• Journal of Korea Society of Digital Industry and Information Management
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• v.11 no.1
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• pp.135-144
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• 2015

This study aims to propose an evaluation model that enables cooperative learning using e-Learning system. Even if the teacher and the student are not in the same place at the same time, the team project deliverable submitted by the student to the online system can be viewed by the teacher, enabling the teacher to assess the student not only based on the project but also in many other aspects. The proposed e-learning cooperative learning model allows the development of assessment factors, using such factors in assessment of the student's activities which are performed through the e-learning system, and the feedback of the results to the student so that the student is further motivated for learning. The teacher performs a comprehensive assessment of such factors, which is considered in conjunction with the student's assessment. Implementing the cooperative learning model proposed in this study in various e-learning systems such as Moodle is expected to motivate the student for learning, produces better cooperative learning results, provides greater convenience of assessment to the teacher, and improves fairness of assessment by showing the student's activities in real time.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.173-196
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• 2012

The relationship of the teacher's recommendation and performance in gifted programs for the selected student by teacher's observations and nominations was analyzed in this study. The teacher's recommendation for 9 students selected by teacher's observations and nominations in institute of Science gifted Education of C National University of Education was analyzed for this purpose. The students were categorized into 4 groups depending on the description style and contents of the teacher's recommendation and 1 student was selected from each group for analysis. It was shown that the student, a1 who was described with cognitive characteristics of the gifted in episode style in the teacher's recommendation showed the aggressive task adherence and problem solving ability. The student, a2 who was described with emotional and social characteristics in episode style attended at the class in active attitude, but the student solved the problem by the assistance of the colleagues or the teacher. The student, b1 who was listed superficially in the teacher's recommendation showed the excellent problem solving ability based on the task adherence, experiment design ability and experiment manipulation ability. The student, b2 who was listed in superficially in the teacher's recommendation attended at the class in positive and upright attitude, but the task solving was lagged behind. It is concluded from the above results that the description on the cognitive area is necessary for the teacher's recommendation to have the usefulness in selecting gifted students.

• Human Ecology Research
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• v.52 no.1
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• pp.63-73
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• 2014

The purpose of this study is to investigate early childhood student teachers' practicum anxiety on the basis of the teacher's image and self-efficacy during their practicum. The participants of this study were 499 student teachers who were enrolled in the department of early childhood education in a college or a university and had completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments for this study were the Teacher's Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnaire for socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson's partial correlation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, the student teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and their self-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of the teacher's image was obtained in the case of student teachers who enrolled in a 2- or 3-year college program and completed the practicum in the metropolitan city. Second, there was a significant negative correlation between the sum of student teachers' practicum anxiety and their professional skills of teacher's image as well as significant correlations between the sum of student teachers' practicum anxiety and their self-efficacy, except self-control efficacy. Finally, the student teachers' practicum anxiety was found to be 17.5%-24.4% and was explained the most by the confidence of self-efficacy.

• Journal of Korean Academy of Nursing
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• v.4 no.3
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• pp.1-12
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• 1974

It is the purpose of this study to determine an effective method of communication between teachers and students. This study was done by using the theory, methods and tools of transactional analysis as developed by Borne and Harris. In order to achieve this objective: First; The teacher and student communication process is to be used, noting the student's reaction when the teacher uses "Adult" and "Parent" stimulus. Second; The effectiveness of the reaction toward the "Adult" and "Parent" stimulus is to be determined with these objectives in mind. The problems of this research study are as follows; What influence on the response of the student is brought about by the method of communication used by the teacher? 1) When the teacher uses the "Parent" Stimulus method what response of the student is shown? 2) When the teacher uses the "Adult" Stimulus method what response of the student is shown? 3) What method of communication helps to promote the student′s growth? In order to determine the answers to these questions data was collected from 40 first year students at a school of nursing in Inchon. These students were divided into two groups and the unstandardized interview technique was used to interview each student for ten minutes. A tape recording was made of each interview and the nonverbal communication was recorded by process recording immediately following each interview. The recorded material obtained from the two groups was analysed and then the Borne and Harris transactional analysis method was used in analysing the writer of this thesis undertook. Hypothesis 1. When the teacher used the "Parent" stimulus the student′s response was more frequently "Child" than "Adult", the results showed a significant difference of P〈0.001. Hypothesis 2. When the teacher used the "Adult" Stimulus the student′s response was more frequently of "Adult" than "Child", the results showed a significant difference of P〈0.001, The following conclusions are drawn from this study: 1) There is an indication that the teachers use of "Parent" stimulus communication is not an effective method to increase the growth of the student. 3) Since the teachers use of "Adult" stimulus resulted in an increase in the "Adult" response of the student there is ah indication that use of an effective communication method can help the student to develop. The writer of this research paper suggests for further study the following; 1) A comparison of the differences in response to the giving of both "Adult" and "Parent" stimulus to the same Students. 2) A comparison of the differences in student response to the communication method according to the student′s grade, age, sex and level in school.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.1071-1081
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• 2002

This article describes the status of science teacher education in Taiwan. The pre-service and in-service science teacher training system, institutes, curricula, programs, and evaluation on the institutes were briefly introduced. The differences before and after the 1996 reform of science teacher training system were compared. Finally, the attempts and efforts that have been done through the channels of research to promote science teachers' professional development were addressed. These efforts include the Case studies of exemplary science teachers' teaching performances, the development of licensure instruments for the certification of science teachers, the use of computers and distance education for supervising student teachers, the exploration of promoting science teachers' understanding about the nature of science, the exploration of promoting science teachers' pedagogical content knowledge, the exploration of promoting science teachers' ability of increasing effective student-teacher and student-student interactions, and the exploration of effective teaching strategies.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Research in Mathematical Education
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• v.7 no.4
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• pp.247-270
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• 2003

The purpose of this study is to build a model that explains the relationship between and among five variables that are student background, teacher background, home environment, school characteristic, and student mathematics achievement, using structural equation modeling. Another purpose of this study is to compare the relationships of these variables between the United States and Korea in 7th and 8th grades mathematics. Student, teacher, and school background files from population 2 in the TIMSS were selected for this study. The result of the study provides practical information for teachers, parents, school principals, and other people who are interested in improving student achievement, and also provides the information that may explain differences and similarities between the US and Korea in mathematics achievement.

• East Asian mathematical journal
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• v.37 no.2
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• pp.245-262
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• 2021

This study describes a sixth-grade teacher's professional development journey through action research for improving students' responses in a mathematics class. In the action research, the influence a teacher's questioning tactics would have on students' ability to determine answer reasonability to mathematics problems was investigated. Drawing on qualitative analysis of the teacher's lessons, reflection journal and interviews as well as the classroom students' questionnaires and interviews, this study examines how action research can affect the teacher and the classroom students. The results suggest the popularization of action research among teachers by teacher training and development programs showing the positive changes in the teacher's performance leading to improved student responses.

• Convergence Security Journal
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• v.9 no.1
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• pp.1-10
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• 2009

In present, an education paradigm of new info-age is consisting by using the Internet in education field, and as that practical use of internet in education is in increasing trend and various education method is showed. Also, as using the web by teacher and student, teacher can achieve efficiently instruction and student management and students can handle various kinds item about studies efficiently. But much of the existent systems were drived on instruction management, systems of student management are very few. Therefore, in this paper, we designed and implemented system that can efficiently manage instruction and student in web. Implemented system was designed by dividing teacher module and student module and various function for instruction management and student management were included in teacher module and in student module include various functions with related to as class, report and result record.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.748-757
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• 2004

When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).