• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.279-306
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• 2022

The purpose of this case study is to get an implication on elementary pre-service teacher education programs by exploring how a pre-service teacher's noticing changes within a learning community. The pre-service teacher participated in a learning community with researchers. Data includes recordings and transcription of actual class and pre- and post discussion in the learning community, the pre-service teacher's reflection essays, field notes, and students' worksheets. Results are as follows. First, the pre-service teacher's attending moved from the result of tasks to students' mathematical thinking. Second, the pre-service teacher's interpretation changed from a lack of diversity and specificity of evidence to diversity and specificity. Third, the pre-service teacher's decision-makings changed from unproductive deciding to productive deciding.

• Journal of Families and Better Life
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• v.28 no.2
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• pp.51-62
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• 2010

This study aims to find out how childhood teachers recognize the characteristic of children, family and community resilience and there are any relationships between children, family and community resilience that teachers recognize. In this Study, 280 teachers working in kindergarten and nurseries in Busan and Ulsan Metropolitan City were subjected to questionnaire survey. Data obtained were analyzed by using frequency, percentage, average, standard deviation, one-way analysis of variance, correlation analysis and factor analysis of SPSS 12.0 statistical program. The results were as follow: First, childhood teacher recognized optimism and positiveness as characteristics of childhood resilience. Second, childhood teacher recognized family cohesion and role stability as characteristics of family resilience. Third, childhood teacher recognized community service and support system as community resilience. Fourth, childhood teacher recognized illustrates mutually organic relationship amongst them, childhood resilience was found to be more closely related to family resilience.

• The Journal of the Convergence on Culture Technology
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• v.4 no.4
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• pp.241-247
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• 2018

This study investigated sense of community influencing satisfaction with center teacher and service use evaluation and mediating effects of school adjustment involving sense of community, satisfaction with center teacher and service use evaluation among adolescents in community child center. Secondary data analysis from the 2nd Panel Survey on Service Satisfaction with Community Child Center was performed using data of 438 the first grade middle school aged student in 2017. Correlation coefficient and step-wise Regression using SPSS 18 program 18.0. and Sobel test showed that the higher of satisfaction with center teacher and center service use evaluation influenced the more enhanced sense of community, and school adjustment had partial mediating effect among them. Therefore, to promote low income adolescents' sense of community, this study suggested the need to persist the sustainable relationship between satisfaction with center teacher and adolescents and to improve quality of service and to develop and apply the community action program connecting community child care center and school system.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.784-794
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• 2014

In this study, we operated science teacher learning community to enhance professionality of elementary science teachers. 8 participants with various background, which include their science content knowledge, teaching experience and beliefs about teaching, were involved in this study. Bales(1950)'s social interaction process framework was mainly used to understand the members' interaction, focusing particularly on process aspects not on contents aspects. The data analysis shows that the members in the science teacher learning community tried their best to maintain the positive reaction to other members in most occasions in the community meetings. On the other hand, there were also negative reaction process due to their different ideas and views, causing their emotional conflicts in some social relations and dialogical situations. Nevertheless, the results also imply that the dual reaction processes, which are positive and negative processes, are equally important to facilitate science teachers' professional knowledge and experience. The educational meanings are discussed in the aspects of science teacher education.

• Journal of Distribution Science
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• v.16 no.11
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• pp.29-36
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• 2018

Purpose - Research on community empowerment based on superior commodities to improve the economic resilience of the tourist village of Lumajang Regency is an investigative descriptive study to obtain an overview of the problems of community economic development, especially regarding economic resilience. The output of this research activity is the formation of integrated and comprehensive strategic programs and activities in order to improve economic empowerment and food security of the community around the tourist village. Research design, data, and methodology - This research method applies several methods of analysis such as the Loqation Quotion (LQ) method, SWOT analysis, Trend analysis, and analysis of Community Economic Empowerment in the agricultural sub-sector. Results - This research has strategic values and objectives in addition to providing important information to improve food security of tourism villages in Lumajang district in particular and disadvantaged communities in Indonesia in general. Through this supportive community economic empowerment programs, Lumajang District has an agricultural area and at the same time as a nature-based tourism area that supports it. Conclusion - Village tourism community empowerment activities are taken based on existing superior commodities. The existing tourism village program in Lumajang district can be used as one of the references for the upcoming tourism village program.

• The Mathematical Education
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• v.54 no.3
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• pp.283-298
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• 2015

This research is the case study of collaborative mentoring in the professional development of multi-tiered mathematics teacher community. We observed the procedures of mentoring, and contents of mentoring in PD program. For this purpose, we implemented PD program with participant unit composed of 3 or 4 teachers in the same school and total 25 teachers from 4 elementary schools and 4 high schools. Also there were 1 mentor and 1 sub-mentor to support each school. Observed mentoring processes were all recorded and the participants not only were interviewed several times but also wrote reflection notes after meetings. While mentoring PD program was implemented, mentor and mentee had joint responsibility about lessons implemented by mentee. Furthermore It showed possibility of change of teacher learning culture, learning culture of community. It means that teacher would improve their professionalism more effectively within teacher community instead of individual. 4 reflection contents was founded in collaborative mentring; 1)purpose of mathematics education, 2)motivation and connection between previous lecture and present lecture 3)lack of mathematical contents in lesson 4)discourse between teacher and students.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.139-155
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• 2015

This study aimed to investigate teacher learning in the context of a community. For the purpose of this study, two research questions about the kinds of teacher noticing in a community and the role of partnership were addressed. To build a learning community, a professional development project, PRIME, established partnerships with 11 high schools and one of the cluster meetings were investigated in this study. Three mentor teachers, three preservice teachers, and one university supervisor participated in the cluster meeting. For this study, the multiple data such as audio tapes of cluster meetings, observation notes, and interviews were analyzed using the analysis of narratives. The results showed that the participants engaged in different kinds of noticing of their own beliefs about teaching and learning, teacher practices, and teacher identities including noticing of students' understanding in classroom situations. The partnership played the crucial role of reinforcing relationships among teachers, assigning tasks, and creating various communities.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.433-457
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• 2022

An effective teacher community helps the participating teachers improve their instructional quality. This study reports a teacher community consisting of 15 elementary school teachers and one teacher educator. This paper analyzed 15 mathematics lessons in which the teachers implemented the five practices for orchestrating productive mathematics discussions by Smith and Stein (2018) based on the grade-specific discussions as well as the whole community's discussions. The results of this study showed that the overall levels of each practice either increased gradually or maintained at the highest Level 4, as mathematics lessons had been implemented. Specifically, the following practices were quite successful: setting goals for a lesson, selecting an appropriate task, anticipating student responses, and selecting student solutions. However, both sequencing and connecting student solutions were implemented at various levels. Monitoring student work tended to remain at Level 2 which included incorrect implementation of the practice. This paper closes with implications related to the skillful implementation of the five practices through a teacher community.

• Research in Community and Public Health Nursing
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• v.19 no.2
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• pp.247-259
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• 2008

Purpose: This study was conducted to develop a teacher-efficacy scale which is adequate for heath education teachers. Method: A preliminary questionnaire was made based on the hypothetical factors. A total of 364 health education teachers answered to the preliminary test, and the potential factors of teacher-efficacy were checked out by exploratory factor analysis (EFA). In the main test 378 health education teachers answered, the factor structure was drawn by EFA, and confirmatory factor analysis (CFA) was conducted to test and the fitness of the factor model. Results: Through the preliminary test, 5 potential factors were found, which were instruction, health-service, administrative task, interpersonal relationship, and community connection. Also, 48 items were reduced to 31 items. Through the main test, from the 34 items were extracted 4 factors with 24 items, And then teacher-efficacy scale was developed, which included the subscales of instruction efficacy, health-service efficacy, task-interpersonal efficacy, and community connection efficacy. Conclusion: Different from that for other subject teachers, the factor structure for health teachers had 4 factors with 24 items. The scale developed in this study is consistent with health teachers' work areas, and for this reason, has significance as a adequate and valid scale to measure teacher-efficacy of health education teachers.