• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.1-12
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• 1989

Secondary schools in Korea have been faced with with several critical problems with regard to science education, with one of the most fundament problems being associated with secondary school science teacher education and in-service training. Therefore this study, which is a part of project for the improvement of science teaching in secondary schools, had its purposes to inquire into the following are as. ${\circ}$systems for science teacher education ${\circ}$curricular contents and its operations of science teacher education ${\circ}$systems for in-service teacher training and its operations ${\circ}$analyses of problems associated with science teacher education and in-service teacher training. In order to fulfill these objectives this study used methods of literature review, survey, and interviews. The major findings are as follow: ${\circ}$curricular hours of subject matter education are not sufficient for competent science teacher. opportunities for self-training in major are as are seldom given to the most of the science teachers ${\circ}$systematic organization for in-service traings is in urgert need. In addition to there-findings strategies for improving science teacher education and in-service trainings are suggested in this paper.

• 한국과학교육학회:학술대회논문집
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• 2008.08a
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• pp.47-56
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• 2008

This article presents how in China mainland a school and a school district find their science teachers. Based on studying relevant materials and years of intensive involvement in teacher education and recruitment practices the authors draw three features of the current secondary science teachers' employment system in China mainland: certification control conducted very loosely selection criteria and process vary with schools and school districts due to the remarkable difference existed among them the normal universities/colleges established originally only for secondary science teacher education still play a vital role in shaping effecting quality of teacher candidates although no one of them for a long time have focused on only doing what they were supposed to do. For further development, changes and essential reform are expected duo to the increasing promotion toward the internal quality of education and therefore high quality of teachers and teacher candidates.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.675-686
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• 2004

The enhancement of the quality of the teaching practice is a major factor in securing better schooling opportunities for students. In this article, initial teacher preparation of secondary school Earth science teachers, in-service science teacher education, and improving teacher policy are discussed. Data from in-depth interviews with exemplary science teachers were used to explore how to improve the quality of science teacher education in Korea. In terms of preservice teacher education, most exemplary teachers contended that teacher education programs should provide preservice teachers with practical knowledge by translating theory into practice. Their suggestions for how to improve in-service education are also discussed. Regarding directions of improving teacher policy in Korea, the teachers proposed an alternative teacher-promotion structure that incorporates the master-teacher position. Implications for introducing action research courses into teacher (re)education programs are also discussed.

• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.99-112
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• 1985

As long as there is education, there will be teacher education. This statement implies that science education is the first step for the improvement of science education of the secondary schools. And science education must reflect an everchanging reality of scientific, technological, and social changes. However there have been problems in the curiculum and its operation for science teacher education. Therefore this research has its objectives to: 1) investigate the current goals of science education in the Korean secondary schools. 2) analyze the quality' and Knowledge required for science teacher to achieve the goals. 3) investigate the status and problems of science teacher education in korea and foreign countries. 4) develop a model for curriculum and its operation for desirable science teacher education. As a result of the study, a model for curriculum is described and the summary of the results of the study and suggestions for operation of the model are followed.

• Journal of the Korean earth science society
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• v.31 no.5
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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.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.61-73
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• 2003

This is a descriptive study to identify patterns of teacher questioning discourse. Transcripts from Korean secondary science classrooms were examined while extensive review of literature on classroom discourse was carried out. When it is assumed that teacher questioning discourse can be categorized into different patterns by considering together the apparent exchange structures and pedagogical functions, various patterns of teacher questioning discourse were revealed. Although most patterns found illustrate the centrality of the teacher, a few of them are considered alternatives to the typical IRE discourse. A framework for classifying teacher questioning discourse is suggested and its implications for science teacher education and future research discussed.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.341-359
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• 2003

The purpose of this research was to determine whether the present Korean teacher education programs for secondary science teachers are effective in improving the teacher conceptions of constructivism and STS. It is because the current Korean National Science Curriculum is consistent with both ideas as reforms. The teacher education programs sampled in the research included pre-service programs and two types of in-service programs. These two were the Qualifying In-service Program and the Iowa Korean Science Teachers Workshop. The Iowa Program was considered as an experimental program emphasized the constructivist perspective. Specially designed questionnaires for identifying teacher conceptions before and after the programs were administered. The conceptions about constructivism and STS improved as a result of the instruction in both of the pre-service and in-service teacher education programs. The pre-service program was more effective than the in-service programs in improving the teacher conceptions of both constructivism and STS. The Qualifying Inservice program was less effective than Iowa Korean Science Teachers Workshop. It was necessary for inservice programs for Korean secondary science teachers to be more emphasized on constructivism and STS. Iowa Korean Science Teachers Workshop provided a possible example to design a new special in-service program focused on constructivist perspectives as a way of aligning the Korean National Science Curriculum more quickly with recommended teaching practices in Korean schools.

• Journal of Korean Library and Information Science Society
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• v.14
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• pp.181-215
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• 1987

Reading education is very important in order to promote the refinement, cultivate the emotion and complete the character to the secondary school students. This thesis deals with the establishment of reading education as a formal course in secondary schools, responsibility of teaching and problems related to recommended reading lists. Reading education must separate from the national language education because of literature centered education in reading education. If reading education was separated from the national language education, students can a n.0, pproach to the other cultural boundary besides other own and exchange their information and ideas. So, reading education must be included to the elective subjects in a independent course or become a compulsory subject in secondary school curriculum. The teacher of reading education must become the teacher librarian who has a firm faith and an intellectual accomplishment. But, teacher-librarian has much disadvantages such as the problems of promotion, the division of qualification between elementary school and secondary school, and a short-term training courses for teacher-librarian. Hence, theses problems music be solved in national administrative level. Recommended reading lists must be provided to the student in order to prevent confusion of the sense of value, to estimate their own reading ability by themselves and to establish life long reading plan. Therefore, both Korean Library Association and the Ministry of Education should re-examine and develop recommended reading lists. Finally, problems of a juvenile delinquency in the post industrial society have to be solved through reading education. To solve the juvenile delinquency problems, adolescents should cultivate their moral character and possesses abundant knowledge through reading education. Then, young adults will grow as sound citizen in the society.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.944-967
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• 2001

The purpose of this study is to compare and analyze secondary school chemistry education in Korea and China in order to identify implications for the improvement of Korean chemistry education. The school systems, curricula, and teacher education related to secondary chemistry education of both countries were compared and analyzed. The 6-3-3-4 school system is used in both countries, and national school curricula are formulated by the Ministries of Education in both countries. The 1996 chemistry curricular standard for advanced middle schools in China, and 1997 chemistry curriculum for Korean high schools were compared in several aspects, followed by comparisons of chemistry teacher education in both countries. Based on the comparative analysis of chemistry education, some ideas and issues which provide implications for improving Korean high school chemistry education were identified. Chemistry teaching in the junior secondary schools, tentative implementation of curricula, required course work in chemistry, structure of curricula, oral assessments, probation of teachers and other issues are identified and discussed in this study.

• Journal of Engineering Education Research
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• v.21 no.3
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• pp.38-45
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• 2018

The purpose of this study is to analyze the change of perceptions and images of teachers about engineering, according to practical training in laboratories of engineering research institutes. For this purpose, 149 elementary and secondary school teachers were surveyed before and after visiting the engineering research institutes and examined the perception of engineers and engineering. Through this teacher training program, perceptions and images of most teachers are changed positively and they can understand practically about engineering, and related fields. The results of this study can be used as basic data for the development, operation, and expansion of teacher training using advanced science and technology research institutes with excellent human and material resources.