• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.225-241
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• 2022

The purpose of this study is to analyze and present what aspects of the concept of function prospective mathematics secondary teachers emphasize when designing a class that introduces the concept of function using curriculum and textbooks. For this purpose, virtual instruction and reflections on virtual instruction were analyzed. The results are as follows. The prospective mathematics secondary teachers consider and introduce the concepts of function as correspondences and processes. Their conception of function was consistently observed during virtual instruction and reflections on virtual instruction. The prospective mathematics secondary teachers' conception of function was closely related to the form of expressing functions. These results provi e implications for prospective mathematics secondary teachers' education for introducing the concept of function based on the dependent relation between variables presented in the 2015 revision of the national mathematics curriculum.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.35-49
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• 2018

Purpose: The purpose of this study is to analyze the prospective child care teachers' discourse on the professionalism of music classes infants and children. For this purpose, in-depth interviews were conducted targeting second-year students in the department of child care and welfare at the H university in S city. Methods: The results were analyzed according to the methods of Bogdan and Biklen (2006). Results: The results of interviews showed, the prospective child care teachers felt that it was too soon to talk about their professionalism and teachers' professionalism needed further education and experience in the field. Additionally, regarding the professional music classes, the prospective child care teachers were suggested to require the knowledge of infants' individual development, difference and interest. Secondly, to be able to comply with the national curriculum and build an integrated education plan based on the themes that of infants and children' interests. Thirdly, to be familiar with the teaching methods guiding what to teach and how to teach. And in order to possess such expertise, the discourse suggested that the teachers should enjoy music themselves, learn musical instruments to develop their musical abilities, and have a variety of artistic experiences. In spite of their efforts, if they do not meet the needs, they should overcome by co-operating with their colleagues rather than giving up the music classes. Conclusion/Implications: This study presents the practical direction of music education for the prospective child care teachers.

• Research in Mathematical Education
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• v.13 no.2
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• pp.75-90
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• 2009

There are concepts in calculus which are difficult to teach and learn. One of these concepts is integration. However, problem posing has not yet received the attention it deserves from the mathematics education community. There is no systematic study that deals with teaching of calculus concepts by problem posing oriented teaching strategy. In this respect this study investigated the effect of problem posing on students' (prospective teachers') academic success when problem posing oriented approach is used to teach the integral concept in Calculus-II (Mathematics-II) course to first grade prospective teachers who are enrolled to the Primary Science Teaching Program of Education Faculty. The study used intervention-posttest experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 79 elementary prospective science teachers. The results indicate that problem posing approach effects academic success in a positive way and at significant level.

• The Mathematical Education
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• v.42 no.5
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• pp.647-672
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• 2003

This study sought to determine the impact of the graphing calculator on prospective math-teachers' mathematical thinking while they engaged in the exploratory tasks. To understand students' thinking processes, two groups of three students enrolled in the college of education program participated in the study and their performances were audio-taped and described in the observers' notebooks. The results indicated that the prospective teachers got the clues in recalling the prior memory, adapting the algebraic knowledge to given problems, and finding the patterns related to data, to solve the tasks based on inductive, deductive, and creative thinking. The graphing calculator amplified the speed and accuracy of problem-solving strategies and resulted partly in students' progress to the creative thinking by their concept development.

• Research in Mathematical Education
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• v.18 no.1
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• pp.55-74
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• 2014

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that: (a) Overall, the participants' perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but (b) Generally, procedure-oriented strategies were more frequently incorporated in participants' potential teaching plans. This implied that participants' preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

• Research in Mathematical Education
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• v.22 no.3
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• pp.203-222
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• 2019

Despite its importance when it is employed in classrooms, scaffolding is limited in the classrooms. Many researchers have focused on contingent teaching, which is the first component of scaffolding. Given a lack of research on contingent teaching with prospective teachers (PSTs), this paper explores how PSTs intend to do contingent teaching in small groups when they engage in mathematics teaching. Building on research on contingent teaching, I analyzed 26 PSTs' written responses to scenarios in an online open-ended survey. The focus of the analysis was on how the PSTs would do contingent teaching that might support students to learn the subject matter. I present findings in relation to what the PSTs' responses showed in relation to contingent teaching with the subject matter. The findings will be discussed along with implications.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1290-1302
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• 2015

The aim of the study was to develop the scale for measuring prospective teacher's belief on workplace spirituality. The researchers revised the 'Workplace Spirituality Scale for Early Childhood Teacher (Lim, 2014)' into the draft of 'Workplace Spirituality Belief for Prospective Early Childhood Teacher (WSBS_PECT)' and then validated the draft of WSBS_PECT statistically. The data were collected from 664 prospective teachers participating 5 early childhood teacher programs. EFA, CFA, Correlations and some statistical methods were carried out for testing validity and reliability of the scale. As a result, the WSBS_PECT with 21 items of 4 factors - i.e. 'awareness of meaning of life', 'belief on calling for ECE teacher job', 'belief on relationships in community', and 'belief on membership in community'- was developed and identified as a available measurement for prospective childhood teachers.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.151-172
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• 2021

In this study, I investigated prospective mathematics teachers' perceptions of activities using Wax-paper, a hands-on material (manipulatives), and GeoGebra, a technological tool, in teaching quadratic curves. Twenty prospective mathematics teachers in the Mathematics Education Department of a local university participated in a survey on their perception of the use of hands-on materials and technological tools in teaching quadratic curves. According to the results of this study, prospective mathematics teachers generally preferred the use of technological tools for learning and teaching quadratic curves. Additionally, mathematics teachers thought that the tool helped students develop intuitive thinking through visualizing quadratic curves, enabling the exploration of various mathematical properties, assisting the comprehension of various concepts, and increasing students' interest levels. However, they were concerned about the immature use of technological tools by students or teachers, and recognized that the advantages and disadvantages of using hands-on material and technological tools were complementary. Based on these findings, it is suggested that hands-on material and technological tools should be used complementally in mathematics classes, and the development and dissemination of class materials that are not affected by students' or teachers' ability to use technological tools is important.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.57-70
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• 2017

The purpose of this study was to examine the pedagogical content knowledge(PCK) and teaching efficacy levels of prospective Home Economics teachers. Also of interest were the relationship between PCK and teaching efficacy, as well as the personal factors that influence PCK and teaching efficacy. A survey was administered to students majoring in Home Economics in colleges of education or graduate schools of education in South Korea, and a total of 202 complete responses were analyzed. The prospective Home Economics teachers showed moderately low levels of PCK and teaching efficacy. Among the PCK subcategories, the mean score for content knowledge was the highest, those for expression knowledge and environmental situation knowledge were the lowest. Expression knowledge and content knowledge showed significant effects on teaching self-efficacy, and expression knowledge and environmental situation knowledge on teaching result expectation. As for students' personal characteristics, years in college showed significant effect: Sophomores were the highest in PCK and teaching efficacy levels. Also, those who plan to become Home Economics teachers showed significantly lower levels of PCK and teaching efficacy perception than those who do not. Besides, the more basic required courses they took, the lower their perception of PCK or teaching efficacy. This study suggests that teacher education programs should develop a program that can enhance prospective teachers' teaching efficacy by providing advice and assistance to those students who plan to become teachers, and more hands-on opportunities to practice teaching.

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.1
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• pp.75-85
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• 2024

This study explored the overall perception of teaching media from the perspective of pre-service teachers. For this purpose, reflection journals written by 138 pre-service teachers were analyzed, and positive and negative perceptions of teaching media were explored. In the reflection diary, pre-service teachers were asked to write down examples of appropriate use of instructional media and the effects of their experiences, cases of inappropriate use of instructional media, and areas requiring improvement. The main research results are as follows. First, the positive aspects of teaching media perceived by prospective teachers were that it presented examples that could help understanding, aroused curiosity to focus attention, and encouraged participation to motivate learning. Second, the negative aspects of teaching media perceived by prospective teachers include cases where the playback time of the video containing learning content is excessively long and the content of the video is unclear or is higher than the learner's level and difficult to understand. This study is significant in that it presents pre-service teachers experiences and perceptions of teaching media and their desirable use methods.