• 한국생활과학회지
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• 제17권2호
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• pp.223-233
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• 2008

The purpose of this study was to find out conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum. The following research questions were established in order to achieve this purpose. First, Is there any differences in conflict of preservice teachers according to their personal variables? Second, Is there any differences in the role recognition and performance of cooperating teachers according to their personal variables? Third, Is there any differences in conflict of preservice teachers according to the role recognition and performance of cooperating teachers? The subjects of this study were 214 pairs of cooperating teachers who taught preservice teachers. The data were collected with the role recognition and performance of cooperating teachers and conflict of preservice teacher instrument and analyzed by t-test and ANOVA using SPSS 14.0 software. The results show that there was significantly difference conflict of preservice teachers according to their personal variables. Second, there was significantly differences the role recognition and performance of cooperating teachers according to their personal variables. Third, there was significantly differences conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제7권1호
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• pp.31-41
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• 2003

Representation has been main topic in teaching and learning mathematics for a long time. Moreover, teachers' deficiency of representation about fraction results in teaching algorithms without conceptual understanding. So, this paper was conducted to investigate and analysize the elementary preservice mathematics teachers' representation about fraction. 38 elementary preservice mathematics teachers participated in this study. This study results showed that, the only model of a fraction that was familiar to the preservice teachers was the part of whole one. And research showed that, they solved the problems about fraction well using algorithms but seldom express the sentence which illustrates the meaning of the operation by a fraction. Specially, the division aspect of a fraction was not familiar nor readily accepted. It menas that preservice teachers are used to using algorithms without a conceptual understanding of the meaning of the operation by a fraction. This results give us some implications. Most of all, teaching programs in preservice mathematics teachers education have to devise to form a network among the concepts in relation to fraction. And we must emphasize how to teach and what to teach in preservice mathematics teachers education course. Finally, we have to invent the various materials which can be used to educate both preservice teachers and elementary school students. If we want to improve the mathematical ability of students, we will concentrate preservice teachers education.

• 한국과학교육학회지
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• 제32권9호
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• pp.1452-1469
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• 2012

This study examined the science learning environments experienced by Korean and U.S. preservice elementary science teachers during their 3-week clinical experience. Observational experiences of 97 Korean and 112 U.S preservice teachers were surveyed with an instrument that we developed for the study. Follow-up interviews provided a clearer picture of what preservice teachers observed and experienced in science classrooms during their clinical experiences. Korean preservice teachers experienced a variety of science teaching environments, whereas the U.S. preservice teachers reported limited opportunities to observe science teaching and learning in terms of 6 identified facets that we posed. Along with our interpretation of the contrast in findings, some of the challenges are discussed in providing preservice teachers with opportunities to observe, experience, and teach in effective science learning environments during the clinical experience.

• 한국과학교육학회지
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• 제32권9호
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.245-255
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• 2012

The purposes of this research are to analyze preservice elementary teachers' degree of difficulty in classes of seasonal variation and suggest the measures of classes so that preservice elementary teachers can progress classes of seasonal variation effectively. To achieve them, the research was conducted for 90 first graders completing teaching method of elementary science in P university of education from Sep. to Dec. 2012. This research was conducted, based on the results of in-depth interview for 9 preservice elementary teachers who performed classes of seasonal variation, survey on the degree of class difficulty and evaluation of classes on 8 classes theme of Earth sector in elementary science. The results of this research are as follows. The first, preservice elementary teachers had relatively high class difficulty for teaching seasonal variation among the sector of the earth in elementary science. The second, in the evaluation of preservice elementary teachers' classes, the more the subject showed high class difficulty, the more the score of class evaluation was low. The reason is analyzed that high class difficulty reduces teacher's confidence. The third, preservice elementary teachers had insufficient knowledges and concepts which are basically necessary for the classes of seasonal variation. Especially, it was more serious for preservice elementary teachers who didn't learn Earth-science during their high school time. The fourth, it is necessery that concrete and systematical teaching method should be developed so as to improving preservice elementary teachers' teaching method for the classes of seasonal variation.

• 한국수학교육학회지시리즈A:수학교육
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• 제61권1호
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• pp.157-178
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• 2022

본 연구에서는 한국과 미국의 초등예비교사들의 분수 곱셈에 대한 이해를 살펴보기 위해서 문제제기 및 문제해결 과제의 수행 결과를 분석하였다. 연구 결과, 첫째, (분수)×(분수)의 상황에 비해서 (자연수)×(분수)에서 피승수와 승수의 위치를 혼동하여 승수를 분수가 아닌 자연수로 생각하는 경향이 더 많이 나타났다. 둘째, (분수)×(분수)에서는 집합이나 길이에 비해서 넓이 모델을 선호하는 것으로 나타났고, 대부분의 예비교사들이 주어진 수식의 계산과정이 나타나도록 모델을 연결하여 설명하였다. 이를 바탕으로 예비교사의 곱셈의미 이해에 대한 연구의 시사점을 제언하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.32-46
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• 2010

The purpose of this study was to examine preservice elementary teachers' understandings and instructional strategies about children's science misconceptions. The participants were sixty senior students from a national university of education located in the midwestern area of Korea. A questionnaire, developed on the basis of Gomez-Zwiep's semi-structured interview questions, was used. The results of this study are as follows: first, many of the preservice teachers showed appropriate understanding of 'definition of misconceptions' (96.67%), 'examples of misconceptions' (78.33%), 'resistance to change of misconceptions' (71.67%), and 'impact on instruction of misconceptions' (91.67%), except for 'sources of misconceptions' (45.00%); second, although almost all the preservice teachers (96.67%) appreciated the necessity of identifying children's misconceptions before instruction, 43.33% of the preservice teachers did not show appropriate understandings on when and how to identify children's misconceptions; third, most of the preservice teachers (81.67%) were generally aware of instructional strategies to address children's misconceptions.

• 한국학교수학회논문집
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• 제16권3호
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• pp.499-518
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• 2013

학생들이 학습하는데 교사의 역할은 중요하다. 교사는 학생들에게 수학 개념을 가르치고, 학생들이 수학적 사고력을 향상시킬 수 있도록 도움을 주어야 하기 때문이다. 이 연구의 목적은 무리수 정의와 무리수 연산에 대한 예비 중등 교사들이 갖고 있는 이해는 어떠하며, 어떠한 차원으로 이해가 이루어지고 있는지 파악하는 것이다. 예비교사들의 무리수에 대한 이해를 분석하기 위해 Skemp(1976)의 연구와 Tirosh et al.(1998)의 연구를 참고하여 '형식적 차원', '직관적 차원', '알고리즘적 차원', '도구적 차원'으로 분석틀을 구성하였다. 사범대학과 교육대학원 5곳에서 65명의 예비교사들을 대상으로 무리수 정의와 연산과 관련한 설문을 실시하였다. 분석 결과 예비교사들은 무리수 정의에 대해 대체적으로 올바른 지식을 갖고 있었으나, 그러지 못한 예비교사들도 몇 명 있었다. 무리수 연산(덧셈)에 대해서 예비교사들은 많은 잘못된 이해가 이루어지고 있었다. 이들은 주로 직관적 차원으로의 이해나 도구적 차원으로의 이해가 이루어지고 있었다.

• 영어영문학
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• 제57권6호
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• pp.1111-1130
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• 2011

Reading postmodern texts certainly situates readers in roles different from the ones we have been used to. Recently, postmodern metafiction forms a significant body of children's literature that is intended to challenge and transform the conventions of books in the digital age. While many studies have been done as to how child readers have capabilities to appreciate and interpret postmodern metafiction picture books, few studies on teachers and preservice teachers' reactions are not readily available. The role of teachers and preservice teachers are crucial for child readers to have access to affluent reading resources. This study discusses how preservice teachers read and respond to postmodern metafiction picture books using a deconstructive approach by means of binary opposites. Data was collected with 14 preservice teachers as to their likes/dislikes, reading levels, and reading paths about postmodern metafiction picture books. Expected pedagogical implications for literacy and language education were requested to address in their reading diaries and response papers. With their likes/ dislikes, since binary opposites always imply the hierarchy of power and value, the likes is apparently more valued and appreciated over their dislikes. This differentiated values are discussed in more detail with three recurring themes-Education, Morals and Behavior, and Tradition. With reading levels, there seems to be a gap existing between the authors' implied reader and literary critics' and the preservice teachers' ideal readers for the postmodern metafiction picture books. Although many studies have already revealed young readers' capability of appreciating postmodern metafiction, it depends a lot more on the teachers and preservice teachers whether children's right to have access to affluent literacy resources is respected or not. Preservice teachers' awareness of the potential of postmodern metafiction will work as an initial step to bring and realize the new reading path and new literacies in classrooms. By challenging metanarratives of children's literature, preservice teachers' readings of postmodern picture books reveals potentials to raise different reading paths and develop new literacies and other educational implications.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.297-304
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• 2004

The purpose of this study was to investigate inservice elementary teachers' view and the change of preservice elementary teachers' view on the nature of science by the science education course. The subjects were 386 junior preservice teachers in a National University of Education and 257 inservice teachers working in a metropolitan city. An instrument consisting of fifty eight items were developed on the bases of previous studies. Before entering the course, preservice teachers view was compared by gender with T-test and no significant differences were found except the category 'role of a scientist'. Preservice teachers view was also compared by major with ANOVA and significant differences were found on the categories 'scientific method' and 'scientific law'. After the course, on comparing their view by gender, significant differences were found on the categories 'scientific theory', 'scientific knowledge', and 'scientific law'. The result of ANOVA by major, significant differences were found except the category 'role of a scientist'. Inservice teachers view was compared by gender and major and the differences were no significant, the significant differences, however, were founded in comparing by career and ability.