• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.228-242
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• 2022

In this study, the educational effect was investigated by providing a teaching program so that pre-service chemistry teachers could apply model ignorance education to teacher training practice. The teaching program was constructed in consideration of the sensemaking concept proposed in the study of Odden & Russ and the process of teacher sensemaking proposed by Asli et al. The subjects of this study were 23 pre-service teachers in the 4th year of chemistry education department at a teacher training university in the central region of Korea. In order to form a sensemaking for the model's ignorance education, the teaching program consisted of four stages; the initial idea generation stage, cognition of model's ignorance stage in a inconsistent situation, the lesson strategy construction stage for model ignorance education, and lesson plan & practice stage during teacher training practice. In the first stage of this program, pre-service teachers' initial ideas about the Arrhenius model and Bronsted-Lowry model of acid-base reaction, and the electron transfer model of the oxidation-reduction reaction were investigated. In the second stage, inconsistant situation that cannot be explained by the knowledge of model was presented to recognize the ignorance of the model. The third stage was to develop the teaching ability of model's ignorance through textbook analysis and lesson strategy composition activities. As a final stage, during the teacher training practice, the pre-service teachers were asked to plan and practice the implementation of the model's ignorance education. Through the teaching program to form a sensemaking for ignorance education of the models, pre-service teachers had come to recognize the ignorance of the model, acquired ability to organize and execute lesson strategies reflecting model ignorance, and acquired recognition of the educational value and necessity of teaching the ignorance of models.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.535-552
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• 2011

The purpose of this study was to investigate elementary school teachers' conceptions on the general remarks (GR) in the new science teacher's guide, the teachers' conceptions on inservice training program of the GR, and their opinions of improvement on the GR. Also, the teachers' utilization of the GR was examined. The participants were 152 elementary school teachers who were teaching grade 3~6. A questionnaire was used to collect data. The results of this study are as follows; First, at least 13.2~17.1% of the teachers did not have specific conception of the purpose of the GR, and more than 90% of the teachers expressed that the GR is necessary in the teachers' guide. Second, about 60% of the teachers responded that the training program on the GR is necessary, and when the program is open, their most favorite agency and speaker were a provincial education office and a textbook developer(or author), respectively. Their most favorite time and period of the training program were the vacation and 15~30 hours, respectively. Third, the mean values on the frequency of use were lower than 3 point of the five-point Likert scale at both the GR for grade 3~4 and the GR for grade 5~6, and the teachers' main use of the GR was the planning a science lesson for an open class. Fourth, the teachers suggested various opinions and there was difference between the opinions about the GR for grade 3~4 and the opinions about the GR for grade 5~6.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.145-155
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• 2021

In this study, a SW interactive education training program for elementary school teachers was developed in order to cultivate the SW competency of teachers who apply SW education to schools, and the effect was analyzed by applying it to the school training site. For the development of the training program, the training development direction was set based on the current SW teacher training program, and an interactive training program was opened so that training could be conducted in a non-face-to-face situation in the COVID-19 situation. The developed training program was applied to 104 elementary school teachers in Gyeonggi-do. In order to analyze the effectiveness of the interactive training program, a survey on professor efficacy and satisfaction was conducted, and positive results were confirmed in terms of professor efficacy and program satisfaction. As it is expected that various SW/AI education training for teachers will be conducted as interactive training in the future, it is judged that it is necessary to conduct an analysis study on the effect of SW/AI training training.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.543-559
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• 2014

The purpose of this study was to analyze the teacher training programs focusing on reflect qualities of teachers in gifted education. A total of 20 teacher training programs were collected from the office of education, the teacher training center of university and the remote training center. These teacher training programs were analyzed using a semantic network analysis. The analysis showed that 'curriculum', 'teaching and learning' and 'development of curriculum' were emphasized in teacher training programs. Therefore, teacher training programs are operated with an emphasis on teacher's professional qualities. The analysis also revealed that many of the teacher training programs were dealt with professional and teaching faculty's qualities more than affective qualities. Therefore, it is necessary to reorganize the teacher training programs to be diversified and balanced. Furthermore, in order to improve teacher's quality equally, we suggest a systematic training program should be pot in place.

• Hwankyungkyoyuk
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• v.14 no.1
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• pp.127-144
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• 2001

This paper presents an analysis of the Teaching and Learning for a Sustainable Future (TLSF) program, an innovative teacher education and regular professional development by the United Nations Educational, Scientific and Cultural Organization (UNESCO) employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the TLSF design is based on good research in regard to learning, teaching, and assessment now driving efforts to reform environmental teacher education. Ongoing development of the TLSF program in the research setting of an international level permits ever deeper connection with emerging curriculum theory and curriculum practice and allows new linkage as ideas are tested in research classrooms.

• Hwankyungkyoyuk
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• v.16 no.2
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• pp.51-64
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• 2003

The ultimate objective of environmental education is to develop characteristics of the affective domain being the basis for environmental behavior. As this need, the researchers developed a modular program for environmental values education suited elementary school's actuality. In practice of program development, researchers analyzed the contents of environmental education in current curriculum. Researchers set up development principles of modular program according to the level of elementary moral development. The system of this modular program consists of three levels like environmental awareness, environmental literacy, environmental responsibility, and each module is made up of three subjects representing these levels. So this modular program is classified with three level's modular group like low grade, center grade, and high grade. And set in array after selecting value strategies suited each grade level. The expectant effects of this program for environmental values education are as follows: Students form sound environmental values and attitudes for environment through various strategies that develop environmental awareness and environmental literacy. And those strategies provides various experiences to construct knowledge, value, and attitude about environment by oneself working together with teacher. So teacher and students can utilize easily at school or in nature. Besides, since it relates with single environmental problem from awareness to participation about environment, teachers can conduct elementary environmental curriculum more systematically and effectively.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.133-144
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• 2020

The purpose of this study is to identify the effect of Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes with a focus on visual attention. The participants were two elementary school teachers in Seoul and taught science subjects. The lesson topic applied to this study were 'Structure and Function of Our Body' in the second semester of fifth grade and 'Volcano and Earthquake' in the second semester of fourth grade. The mobile eye tracker SMI's ETG 2w, which is a binocular tracking system was used in this study. In this study, the actual practice time, participant's visual attention, visual intake time average, and visual intake time average were analyzed by class phase. The results of the study are as follows. First, as a result of analyzing the actual class execution time, the actual class execution time was almost in line with the lesson plan after the TPEP application. Second, visual attention in the areas related to teaching and learning activities was high after applying TPEP. Factors affecting the progress of the class and cognitive burdens were identified quantitatively and objectively through visual attention. Third, as a result of analyzing the visual intake time average of participants, there was a statistically significant difference in all classes. Fourth, as a result of analyzing the visual intake time average of participants, the results were statistically significant in the introduction(video), activity 1, activity 2, and activity 3 stages in the lecture type class. The Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes can extend elementary science class expertise such as self-class analysis, eye tracking, linguistic, gesture, and class design beyond traditional class analysis and consulting.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.247-262
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• 2007

TPCK is the knowledge of intersection in mathematics, technology, and pedagogy. This study investigated a teacher's change of his TPCK. He participated in the professional development program which was designed to develop mathematics teachers' TPCK. The professional development program was based on using spreadsheets in teaching mathematics. The researcher suggests a consideration for the integration of technology in mathematics education and mathematics teacher education. The program consisted of a four week summer professional development program and three actual mathematics classroom teaching. Ten teachers took part in the program. One teacher who changed his TPCK most was selected to investigate what made it change most. Following teaching practice was the most influential factor in changing his TPCK.

• The Journal of Korean Association of Computer Education
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• v.21 no.5
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• pp.49-59
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• 2018

As the importance of technology increases, the need for TPACK, an knowledge for pre-service teachers, to integrate technology into education has increased. In order to improve TPACK of pre-service teachers, programming-based TPACK education program was developed. However, the developed educational program did not affect the self-efficacy of pre-service teachers. In order to solve this problem, in this study, the improved TPACK-P education program was applied to pre-service teachers to verify the change of self-efficacy. As a result, the improved TPACK-P education program was effective in the development of self-efficacy of pre-service teachers. In detail, pre-teacher's self-confidence and preference of task difficulty were significantly improved than previous. The TPACK-P education program, which is improved through this, confirms that the pre-service teacher promotes the integration of technology into the classroom rather than the existing education program.