• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.57-70
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• 2012

We investigated the perception and preferred type of question and analyzed type of questions asked by teachers in elementary science class to identify how teachers' perception of questioning is reflected in teaching practices. We collected the data from questionnaires, deep-interview and audiotaped four classes from grade 3 and six classes from grade 6. The data form deep-interview were analyzed interpretively and Blosser' framework of question was used to analyze questions which teachers used in classes. By interpretation of data from questionnaires, the teachers agreed that questioning affects science class in elementary school. There were a little differences in perceptions of questioning among three teachers. They preferred various types of question rather than a specific type. They didn't have a good understanding of questioning. The result showed that the teachers used frequently cognitive-memory question and convergent thinking question, which belonged to closed questions in their science classes. This didn't accord with their preferred types of question. The causes came from objectives of science instruction, degree of understanding about questioning, preference and confidence for science class. From this findings, we suggested that teachers should be given opportunities to take training courses in questioning in order to use effective questioning in science class.

• 대한공업교육학회지
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• v.40 no.1
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• pp.87-104
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• 2015

This study was carried out to evaluate on the job implementation of ITEC(Invention Teacher Education Center)'s in-service teacher training. To accomplish this purpose, teacher's perception on retention, usefulness, utilization, and enhancement were investigated after one year completing in-service teacher training. The populations of this study were 60 teachers completing in-service teacher training of the southeast ITEC. The methods of this study were survey research and qualitative content analysis. The subjects of survey research were 30 teachers and the case analysis objects were 12 epilogues of in-service teacher training. The mean of job implementation of southeast ITEC's in-service teacher training was 4.07 on a five-point scale. Teacher's perception on job implementation sub factors after one year completing in-service teacher training were as follows. The mean of enhancement factor was 4.39, usefulness factor was 4.11, utilization factor was 3.94, and retention factor was 3.82 on a five-point scale. The mean of enhancement factor and usefulness factor were relatively high level as compared with the mean of job implementation and the mean of utilization factor and retention factor were relatively low level as compared with the mean of job implementation. The results of qualitative content analysis about 12 epilogues of in-service teacher training, some significant instances were deducted that representable retention, usefulness, utilization, and enhancement factors directly and indirectly.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.97-118
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• 2014

The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.

• Korean Journal of School Psychology
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• v.18 no.3
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• pp.291-316
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• 2021

This study was conducted to identify how special education teachers perceive their school's organizational climate through latent profile analysis performed using Mplus, and determine whether there was a difference in the average teacher burnout rate between perception groups using three-step approaches. The participants were 312 special education teachers. The perception groups were identified as 'closed', 'laissez-faire', 'average', 'controlled', and 'autonomous.' The groups had different teacher burnout rates. The closed group had the highest rate, while the autonomous group had the lowest. This paper discusses the implications of these results for special education teacher burnout and school organizational climate, and suggests ideas for future studies.

• Journal of Environmental Science International
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• v.11 no.7
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• pp.611-620
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• 2002

The purpose of this study was to analyze the elementary school teachers＇perception toward the environment-related subjects in science education and to investigate their instructional methods in delivering the subjects in the classroom. The participants of this study were 300 elementary school teachers sampled from elementary schools in Kyung Nam Province. The findings of this study were as follows; First, more than half of the teachers surveyed showed that the environment-related units and contents in the science textbook were insufficient to the existing issues. Second, the large portion of teachers responded that the teaching materials in the textbook were insufficient to deliver the contents. Third, the largest portion of respondents replied that their preferred instructional method was a teacher-directed instruction followed by a case study approach. Fourth, in terms of the effectiveness of environmental education, both male and female teachers showed negative responses. Furthermore, male teachers were more negative than female teachers. Fifth, total means of their preference of the environment-related units was 3.13. The unit for sixth graders titled｀Environmental Pollution and Protecting Nature＇showed the highest preference, whereas the unit for fifth graders titled｀Structure and Functions of Plants＇showed the lowest preference. Sixth, there was no statistically significance in gender and their working areas. Seventh, there was statistically significant differences between male and female teachers in terms of teaching experience. In detail, the teachers with 5 to 9 teaching experience showed the lowest scores, while the teacher with more than 15 years teaching experience showed the highest scores in their perception of the units. Eighth, there was a significant difference between two groups in terms of their educational background. For example, two-year college graduates showed higher preference than four-year college graduates.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.23-30
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• 2011

The purpose of this study is to obtain the basic data as a part of the knowledge-base to improve the expertise of the informatics teacher in the secondary school by investigating the perception level of the Pedagogical content knowledge (PCK) of the incumbent informatics teacher in the secondary school. For achieving this purpose, the subcategory of the Pedagogical content knowledge(PCK) was divided into 6 fields based on its theoretical background and the developed questions were modified to 31 questions by the experts'checking their contents validity, the survey was carried out targeting 34 incumbent informatics teachers in the secondary school and the result was analyzed. As a result of the measurement of the perception level of the Pedagogical content knowledge of the informatics teacher in the secondary school, the average score in the whole range of PCK was 3.87. Additionally, between two groups of under 10-year-experienced teachers and over 10-year-experienced teachers, the difference about the perception level of the Pedagogical content knowledge of the informatics teacher in the secondary school by work experience was came out as a 0.05 significance level in the educational process knowledge.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.73-94
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• 2003

In this study, it was compared how different the adjustment, self-perception, social support and stress between science-gifted children and general children, and the difference between gifted boys and girls. And it was identified what are the effects on stress of science-gifted children. The subjects were 89 science-gifted children of the first grade in Middle School at JeonJu. Science-gifted students in this study were identified through the teacher nomination and CNU(ChonbukNational University) Science & Math Tests. We used the standard object as the comparative group (general children). The results of this study were as follow; First, all personal-adjustment and social-adjustment domains, self-perception and teacher support of science-gifted children were significantly higher than those of general children. All disadjustment domains, parent support and friend support of science-gifted children were significantly lower than those of general children. Second, the self-planning, prejudice, social competence, behavioral conduct, global self worth, parent support, teacher support and classmate support of the science-gifted children had the significant difference according to the gender. Third, the motive of accomplishment, self-planning, attachment and social-affirmation of the science-gifted children correlated negatively with their stress. Fourth, the social competence, athletic competence, physical appearance, behavioral conduct, global self worth and social support of the science-gifted children correlated negatively with their stress. The global self worth of the science-gifted children had the significant difference according to the variables such as teacher support, close friend support, parent support and classmate support in the other of name. The most influential factor was teacher support. The stress of the science-gifted children had the significant difference according to the variables such as parent support, close friend support and global self worth in the other of name. The most influential factor was parent support.

• Journal of Science Education
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• v.37 no.1
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• pp.23-39
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• 2013

Science teachers' perception on their preparation program can help in conceptualizing how science teachers could be prepared. Based on this premise, this study aims to investigate preservice and inservice science teachers' perception on their teacher preparation programs with a focus on the coherence and balance of program. For this purpose, 20 preservice and 39 inservice science teachers were participated. Selection form and open-ended form questionnaires were developed to survey science teachers' perception on their program. The results of study are as follows: Firstly, participating preservice and inservice science teachers perceived the coherence of their program as moderate. The most and least coherent category of program was 'planning & preparation' and 'professional responsibilities' respectively. Inservice teachers perceived the program less coherent than preservice teachers in all four categories. Secondly, participating preservice and inservice science teachers perceived that practical elements were deficient compare to theoretical elements in light of balance of the program. Lastly, participating preservice and inservice science teachers perceived that current science teacher preparation program was biased to test-driven curriculum, and four domains of the program (subject matter knowledge, pedagogical content knowledge, general pedagogical knowledge, and teaching practicum) need to be more strongly connected to secondary school context. Alternative ways to be more coherent and balanced science teacher preparation program were also discussed based on the research.

• Korean Journal of Human Ecology
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• v.20 no.3
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• pp.595-609
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• 2011

This study examine the mediating role of teacher-child relationships on children's effortful control and problem behaviors. Boys and girls were analyzed separately. Participants were 221 children(l21 boys, 100 girls; aged 4-5), their mothers and 19 child care teachers. The teachers completed rating scales to measure the perception of teacher-child relationships and the children's problem behaviors. Children's effortful control was rated by the mother's questionnaire. The collected data was analyzed using descriptive statistics, t-tests, Pearson's correlations, and hierarchical multiple regressions. Results indicated that children's effortful control was negatively related to their problem behaviors. In addition, the associations between children's effortful control and their aggressive behaviors were mediated by conflictual teacher-child relationship. Also, the relation of girl's effortful control and her withdrawal behavior was partially mediated by conflictual teacher-child relationship. Finally, the association between boy's effortful control and his withdrawal behavior was mediated by close teacher-child relationship. Results suggest the importance of teacher-child relationships in the context of intervention planning for preschooler's problem behaviors.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.