• Title/Summary/Keyword: Teacher education

Search Result 5,525, Processing Time 0.026 seconds

Change of teacher knowledge through task design in the teacher-researcher community : Focused on knowledge of students in the area of derivatives application (교사연구공동체에서 과제설계를 통한 교사 지식의 변화 : 도함수 활용 영역에서 학생에 대한 지식을 중심으로)

  • Lee, Kyeong-Hwa;Song, Chang-Geun;Jung, Hye-Yun
    • The Mathematical Education
    • /
    • v.58 no.2
    • /
    • pp.299-317
    • /
    • 2019
  • In this study, we analyzed the change of teacher knowledge through task design in the teacher-researcher community focused on knowledge of students in the area of derivatives application. The following subjects were studied. First, we have analyzed the focus of the discussion related to teacher knowledge of students within the teacher-researcher community. Second, we have analyzed the change of teacher knowledge of students according to the focus. The results of this study are as follows. First, community member' different knowledge of students led the discussion on the task solving paths. The main focus of the discussion was the possibility in inducing responses and motivation. Second, the process of reviewing and evaluating task solving paths and reaching consensus led the improvement of teacher knowledge. Teachers and researchers led changes of teacher knowledge by sharing the knowledge based on previous research and experience, respectively. This ultimately shows the necessity of co-learning between teachers and researchers in teacher education.

A Study on Development of Textbook 'Modern Algebra' for Training Mathematics Teacher of Secondary Schools (중등학교 수학교사 양성을 위한 현대대수학 교재 개발 연구)

  • Shin Hyunyong;Lee Kang Sup;Han Inki;Lyou Ikseung
    • The Mathematical Education
    • /
    • v.44 no.3 s.110
    • /
    • pp.337-360
    • /
    • 2005
  • In this paper we develop textbook 'Modem Algebra' for training mathematics teacher of secondary schools. In order to understand mathematics teacher's viewpoint about desirable textbook 'Modem Algebra' we created a Questionnaire related with curriculum and textbook for training mathematics teacher of secondary schools. We analyze the result of the questionnaire along with recent studies on teacher education and come up with basic principles of developing textbook 'Modern Algebra'. The first version of 'Modern Algebra for Mathematics Teachers' that we have developed based on our study can be found in website 'www.teacheredu.co.kr'.

  • PDF

A Study of Educare Center's Teachers on the Efficacy of Early Childhood Care and Education (보육교사의 효능감에 관한 연구)

  • Lee, Sae Na;Lee, Yeung Suk
    • Korean Journal of Child Studies
    • /
    • v.26 no.6
    • /
    • pp.45-58
    • /
    • 2005
  • The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.

  • PDF

The Function of Creativity in the Solutions of Irregular Sequence Problems among Elementary School Mathematics Teachers and Teacher-Trainees in other Disciplines

  • Gazit, Avikam;Patkin, Dorit
    • Research in Mathematical Education
    • /
    • v.13 no.4
    • /
    • pp.309-330
    • /
    • 2009
  • The article aims to present findings of a study which has examined the ability of elementary school mathematics teachers and of teacher-trainees in other disciplines to solve irregular challenging problems of sequences in general rather than numerical sequences only. The findings show that mathematics teachers succeed to cope with unusual assignments when the requirements of the problems presented to them are analogous to irregular problems. However, when the problems require a change in the thinking procedure in the direction of creative thinking, there is a considerable decrease in performance. Another finding shows that, although teacher-trainees succeed less in solving the presented problems, they give incorrect solutions which do indicate creative thinking. An inevitable conclusion based on the research findings is that teacher training institutions should enhance and reinforce multi-directional. branching out and creative thinking competences.

  • PDF

A study on the consumer education in elementary schools -Focusing on the analysis of the curricula and teacher attitudes- (초등학교 소비자교육에 관한 연구 -교육과정 및 교사의 인식과 요구를 중심으로-)

  • 박승련;박명희
    • Journal of Korean Home Economics Education Association
    • /
    • v.11 no.2
    • /
    • pp.27-38
    • /
    • 1999
  • The aim of this study is to identify needed consumer education changes through the analysis of the consumer education in elementary schools. The findings of this study are:1. The current situation of elementary school consumer education was examined through analysis of the curricula of elementary schools. 2. Teacher attitudes and perceptions toward elementary school consumer education were also examined. Although the elementary school teachers clearly understood the importance of consumer education, the problem is that a training workshop or program has not been provided for them. This deficiency needs to be addressed quickly. 3. The third part of the study consisted of an analysis of the curriculum of the 11 Teacher’s Colleges in Korea. This partof study revealed that consumer education was not systematically addressed at Teacher’s Colleges. This finding suggests that it is important to have an included with other opening lecture on consumer education, cultural subject. The content of the consumer education must be positively emphasized and applied systematically.

  • PDF

Conceptualizing Teacher Candidates' Figured Worlds in Learning to Enact Core Practices

  • Pak, Byungeun;Lee, Ji-Eun
    • Research in Mathematical Education
    • /
    • v.22 no.2
    • /
    • pp.135-152
    • /
    • 2019
  • This conceptual paper proposes a conceptualization regarding teacher candidates' experiences as learners during instructional activities implemented by teacher educators in practice-based teacher education programs. We argue that the current learning cycle framework for teacher candidates to engage in core teaching practices does not fully address teacher candidates' own learning experiences as learners. To provide a rationale for our proposal, we examine the current conceptualization of learning to enact core practices and suggest the need for integrating teacher candidates' experiences into the current conceptualization. We also draw on research on figured worlds as an effort to conceptualize teacher candidates' experiences coming from multiple figured world. We present some examples from our own mathematics methods courses to illustrate how this newly proposed framework can be used in practice and share remaining questions for future research.

Policy Suggestions for Fostering Teacher ICT Competencies in Developing Countries: An ODA Project Case in Peru

  • SO, Hyo-Jeong;SEO, Jongwon
    • Educational Technology International
    • /
    • v.21 no.2
    • /
    • pp.217-247
    • /
    • 2020
  • Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers' ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the 'macro-meso-micro' level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.

Examining How Teacher Identities Explain Their Interactions with Students in Small Groups

  • Pak, Byungeun
    • Research in Mathematical Education
    • /
    • v.25 no.2
    • /
    • pp.117-133
    • /
    • 2022
  • Examining ways to interact with students in small groups is an important topic for researchers to understand. Existing studies pertaining to the topic have not shed light on knowing why teachers interact with students in small groups the way they do. Given that teacher identity shapes teaching practices, this study explores how teacher identity shapes teachers' interaction with students in small groups. Working with two beginning teachers, I conducted four interviews to collect the data related to reasons behind their interactions with students in small groups in the interview. I analyzed the interview transcripts using a thematic analysis. I found that one teacher's teacher identity was related to her personal experiences as a child and a learner and another teacher's teacher identity was related to her view of teachers' roles as a teacher. I provide discussion and implications of this study.

An Exploration of the Possibility of Implementing 'Responsive Teaching' (RT) in Elementary Science Classrooms (초등 과학 수업에서 '반응적 교수'의 실현 가능성 탐색)

  • Oh, Jiun;Oh, Phil Seok
    • Journal of Korean Elementary Science Education
    • /
    • v.36 no.3
    • /
    • pp.227-245
    • /
    • 2017
  • The purpose of this study was to explore the possibility of implementing 'responsive teaching (RT)' in elementary school science classrooms. A review of relevant literature yielded a tentative framework of RT which consisted of three characteristics of RT and example practices for each characteristic. The RT framework was used to analyze elementary science lessons on the topic of the transpiration in plant leaves. The data sources were audio recordings of three $5^{th}$ grade classrooms which included both the whole-class instruction and student group activities. The data were examined through collaboration between the teacher who had taught the lessons and a university-based science education researcher. It was revealed that the implementation of RT was limited when the teacher's intervention was focused on completing tasks; when it was out of the contexts of student activities; when the teacher provided earlier what students were supposed to find out by themselves; and when the teacher's comments were evaluation-centered. By contrast, the implementation of RT was made highly possible when the teacher's intervention induced an intellectual debate among students; when the teacher negotiated meanings with students; when the teacher connected what students shared to scientific knowledge; and when the teacher prompted students to solve a new problem. Implications about implementing and studying RT were discussed.

Understanding of Mathematics Teacher Learning and Teaching Practice in Transition (수학 교사 학습 및 교수법 변화에 관한 이해)

  • Pang, Jeong-Suk
    • Journal of the Korean School Mathematics Society
    • /
    • v.9 no.3
    • /
    • pp.265-286
    • /
    • 2006
  • Given that less attention has been paid to teachers than students in mathematics education, this study attempted to provide theoretical foundations to understand better mathematics teacher learning and teaching practice in transition. First, this paper summarized three conceptions of teacher learning on the basis of the relationships of knowledge and practice followed by several implications to mathematics teacher education. Second, this paper provided a brief overview of cognition as situated, social, and distributed. This paper then explored new implications and issues about mathematics teacher learning that the overview brought to light. It is expected for teacher educators and researchers to participate in rich discussion of many implicit issues about teacher learning that this paper begins to raise.

  • PDF