• Title/Summary/Keyword: Teachers' Teaching Strategy

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The Relationship between Mathematics Teachers' Noticing and Responsive Teaching: In the Context of Teaching for All Students' Mathematical Thinking

  • Hwang, Sunghwan
    • Research in Mathematical Education
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    • v.25 no.1
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    • pp.91-97
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    • 2022
  • Competent mathematics teachers need to implement the responsive teaching strategy to use student thinking to make instructional decisions. However, the responsive teaching strategy is difficult to implement, and limited research has been conducted in traditional classroom settings. Therefore, we need a better understanding of responsive teaching practices to support mathematics teachers adopting and implementing them in their classrooms. Responsive teaching strategy is connected with teachers' noticing practice because mathematics teachers' ability to notice classroom events and student thinking is connected with their interaction with students. In this regard, this review introduced and examined a study of the relationship between mathematics teachers' noticing and responsive teaching: In the context of teaching for all students' mathematical thinking conducted by Kim et al. (2017).

Analysis of Preservice Elementary Teachers' Lesson Plans

  • Hong, Jung-Lim
    • Journal of The Korean Association For Science Education
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    • v.24 no.1
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    • pp.171-182
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    • 2004
  • The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

The Effects of Kindergarten Teachers' Efficacy Belief on Mathematics Education Practices (유아 교사의 수학교수 효능감에 따른 수학수업실제에 관한 연구)

  • Chung, Chung Hee
    • Korean Journal of Child Studies
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    • v.22 no.4
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    • pp.225-241
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    • 2001
  • This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

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A Study on the Parents' and Teachers' Recognition Level about the Causes of Behavior among Children with Behavioral Problems and the Teachers' Teaching Strategies for Problem Behaviors of Children (문제행동유아의 행동원인에 대한 부모-교사의 인식수준과 교사의 지도전략에 관한 연구)

  • Kim, Joeng Kyoum;Kang, Young-Sik
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.2
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    • pp.342-348
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    • 2017
  • This study examined the difference between parents' and teachers' recognition about problem behaviors of children. The findings showed that there was a distinct difference between parents' and teachers' recognition about all problem behaviors of children. Especially, teachers had more recognition about problem behaviors of children than parents. And the reactive interaction and the actual prevention in educational institutions were preferred in the difference between parents' and teachers' recognition about a teaching strategy for children, such that teachers had significantly higher recognition about a teaching strategy for children than parents did, while there was no significant difference in the strategy for social emotion. This means that teachers should originally control and manage various problem behaviors based on the common teaching strategy, which is socio-emotionally recognized, rather than the biased teaching strategy. But the teaching strategy of reactive interaction is preferred in accordance with the type of problem behaviors between teachers and children and the children who show problem behaviors. Especially, teaching strategies of reactive interaction and actual prevention focused on the inhibition and prevention of children's problem behaviors are preferred in light of children's characteristics of many unexpected problem behaviors.

Development and Application of Prospective Early Childhood Teachers Maker Education Program Using Station Teaching Strategy: Focusing on Teaching Materials and Method Study for Young Children (스테이션 교수전략을 활용한 예비유아교사 메이커교육 프로그램 개발 및 적용: 유아교과교재 연구 및 지도를 중심으로)

  • Cho, EunLae
    • Korean Journal of Childcare and Education
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    • v.16 no.6
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    • pp.155-183
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    • 2020
  • Objective: In this study, we tried to verify the effects of program by constructing an effective maker education program that can cultivate the maker's capabilities through voluntary production activities by utilizing various technologies and tools. Methods: First, prior research on maker education and the station teaching strategy was considered, and interviews and surveys were conducted on prospective early childhood teachers in order to find out the degree of demand for maker education. The final program was finalized through verification of the contents validity. Results: The developed program was applied to a total of 49 prospective early childhood teachers (24 in the experimental group, 25 in the comparative group) attending U College, and it was found to be effective in enhancing convergence talent, education knowledge of early childhood teachers' technology, and self-directed learning skills. Conclusion/Implications: These findings show that the preliminary early childhood teacher maker education program using station teaching strategy has educational value that can be used as an effective teaching method in early childhood education.

The Development and Application of Teaching Strategies using EBS Clipbank in Elementary Science Class (초등학교 과학수업에서 EBS 교육방송 클립뱅크를 활용하는 전략의 개발과 적용)

  • Park, Dongseob;Kwon, Nanjoo
    • Journal of Korean Elementary Science Education
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    • v.34 no.1
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    • pp.32-45
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    • 2015
  • The purpose of this study is to further develop the strategies using EBS clipbank service and investigate the their effects of the science academic emotion on the student's attitude toward science. Clipbank is service for educational purpose. EBS provides clipbank that holds about 210,000 video clips made from EBS programs. Two class of 6th grade were selected and instructed. Implementing and using the teaching strategies, a test was administered to examine the science academic emotion of the students effects using clipbank teaching. It had two rounds for inspection about operation of the strategies with curriculum. In the second research, by re-supplying a more sophisticated program strategy from first in putting feedback. The result of analyzing the test was as follows. First, elementary teachers can be used in class to take advantage of a variety of educational materials clipbank contents. Result of teachers survey, clipbank teaching was effective and teachers who using clipbank service will be the continue utilize clipbank. Second, the strategy for using clipbank teaching was effective on student's science academic emotion. And strategy was effective significantly different depending on gender. In conclusion, the strategy for using clipbank teaching, made students feel that learning science was interesting. A lot of reseaches give that science can provide the ideas as a metheod to educational web-sites, educational web-sites can provide creative ideas to science learning strategy, but it is still lacking that research can be applied to education specifically on how to. This study will help elementary teachers adjust teaching to help students learn science with positive emotions.

A Survey on Astronomical Spatial Concept and Attitudes About Astronomy For Establishment of Effective Teaching Strategy In Astronomy Earth Science (천문영역의 효과적인 교수전략 수립을 위한 천문학적 공간개념 및 천문학에 대한 태도 조사)

  • Shin, Myeung-Ryeul;Lee, Young-Seop
    • Journal of the Korean Society of Earth Science Education
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    • v.4 no.2
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    • pp.177-185
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    • 2011
  • This survey investigated elementary school teachers' Astronomical Spatial Concept and their Attitudes about Astronomy for Effectively Teaching Strategy. This study surveyed 53 teachers in Ulsan. The data were statistically analyzed by SPSS WIN 18.0. The results of this study are as follows : First, Elementary school teachers' level of understanding of the concept of astronomical space, usually lower. In particular, the lower the level of understanding of the concept of spatial location. Second, Elementary teachers' attitudes about astronomy, astronomers generally appreciate the value of the information and guidance, but difficult for astronomers had recognized. Third, the concept of space and astronomy astronomical elementary teacher attitudes about sex and there was no significant difference according to the teaching career. Therefore, in order to develop effective teaching strategies for elementary teachers attitudes about astronomy and astronomical space concepts from their spatial position to increase the understanding of astronomy, often on the job training to strengthen the astronomers should eliminate the difficulties.

Study of Teachers' Language of Instruction Based on a Video of the Algebra Classroom - such as Two Cases of "The Multiplication and Division of the Fractions"

  • Ye, Lijun;Si, Haixia
    • Research in Mathematical Education
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    • v.15 no.2
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    • pp.197-208
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    • 2011
  • By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

An Analysis of Pre-service Elementary Teachers' Oceanographic Literacy and Opinions on Teaching Strategies for Ocean-related Topics (초등 예비교사들의 해양학적 소양과 해양 관련 주제의 교수 전략에 대한 의견 분석)

  • KIM, Dong-Ryeul
    • Journal of Fisheries and Marine Sciences Education
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    • v.29 no.2
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    • pp.396-408
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    • 2017
  • This study aims to analyze pre-service elementary teachers' oceanographic literacy, understanding of ocean environmental problems and opinions on teaching strategies for ocean topics. As survey participants, this study selected 126 pre-service elementary teachers. Firstly, as a result of testing their oceanographic literacy, this study found out that out of all the basic principles, 'Oceans Largely Unexplored' was highest in the mean score, followed by 'Human Connections', 'Ocean & Its Life Shape Earth', 'Habitability', 'Biodiversity', 'Weather & Climate' and 'Size of Ocean'. Besides, regarding environmental problems affecting all the aspects of ocean, they mentioned oil spills caused by vessel accidents, so called 'Oil Pollution', as the most serious marine environmental problem. Regarding environmental problems affecting coral reefs, they considered over-fishing as the most serious problem. Secondly, as a result of analyzing their opinions on effective teaching strategies for ocean-related topics in elementary science textbooks, this study found out that regarding topics about understanding the undersea topography in the chapter of the earth and moon, they proposed 'Making an Undersea Topographic Model with Sand' most as an effective teaching strategy. As an effective teaching strategy for the chapter of animals' lives, they proposed 'Classifying Animals with Marine Animal Cards' most. As an effective teaching strategy for the chapter of ground surface changes, they proposed 'Making and Simulating Seashore Topography' most.

A Study of an Instructional Design Strategy for Improving the Collaborative Teaching Between School Librarians and Subject Teachers in Library-Assisted Instruction (도서관 활용수업에서 사서교사와 교과교사의 협동수업 향상을 위한 교수설계 전략에 대한 연구)

  • Song, Gi-Ho
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.21 no.2
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    • pp.111-127
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    • 2010
  • This study aims for developing an instructional design strategy to improve collaborative teaching between teacher librarians and subject teachers in library-assisted instruction. Collaborative teaching is an important management activity enhancing teaching role of teacher librarians in their school community. But in the actual condition the level of the library-assisted instruction as its practical strategy is cooperation and subject teachers are leading teaching and learning except for selecting resources. Because library-assisted instruction is resource-based learning, the procedural knowledge of information literacy curricula and topics of subject specific curricula should be designed as a whole. Also, there must be possibilities of reducing trial and error and expanding successes. From these sides, the collaborative design strategy for library-assisted instruction can be planned like 'statement of learning situation-co designing-co teaching-co evaluating'.