• Title/Summary/Keyword: Preservice teacher education

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Preservice Teachers' Changing Perceptions of Technology Infusion - The Impact of Web-based Instruction in Mathematics Education

  • Lin, Cheng-Yao
    • Research in Mathematical Education
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    • v.10 no.4 s.28
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    • pp.239-258
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    • 2006
  • This study sought to examine preservice teachers' beliefs about their intent to use computers and Internet resources in mathematics classrooms. Also, web-based instruction on topics in elementary school mathematics was used to foster teachers' confidence and competence in using instructional technology, thereby promoting positive attitudes toward use of computers and Internet resources in the mathematics classroom. The results indicated that students who participated in the web-based instructions exhibited a significantly (p < 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group.

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Changes in Perceptions of Elementary School Preservice Teachers about Mathematical Modeling (수학적 모델링에 대한 초등학교 예비교사들의 인식변화)

  • Kim, YongSeok
    • Education of Primary School Mathematics
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    • v.25 no.1
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    • pp.101-123
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    • 2022
  • Recently, as the educational paradigm shifts from teacher-centered to learner-centered, the active construction of knowledge of learners is becoming more important. Accordingly, classes using mathematical modeling are receiving attention. However, existing research is focused on teachers or middle and high school students, so it is difficult to apply the contents and results of the research to preservice teachers. Therefore, in this study, the experience of mathematical modeling was examined for elementary school preservice teachers. And we looked at how positive experiences of mathematical modeling change their perceptions. As a result of the study, elementary school preservice teachers had very little experience in mathematical modeling during their school days. In addition, it was found that the perceptions changed more positively than when a theoretical class on mathematical modeling was conducted, rather than when the experience of mathematical modeling was actually shared. Based on the results of this study, implications were suggested in the course of training preservice teachers.

Measuring and Analyzing Prospective Secondary Teachers' Mathematical Knowledge for Teaching [MKT] (예비교사들의 수학교수지식(MKT) 측정 및 분석 연구)

  • Jeon, Mihyun;Kim, Gooyeon
    • Journal of Educational Research in Mathematics
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    • v.25 no.4
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    • pp.691-715
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    • 2015
  • This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

Preservice teachers' understanding of fraction multiplication through problem posing and solving in Korea and the United States (문제제기 및 해결을 통한 한국과 미국 예비교사의 분수 곱셈 이해 탐색)

  • Yeo, Sheunghyun;Lee, Jiyoung
    • The Mathematical Education
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    • v.61 no.1
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    • pp.157-178
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    • 2022
  • Mathematics teachers' content knowledge is an important asset for effective teaching. To enhance this asset, teacher's knowledge is required to be diagnosed and developed. In this study, we employed problem-posing and problem-solving tasks to diagnose preservice teachers' understanding of fraction multiplication. We recruited 41 elementary preservice teachers who were taking elementary mathematics methods courses in Korea and the United States and gave the tasks in their final exam. The collected data was analyzed in terms of interpreting, understanding, model, and representing of fraction multiplication. The results of the study show that preservice teachers tended to interpret (fraction)×(fraction) more correctly than (whole number)×(fraction). Especially, all US preservice teachers reversed the meanings of the fraction multiplier as well as the whole number multiplicand. In addition, preservice teachers frequently used 'part of part' for posing problems and solving posed problems for (fraction)×(fraction) problems. While preservice teachers preferred to a area model to solve (fraction)×(fraction) problems, many Korean preservice teachers selected a length model for (whole number)×(fraction). Lastly, preservice teachers showed their ability to make a conceptual connection between their models and the process of fraction multiplication. This study provided specific implications for preservice teacher education in relation to the meaning of fraction multiplication, visual representations, and the purposes of using representations.

Mathematics Teacher Educators' Collective Noticing on Microteaching

  • Na Young Kwon;Jung Colen;Sheunghyun Yeo;Hoyun Cho;Jinho Kim
    • Research in Mathematical Education
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    • v.26 no.4
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    • pp.311-331
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    • 2023
  • This article explores how mathematics teacher educators (MTEs) engaged in collaborative inquiry into the microteaching experiences of preservice teachers (PSTs), ultimately developing a noticing framework through collective MTE inquiry. We delve into the specifics of what MTEs notice focusing on three emerging categories of noticing on PST's microteaching videos-lesson structure, task quality, and teaching practices. Each category, along with MTEs' noticing within these components, is elaborated through vignettes. This approach positions MTEs' noticing as a crucial element in the overarching vision to enhance the teaching practices of PSTs.

Preservice Elementary School Teachers' Awareness of Students' Misconceptions about Science Topics (학생의 과학 오개념에 대한 초등 예비 교사의 지식)

  • Han, Su-Jin;Kang, Suk-Jin;Noh, Tae-Hee
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.474-483
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    • 2010
  • In this study, we investigated preservice elementary school teachers' awareness of students' misconceptions about several science topics, and the variables influencing their awareness. Seniors (N=106) from an university of education were asked to predict elementary school students' misconceptions on science topics such as phase changes and dissolution. Their conceptions about teaching and learning were also measured. The results indicated that the preservice teachers' predictions about the kinds and/or the ratios of students' misconceptions were different from those reported in previous studies. The low level preservice teachers in terms of the degrees of possessing traditional conception about teaching and learning predicted more students' common misconceptions. The degrees of preservice teachers' constructivist conception about teaching and learning and their major, however, did not significantly influence the numbers of common misconceptions predicted.

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The Analysis of Problem Posing Cases of Pre-Service Primary Teacher (초등 예비교사의 수학적 문제제기 사례 분석)

  • Lee, Dong-Hwa
    • School Mathematics
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    • v.19 no.1
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    • pp.1-18
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    • 2017
  • In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

Analysis of Argumentation Levels in Preservice Earth Science Teachers, Lesson Plans (예비 지구과학 교사의 교수학습지도안에 나타난 논증 수준 분석)

  • Park, Won-Mi;Kwak, Youngsun
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.2
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    • pp.123-135
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    • 2021
  • In this study, we apply a lesson design process using an argumentation structure to preservice earth science teachers and analyzed argumentation levels displayed in the lesson plans written by preservice teachers in the process. As a result of the study, the preservice teachers designed a logically structured lesson by reflecting more argumentation components in the final lesson plan than the first one. In addition, in the case of lesson topics in which all argumentation elements were not explicitly presented in textbooks or curriculum, preservice teachers could not clearly reflect some argumentation components in the lesson plan. The conclusions and implications based on the results are as follows: First, it is necessary to use the argumentation structure as a tool to design logical science lessons, considering that argumentation levels of lesson plans written by preservice science teachers were improved by using argumentation structures in instructional design. Next, it is necessary to cultivate the preservice science teacher's ability to reconstruct the curriculum for science lesson design using the argumentation structure since argumentation levels of lesson plans written by preservice science teachers were limited to the argumentation components presented in the textbook and curriculum. Additionally, it is necessary to develop and apply a preservice teacher education program that uses the argumentation structure in the context of actual teaching activities so that preservice science teachers can not only understand argumentation but also improve their class expertise.

Preservice Science Teachers' Previous Experience, Beliefs, and Visions of Science Teaching and Learning

  • Kang, Kyung-Hee;Lee, Sun-Kyung
    • Journal of The Korean Association For Science Education
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    • v.24 no.1
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    • pp.90-108
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    • 2004
  • This study is to understand preservice science teachers' previous experience, beliefs about teaching and learning, and visions of themselves as future teachers. The data were collected from two individual interviews with 7 voluntary students and analyzed qualitatively for category construction. As the results of this study, we presented two cases, which showed that their different views of teaching science are strongly related to their previous experiences as learners and observers in schools, and that there is the apparent consistency between each participant's beliefs about science teaching and learning and their own visions of teaching in a science classroom. Implications for preservice science teacher education related to the results were discussed.

What Characteristics Do Preservice Teachers Show During Trilobite Classification Activities? (예비교사들은 삼엽충 분류활동 중에 어떤 특성을 보이는가?)

  • Lim, Sungman
    • Journal of the Korean Society of Earth Science Education
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    • v.12 no.1
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    • pp.40-53
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    • 2019
  • This study was to analyze the inquiry characteristics of preservice teachers as they classify trilobites. For the study, 70 preservice teachers attending teacher training university participated. The classification tasks used in the study were 9 photos of trilobite fossils. The preservice teachers' inquiry activity was to classify the evolutionary processes of trilobites after observing trilobite fossils by group and then to construct a phylogenetic tree. The results of the study are as follows. First, preservice teachers observed the external features of the trilobites and constructed systematic classification results based on their observed contents. Second, preservice teachers classified trilobites using various classification criteria. Third, the phylogenetic tree of preservice teachers and the phylogenetic tree of scientists were very similar. The preservice teachers constructed a sphylogenetic tree based on the observation and inference of the change from a simple form to a complex form, which is a general evolution process of the trilobite fossil claimed by scientists. These results suggest that group-based inquiry activities with sufficient time are very effective and that the experience of inquiry activities is very important for preservice teachers.