• Research in Mathematical Education
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• v.7 no.2
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.378-392
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• 2017

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs' structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions' programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students' perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions' preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations' licensing and employment processes.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.4
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• pp.115-137
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• 2022

This research aims to suggest the way of activation of book curation in secondary school libraries by analyzing examples of book curation and the recognition of the persons in charge of secondary school libraries. A documentary research and a survey is conducted. 192 school librarians are chosen for that survey in Incheon region secondary school. 4 teacher librarians of Incheon region secondary school and a professor of library and information science are interviewed. Also an investigation is executed by visiting school libraries. Augmentation of the persons in charge of secondary school libraries, coordinating and information sharing with educational teachers, establishment of manual for book curation operation, publishing examples of subject selection are suggested for the measure of activation of book curation.

• Journal of Science Education
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• v.44 no.1
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• pp.122-132
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• 2020

The purpose of this study is to examine the teacher expertise to be evaluated in the secondary science teacher employment test (TET, hereafter) in order to respond to changes in educational environments including the transition to competency-based curriculum, and ways to improve the first exam in major areas in the current TET. For this purpose, Delphi surveys and in-depth interviews were conducted with 18 professors of science education who have experience in the TET. According to the research results, teacher expertise such as subject teaching, student understanding, intelligence information utilization, community competencies, and so on were suggested. Ways to improve science content exam in the TET include securing fairness and validity by increasing the number of questions, strengthening the connection with the secondary school curriculum, updating assessment areas for certificate subjects periodically, etc. Ways to improve science education exam in the TET include research and development on the types of science education questions, introducing essay test to science education exam, development of a standardized curriculum on science education, etc. Based on the research results, the necessity of revising the curriculum for teacher training colleges, differentiating curriculum between teachers' colleges and natural science colleges, and reforming the teacher training system by introducing graduate school of education were suggested.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.2
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• pp.27-47
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• 2018

The purpose of this study is to find a better way for placement of teacher librarians. So, the literature research is applied for the study. It is unreasonable to arrange one school librarian staff per 1,500 students, based on the criteria of the total number of personnel including that of teacher librarians and practice teachers and librarian, in accordance with the existing enforcement decree of Article 7. In fact, this clause, linked to other related regulations, makes it difficult to place teacher librarians. And the quota of teacher librarians is noticeably low as compared with that of other teachers who are not-teaching the subject matter. This operates disadvantageously to teacher librarians when it comes to assigning quota in secondary teacher selection test and the accumulation of this phenomenon gradually worsens the current situation. The roles of teacher librarians and librarians should be defined separately when amending the Enforcement Decree of School Libraries Promotion. And we should also take into consideration that the number of students per school is around 500. Therefore, Enforcement Decree of School Libraries Promotion Act should be revised toward placing teacher librarians depending on the size and number of schools. Predictability should be secured in teacher librarians selection test. In addition, flexibility should be granted to the training institute so that many people can prepare the teacher librarians qualification. Finally, it is necessary to increase the teacher librarian capacity for private schools. This study will be the basis of the theoretical foundation for stable teacher librarian placement.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.82-93
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• 2019

The purpose of this study is to analyze the results of satisfaction for learning eco-system on the teacher training program conducted at the IS-Geo (International School for Geoscience Resources) which is KIGAM (Korea Institute of Geoscience and Mineral Resources), and to determine the satisfaction and educational effects of the teacher training programs on elementary and secondary teachers. And then, to suggest improvement points in the future operation of the teacher training program at the IS-Geo. Therefore, we conducted questionnaire of satisfaction for learning eco-system based on the data collected by a survey of 98 elementary and secondary teachers who participated in the teacher training program at the IS-Geo, from July 2017 to August 2018. The research results are as follows. First, the results of satisfaction for learning eco-system showed high values of 4.58 or higher in both the elementary and secondary programs, and the teacher training program conducted by the IS-Geo had a positive effect on the training participants. Second, internal factors indicating learning motivation and learning development were elementary teacher training 4.70 and secondary teacher training 4.64, and it is necessary to develop training contents and programs by classifying them into majors other than the earth science department. Third, intermediate factors indicating contents of education and learning curriculum were 4.67 for an elementary teacher training program and 4.72 for secondary teacher training program. In addition, in order to operate the teacher training program according to the purpose of science and technology culture, it is necessary to develop a teaching-learning model and to improve the quality of teaching. Fourth, external factors indicating learner support and quality of instructors were 4.83 for an elementary teacher training program and 4.72 for a secondary teacher training program. In particular, it is necessary to develop teaching materials that can be used immediately in school classes and can generate interest.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.265-275
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• 2019

The purpose of this study was to explore factors that physical education graduate students in graduate school of education drop out of teacher appointment examination of secondary school by using Ecological Model. The in-depth interview was conducted for 10 physical education graduate students studying in school of education. As an aspect of the intrapersonal component, the effort to apply how participants'current job positively affects their preparation for teacher appointment examination is required and they need to clearly decide academic priorities to prepare for teacher appointment examination. As an aspect of interpersonal component, participants are negatively affected by subjective norm, thereby providing personalized mentoring program is required. As an aspect of organizational component, limited tuition support and inappropriate place to study are emphasized, so practical helps like sports practice instructor or teacher appointment examination preparation class is required. Finally, this study suggests the introduction of integrated system for teacher appointment examination.

• Journal of The Korean Association For Science Education
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• v.29 no.7
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• pp.783-791
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• 2009

This study was conducted to examine my hypothesis that how teacher's teaching style influences emotional and physiological states of students in the secondary school science classroom. Sixty healthy secondary school students were participated in this study and divided into two groups: manipulation and non-manipulation. Each group underwent different styles of teaching on the scientific hypothesis-generating of com starch experiment. Before and after the class, the strength of emotion was measured using adjective emoticon check lists and they extracted their saliva sample for salivary hormone analysis. Here are the results of this study. First, the intensity of positive emotions in the manipulation group was significantly stronger than the one in the non-manipulation group, whereas the intensity of negative emotions in the non-manipulation group was significantly stronger than the one in the manipulation group. Second, the cortisol level, an indicator of stress, was decreased in the manipulation group whereas it was increased in non-manipulation group. Third, the quality of scientific hypotheses which is generated by students during the class had no connection with types of instructions. Fourth, this study found significantly negative correlation between students' emotional intensity of interest and concentration changes of salivary cortisol. Therefore, the different teaching styles have influence upon students' attitude and interest in science.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.263-271
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• 2017

Teacher reeducation is required to be comfortable with the 'Integrated science' subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher's certificates, and developed ways to improve in-service science teachers' competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised 'Integrated science' curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers' competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers' certification and required teacher competencies for teaching 'Integrated science', we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised 'Integrated science' (Type A), in-service training courses for 'Integrated science' (Type B), and in-service teacher training certificate program for 'Integrated science' (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve 'Integrated science' teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in 'Integrated science' teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for 'Integrated science' teaching and ways to improve 'Integrated science' teacher training.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.636-646
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• 2010

The purpose of this study is to confirm secondary biology teachers' recognition about cell and gene concepts that should be taught in biology according to each school level and to classify the concepts into essential, optional and non-essential ones. We developed a questionnaire in consultation with 5 biology professors after selecting some biological concepts from some data about the recommendations of BSCS, biology, study for the connection with biological contents in each school level. This survey was conducted to biological teachers in secondary schools (146 individuals) from all over Korea for studying the concepts of the cell and gene in elementary and secondary schools. The results of this study revealed the following: The number of essential concepts in the cell and gene domain increases as the school levels go up. Moreover, secondary biology teacher recognized that there must be much more cell and gene concepts that should be taught in elementary and secondary schools compared to those suggested in the science curriculum and BSCS' recommendation.