• 한국수학교육학회지시리즈A:수학교육
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• 제54권3호
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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.

• 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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• 제12권3호
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• pp.1-16
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• 1992

The assessment framework of any edcational program is used not only as evaluation criteria of the program but as a guideline for development and implementation of the program. The aims of this paper are to develop and apply thoretical backgrounds and practical plans for the preparation of assessment framework of science education subjects in science teacher education program. The backgrounds, basic direction and practical methods of the study are described in introduction, and the natune and structure of science teachers competency, which forms the foundation of assessment framework for science teacher education, are discussed in section II. Current status of science education program m. the science education departments of the Colleges of Education is outlined in section III, and precise description of development pIans fat the assessment framework is described in section IV. Finally conclution and suggestions are presented, follow by a model assessment framework and syllabus for science education subjects prepared by applying the theory and plans developed in this study.The model assessment syllabus modified by workshops of science teacher educatorts is shown in the appendix.

• 한국가정과교육학회지
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• 제10권1호
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• pp.59-76
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• 1998

This study employs a case study method to examine the current implementation of student teaching program in a particular teacher education institution and its affiliated school. The purpose of this study is to improve the quality of home economics student teaching program by promoting collaboration of teacher education institution and host schools. Following five research problems are addressed : (1)Examining the problems of student teaching from the literature review ; (2)Identifying the problems of student teaching recognized by home economics student teachers ; (3)Identifying the problems of student teaching and plans for improvements suggested in the seminar held for home economics teacher ; (4)Analyzing and comparing the differences of opinion between home economics student teaching program ; and (5)Suggesting alternative implementation plans for improving student teaching program by promoting collaboration of teacher education institution and host schools.

• 한국지구과학회지
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• 제23권2호
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• pp.166-179
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• 2002

This study investigated preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. Unique features that the university-based coursework and field experiences had on preservice teachers' learning to teach were also explored. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Major findings include: preservice teachers' having traditional pedagogy as the default, recovery of prior beliefs, constraints on implementing constructivist pedagogy, and being overly confident in themselves as teachers. With the influence of constructivist epistemology, these preservice teachers' pedagogical beliefs evolved and were refined over time as they incorporated various constructivist ideas. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. Recommendations for future research are also presented.

• Human Ecology Research
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• 제58권1호
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• pp.105-120
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• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.183-199
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• 2006

The purpose of this study is to develop an in-service teacher training program for professional development in environmental education. In order to achieve the goal, the in- service teacher training program for professional development in environmental education development / implement team is formed to deal with the development and the implementation of the program. The team is composed of environmental education professionals and environmental education teachers. After the development of the program, 20 teachers were selected to implement the program. Then, through various researches such as interview, monitoring, and survey, the evaluation of the program was done. After the evaluation, the feedback on the program was collected in order to apply the final adjustments and changes to the developed training program for professional development in environmental education. The training program is designed to include the wide range of theories and real life cases. It focuses on certain topic, and is implemented through workshop type training method to increase the participation rate. The major motive of the participants was to develop their professionality in environmental education. Based on the analysis of the training program and the workshop, 69.1% of the program is focused on the environmental education/learning theory, and 71.4% is focused on the environmental education teaching method. The environmental education teaching method is focused on the real life teaching method that could be used in many schools. However, the parts on environmental education philosophy, psychology, and evaluation was not included as a part of the program. Also, the evaluation method of the students learning the environmental education was not introduced as a part of the program as well. It is due to the limited time frame of the training program, as well as its focus on the training method of environmental program. Based on the analysis of the evaluation results obtained through monitoring, the training program for professional development in environmental education is successful in terms of focusing the goal of the program around the environmental education/learning theory and environmental education teaching method, which was the motive of the participants. However, the effectiveness of the program differed from participants to participants based on their majors in environmental education, and it did not last long enough. The future training program for professional development in environmental education should consider the backgrounds of the program participants to have various programs prepared for various groups of people. We suggest that the results of this developed program will be applied to "environmental education teacher licence training" in the future.

• 대한가정학회지
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• 제36권1호
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• pp.81-98
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• 1998

The purpose of this research is to investigate the mother and teachers need assessment for preschooler consumer education and related variables and to provide a basis for the development of consumer education program. The survey of this research was conducted by means of self-administered questionnaire with 302 mothers of the preschoolers who are 4-5 years old and attend nursery and kindergarten and 221 teachers of nursery and kindergarten in Ulsan. The statistics used for data analysis are frequencies and percentage, mean and standard deviation, on way ANOVA and Scheffee-test, Person's correlation using the SPSS/PC+ program. Some conclusions from the above investigation are as follows: 1. Each level of the need for consumer education on 22 subject area perceived by mothers and teachers of preschoolers was high and relatively high. Thus consumer education program for preschooler must include all subject area. 2. The mother's need for preschooler consumer education differs significantly according to age. The teacher's need for preschooler consumer education differs significantly according to family income. But these variables take a little effect to the need of mother and teacher. So the consumer education program doesn't need to classify by socio-economic characteristics of mother and teacher. 3. The mother's need for preschooler consumer education are positively correlated to consumer knowledge and consumer skill but negatively correlated to consumption oriented attitude. So the consumer education program needs to develop the consumer knowledge and skill and reduce consumption oriented attitude for the preschooler's mother. 4. The teacher's need for preschooler consumer education are positively correlated to the level of consumer role performance. Thus the reeducation program for the teacher needs to develop the consumer role performance.

• 한국보육지원학회지
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• 제15권6호
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• pp.189-206
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• 2019

Objective: The objective of this study was to develop and apply a Teacher Learning Community Program in order to improve the specialization of infant daycare center teachers and explore the changes in the learning attitudes of teachers. Methods: To develop the program, the requirements were analyzed by surveying 500 teachers of infant classes. The developed program was provided to 25 infant daycare center teachers for a total of 14 sessions. A total of 75 sets of collected journal writing materials were analyzed qualitatively. Results: First, the Teacher Learning Community Program for infant daycare center teachers was developed. Second, the Teacher Learning Community Program was found to bring a shift in the learning attitudes among the teachers of infant classes towards reflective and communal learning. Conclusion/Implications: The Teacher Learning Community Program brought a shift in the learning attitude towards reflective and communal learning. Thus, the Teacher Learning Community Program can be applied as a teacher education program for improvement of the specialization of infant daycare center teachers.

• 한국의류학회지
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• 제36권11호
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• pp.1208-1221
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• 2012

This study was conducted with the budgetary support of the Gyeonggi Provincial Government Department of Education as curriculum preparation (frequently revised since 2007) for the enhancement of teacher professionalism in Clothing, Food, and Housing Life education. This study promotes changes in student learning through the enrichment of Home Economics content and the classroom-learning environment through the reinforcement of teacher professionalism and attitudes towards Clothing, Food, and Housing Life education. This study enhances the comprehension of Home Economics and understanding by educators on the importance of Home Economics. The training program was evaluated through an analysis of the motive of application, level of satisfaction with the program, change in the view of Clothing Life education, and level of expectation and contributions of the program towards the curriculum development of teaching. The trainees were motivated by the opportunity to practice, uniqueness of the curriculum of the training program, and expectations for professional enhancement. The level of satisfaction is very high. Regardless of subjects, trainees recognized the necessity of practical exercise, cultural & artistic approach, and integrated teacher training in Clothing Life education. The teachers of other subjects recognized the importance of Home Economics and the historical background of Clothing, Food, and Housing Life.