• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.352-363
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• 2016

The purpose of this study is to investigate the effect of elementary pre-service teacher's science concept level on teaching difficulty, teaching satisfaction, and class evaluation. This study was conducted for 117 first grade students who are studying at P National University of Education. For this study, 117 students were divided into two groups according to the science concept level, and teaching difficulty, teaching satisfaction, and class evaluation score of the two groups were analyzed. The conclusion of this study is as follows. First, the elementary pre - service teacher group with a higher level of science concept showed significantly lower teaching difficulties than those with lower levels. This shows us that if primary pre-service teachers who have high science concept level, they can teach primary school science more effectively. Second, the elementary pre - service teacher group with high level of science concept got higher score on teaching satisfaction than the group with lower level of science concept, but it did not show statistically significant. Third, the elementary pre - service teachers with higher science concept level showed significantly higher scores on class evaluation than those with lower concept.

• 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 Engineering Education Research
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• v.20 no.4
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• pp.38-50
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• 2017

The purpose of this study is to analyze the current evaluation methods on faculty performance at Korean engineering colleges and develop teaching evaluation indicators for faculty performance. We investigated the faculty performance cases in engineering colleges inside and outside of the Korea, the engineering faculty's awareness of evaluation factors for their educational performance, and the appropriate ratios by indicating factors. Also we developed evaluation indicators for educational achievements to improve the current faculty performance system. 227 engineering faculty members answered our survey questionnaire. The result in the case study on faculty performance evaluation is as follows. First, most items of faculty performance evaluation are about quantitative indicators that can easily conduct objective evaluation. Second, evaluation items of faculty performance are mostly focused on instruction in a classroom. Third, the evaluation by students and administrative managers is more dominant than that by professors or their colleagues, document evaluation than on site evaluation, general evaluation than formative evaluation, and static evaluation than dynamic evaluation. Lastly, Some universities tend to substitute outstanding articles for underperforming instruction. The evaluation indicators that we have developed can be implemented by four types of subjects, such as students, professors, their colleagues, and deans. Also, based on the evaluation indicators, faculties can freely select their evaluation domains depending on the their tracks, such as a teaching track, a research track, or an industry-university cooperation track. The mandatory evaluation fields include teaching, student counselling, teaching portfolio evaluation by mentors or colleagues, class management evaluation by deans, and self-evaluation. The other areas are optional and professors can choose their evaluation factors.

• Journal of the Korean earth science society
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• v.26 no.4
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• pp.347-357
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• 2005

Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.768-778
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• 2008

The most important factor in students' growth and development is the teacher. Therefore in-service science teacher education to develop the professionality is important as well as the selection of new excellence teachers. Our research is on the development and application of new education program on science experiments where in-service teachers become the lecturers in the program and provide information that is bound to the context of real lessons. This program is consisted of following 10 steps of work, which was implemented in 5 months: sharing the philosophy of the program, selecting science experiments, first application of the experiments, discussion on the first application, learning how to edit the movie clips of the lesson, second application of the experiments, in depth discussion on the second application, developing the experiment package, giving lecture to other science teachers, and evaluating the program. We describe the process of the program developed and implemented in detail to suggest a model of science teacher education program on science experiments and discuss educational implications. This program is characterized by the emphasis of the context closely linked to the real lessons, the problem solving in a real situation, and the collaboration of teachers, professors and science education researcher in a teacher education.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.133-160
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• 2013

The purposes of this research are to develop and to evaluate the teacher training program for enhancing scientific creative problem-solving abilities. For this purpose, by considering previous studies, this study suggested 'scientific creative problem solving process'. In the course of elementary teacher program development, the present study followed Instructional Systems Development stages, where Kirkpatrick's four-step evaluation model was applied for a quality of evaluation. As a result of evaluation, it was found that teachers' recognition of competency to teach the scientific creative problem solving process was increased. In addition, teachers' evalution of the program was positive and their willingness to apply it to the field was found high, which indicated that the training program's applicability to schools would be positive.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.339-347
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• 2021

The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

• International Journal of Contents
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• v.13 no.3
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• pp.32-37
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• 2017

The development of Information and Communications Technology (ICT) has changed the manner in which English teachers are taught as instructors, as well as English language learners. Online-related technology, a product of development of ICT technology, is used for various purposes such as training teachers and enhancing professionalism of current teachers to practice more efficient training. The purpose of this study is to extract common domains and sub-domains related to development of cyber-type in-service training (INSET) through domestic and international case analyses and to develop content areas of INSET using cyberspace or efficient online INSET programs. To accomplish the purpose of this study, domestic and foreign cases were analyzed in relation to direction of development of online English teacher training programs.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.75-89
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• 2001

The purpose of this study is to get the more qualified elementary science teacher's guide as a major curriculum material for teachers and to find more improvement suggestions by analyzing of the teachers' perception and using status of it. To examine the problems of this study, 183 teachers from the elementary schools were surveyed by the questionnaire that was developed by researcher, and statistical technique for data analysis was frequency, using SPSS win(version 7.5). Teachers generally thought that the general remarks of the elementary science teacher's guide were helpful to understand elementary science education and the detailed subjects were useful, but teachers less satisfied about 'practice of teaching' of the detailed subjects. The most interested sector of the teachers' was the sector of the teaching methods. The results of this study were that the sector' the methods and evaluation of the elementary science education' of the general remarks and the sector' practice of teaching' of the detailed subjects were mostly interested. So it is necessary to be more detailedly guided when the development of the elementary science teacher's guide are considered.

• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.131-149
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• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.