elementary teachers' noticing in fraction division lessons (분수의 나눗셈 수업에 대한 초등교사의 노티싱 특징 분석)

  • Sunwoo, Jin
    • Education of Primary School Mathematics
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    • v.27 no.1
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    • pp.1-18
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    • 2024
  • Teachers' ability to notice is a crucial indicator of their instructional expertise. Despite the significance of this ability, research in mathematics teacher education has predominantly focused on the noticing of preservice teachers, with limited exploration into the noticing abilities of experienced in-service teachers. This study addresses this gap by examining the noticing characteristics of in-service elementary teachers actively developing their competency in elementary mathematics education. For this purpose, 23 elementary school teachers were asked to complete an analysis sheet while viewing the mathematics lesson video depicting on the concept of (fraction)÷(natural number), allowing us to scrutinize their attending, interpreting, and responding skills in detail. The study's results revealed that teachers demonstrated a tendency to attend mathematically significant aspects related to the teaching of fraction division. They interpreted the observed phenomena through the lens of fraction division's instructional principles, proposing specific pedagogical alternatives. These findings offer valuable insights for mathematics teacher education research.