• The Journal of Asian Finance, Economics and Business
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• 제9권7호
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• pp.145-152
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• 2022

The purpose of this study is to assess the impact of the principal's democratic leadership style, teacher competency, work discipline, and work environment on teacher performance during the pandemic. Using the proportional random sampling strategy, a sample of 468 respondents consisted of kindergarten teachers, elementary school teachers, junior high school teachers, junior high school teachers, and high school/vocational school teachers. The study revealed that the principal's democratic leadership style, teacher competence, work discipline, and work environment substantially impact teacher performance. However, the principal's democratic leadership style does not affect teacher performance, whereas teacher competence, work discipline, and work environment have a minor impact on teacher performance. Furthermore, during the COVID-19 pandemic, work discipline is the most critical variable influencing teacher performance. The findings of this study suggest that the principal's democratic leadership style, teacher competence, work discipline, and work environment have a positive impact on teacher performance during the pandemic. During the COVID-19 pandemic, work discipline is the most important variable influencing teacher performance. Considering that democratic leadership has no effect on teacher performance and that this leadership style is widely used by school principals in the world of education, it is assumed that there is no effect on teacher performance.

• 한국초등과학교육학회지:초등과학교육
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• 제37권4호
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• pp.430-439
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• 2018

The preservice elementary teachers' goal orientations for science teaching (mastery/ability-approach/ ability-avoidance/work-avoidance goal) were measured. We also examined how the goal orientations were related to their images of science class (preferred/avoided). The results showed that the student teachers (75 males and 82 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. For avoided class, they tended to show teacher-centered components (eg., teacher: lecturing, students: watching and listening, environment: chalkboard), while rarely to show such teacher-centered components for preferred class. Regarding the relationships between the goal orientations and the images of science class, the significantly positive relationship was found between the ability-approach goal orientation and teacher-centered image of avoided class. However, the teacher-centered image for preferred class was positively related to the ability-avoidance goal orientation. The educational implications and future directions were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제38권2호
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• pp.244-262
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• 2019

The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.

• 한국지구과학회지
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• 제31권5호
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• pp.488-499
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• 2010

In this research, we investigated the historical development and ways of improvement of the teacher employment test (TET, hereafter) in Korea. This paper consists of three parts. The first part details the secondary science teacher education system in Korea. The second part elaborates upon the development of the TET since 1990's. The third part provides conclusion by addressing ways to improve science teacher education and employment systems in Korea. After all, the keen competition for teacher education and the demanding entry test ensure that secondary science teachers are selected from a pool of candidates with high academic achievement. Korean teacher employment system in general places more weight on subject knowledge. Although we cannot simply conclude that Korean science teachers must have profound knowledge in the subject matter and are competent in pedagogy, it stands to reason that the teachers could be more competent in performing their roles than those of many western countries with an acute shortage of teachers. We also suggested future directions and ways of improvement regarding teacher education and the TET in Korea.

• 한국과학교육학회지
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• 제21권5호
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• pp.795-821
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• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

• 한국과학교육학회지
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• 제12권1호
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• pp.103-118
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• 1992

Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.287-296
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• 2012

This research analyzed elementary teacher's scientific questioning during science teaching. This research studied 4 elementary school teachers in Gyeongnam were observed and the classes were videotaped. all teacher's questioning and student's answering were transcribed. Teacher's questionings were categorized into 2 types such as simple questions and productive questions. The findings of the research were as following. First, in the teaching-learning activities of the science subject, teacher-student conversation was used 202 times on average, and questions asked by the teachers were 72 times on average. The teachers use productive questions more than simple questions. Second, in the type of simple questions, management questions were used the most, and the next were simple confirmation questions and rethink questions in order. Third, productive questions used by the teachers in the class were mostly the attention-focussing questions, but the type of higher level questions such as problem-posing questions, comparing questions, action questions and reasoning questions was rarely adopted.

• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.123-129
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• 2005

The purpose of this study was to investigate the interaction patterns between teachers and students appeared in sixth grade elementary science lessons. To this end, we set research questions as what are the types of SPS (Social Participation Structure) between teachers and students in the class. Eighteen elementary science lessons were observed. Data were collected by video recordings and observation method. The result showed that the types of SPS were classified into nine. 1) A teacher initiates the whole students into interaction with him. 2) The whole students keep silent or carry out specific activities under the teacher's direction. 3) A teacher initiates some students into interaction. 4) A teacher names specific students to read a text. 5) A teacher initiates the whole students into group interactions. 6) Students interact with each other irrespective of the teacher's intention. 7) Students initiate a teacher into interactions with them. 8) A teacher intervenes during the students' activities and this intervention, in turn, produces interactions between the teacher and the students. 9) A teacher directs the whole class to read a learning goal or a learning material. This study shows that SPS-1 and SPS-3 are the most frequently observed interaction patterns in the elementary science lessons.

• 한국초등과학교육학회지:초등과학교육
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• 제34권2호
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• pp.210-223
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• 2015

The purpose of this study was to analyze the stresses of teachers for elementary science class. To do these, the Science Teacher Stress Inventory has been developed the Science Teacher Stress Inventory, which consisted of 45 stress factors with subcategories such as student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures. 120 teachers for elementary science class have participated in this questionnaire survey. The results of this study are as follow: First, stress from teacher characteristics is perceived as having more stress factors than five stress factors (student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures). but all of the five stress factors was under normal. The detail question of stress such as 'Having to guide educational guidance and course in life education', 'Having to cope with the demand of new curricula', 'Pace of the school day is too fast', 'No time to attend training of the experiment (preliminary experiment)', 'Not enough time to complete lesson preparation and marking', 'Having to cope with non-teaching delegated duties', 'Fear of getting injured as a result of lab accidents' are perceived as having a lot of stresses. Second, there were not statistically significant differences in their personal variables such as gender, the course of high school. but there were statistically significant differences in their personal variables such as whether elementary subject exclusive science teacher, career in education experience, teaching grade. Third, coping ways of stresses are active support for better science teaching conditions, training of the experiment for expertise of science education, developing a workbook for science class.