• 제목/요약/키워드: Teachers′ knowledge

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초등 현직 교사와 예비 교사의 기초적인 과학 지식에 관한 조사 (A Study on the Basic Scientific Knowledge of In-service and Pre-service Elementary School Teachers)

  • 강현숙;박재근;노석구
    • 한국초등과학교육학회지:초등과학교육
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    • 제28권1호
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    • pp.67-78
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    • 2009
  • The purpose of this study is to identify the basic scientific knowledge of in- and pre-service elementary school teachers, specific areas having insufficient knowledge and the reason for the lack of understanding. For the study, we analyzed the survey asking basic scientific knowledge to in-service elementary school teachers within an urban communities and pre-service elementary school teachers enrolling the first, the second and the third year in National University of Education. The results shows that there is the lack of understanding about scientific knowledge such as boiling points, perihelion, substances, and elements, which elementary school teachers should have exactly known. With regard to the age, an effort is required to increase scientific knowledge of the in-service teachers in 50's, compared to those in 20s' and 30s'. In the pre-service teachers, the average in the third year was significantly higher than that in the first and second year. Regarding the major background in high school, both of in- and pre-service teachers who completed the science course showed significantly higher average than those who completed the liberal arts course. In addition, regarding the major in the university, the average of the group with science and engineering major was higher than that of the group with other majors.

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전북지역 초등학교 남.여 교사의 식습관과 영양지식 (A Study on Food Habit and Nutrition Konwledge of Elementary School Teachers in Jeonbuk Area)

  • 윤인숙;정수진;박정은;차연수
    • 한국가정과학회지
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    • 제10권1호
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    • pp.71-80
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    • 2007
  • This study was carried out to investigate dietary habits and nutrition knowledge of teachers, who are in charge of actual education of nutrition knowledge and dietary habits for students, of the elementary schools. Five hundred male and female teachers, who attended the programs for teacher's qualification of 1st and 2nd grades and function education during summer vacations, were surveyed using of questionnaire at Jeollabuk-do Educational Training Institute. A lot of teachers have had undesirable dietary habits. The most frequently(65.4%) used sources of nutrition knowledge were mass media such as TV, radio, magazines and newspapers, About 93% of teachers recognized nutrition education for the students, and 75.6% of them answered that their dietary habits may have an influence on students' dietary habits. Or, teachers' nutrition knowledge level was found to be low in general. The improvement of dietary habits and their nutrition knowledge of the teachers are very important because their dietary habits and nutrition knowledge have an influence on formation of students' dietary habits.

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수학교사의 확률과 통계에 대한 지식과 신념 (Mathematics teachers' knowledge and belief on the high school probability and statistics)

  • 김원경;문소영;변지영
    • 한국수학교육학회지시리즈A:수학교육
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    • 제45권4호
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    • pp.381-406
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    • 2006
  • This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.

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평면도형 영역에서 Shulman-Fischbein 개념틀을 활용한 학생의 오류에 대한 예비 교사의 지식 분석 (Interpretation of Pre-service Teachers' Knowledge by Shulman-Fischbein Framework : For Students' Errors in Plane Figures)

  • 김지선
    • 한국수학교육학회지시리즈E:수학교육논문집
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    • 제32권3호
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    • pp.297-314
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    • 2018
  • 본 연구는 교사지식 중에서 예비교사의 학생에 대한 지식을 Shulman-Fischbein 개념틀을 이용하여 해석함으로써 우리의 교사교육의 현실에 시사점을 제공하고자 하였다. Shulman-Fischbein 개념틀은 수학의 알고리즘적 SMK, 수학의 형식적 SMK, 수학의 직관적 SMK, 수학의 알고리즘적 PCK, 수학의 형식적 PCK, 그리고 수학의 직관적 PCK의 여섯 가지 요소로 구성되어 있다. 이를 위해 일련의 평면도형 영역의 문제를 다루고 학생의 오개념을 포함한 지필과제를 5명의 예비교사에게 제시하고 그들이 제출한 답변을 분석하였다. 분석 결과 예비교사들은 상당히 강한 SMK를 지니고 있음을 보여주었고, 수학의 형식적 측면을 강조하는 경향을 보였다. 또한 학생들의 오개념 분석 시 학생들의 수준을 깊게 고려하지 않았고, 오개념을 고치기 위한 교수학적 방법을 제안할 때에 구체적이지 못하고 피상적인 답변만을 제시하는 특징을 보여주었다.

보육교사의 소진, 과학교수불안 및 과학교수효능감 간의 관계에서 과학교과교육학지식의 매개효과 (The Mediating Effect of Pedagogical Content Knowledge of Science Teaching on the Relations Among Child Care Teachers' Burnout, Science Teaching Anxiety, and Science Teaching Efficacy)

  • 백영숙;김동례
    • 한국보육지원학회지
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    • 제12권6호
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    • pp.189-206
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    • 2016
  • The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.

유아교사의 구성주의 교육신념, 수학교수효능감 및 수학교과교육학지식이 수학교수적극성에 미치는 영향 (The Effects of Constructive Teaching Belief, Mathematics Teaching Efficacy and Pedagogical Content Knowledge of Mathematics on Teaching Intention for Mathematics of Early Childhood Teachers)

  • 서정민;이정화
    • 한국보육지원학회지
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    • 제13권1호
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    • pp.185-200
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    • 2017
  • Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

영아반 교사의 영아발달지식이 전문성 인식에 미치는 영향: 보육 효능감의 조절효과를 중심으로 (The Influence of Teachers' Knowledge of Infant Development on Perception of Professionalism: Moderation Effect of Efficacy of Child Care)

  • 김경화;송승민
    • 한국지역사회생활과학회지
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    • 제23권3호
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    • pp.357-368
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    • 2012
  • The purpose of this study was to investigate the influence of teachers' knowledge of infant development and efficacy of child care on perception of professionalism. The participants of this study were 264 child care teachers who were in charge of infants in child care centers in Gyunggi Province. Instruments to measure teachers' knowledge of infant development, efficacy of child care and perception of professionalism as teachers were used in this study and the data were analyzed by descriptive statistics, the hierarchical regression, and the structural equation model analysis by AMOS. Based on the hierarchical regression, efficacy of child care influenced on perception of professionalism rather than knowledge of infant development. The moderation effect of efficacy of child care existed in the relationship between teachers' knowledge of infant development and perception of professionalism.

귀류법에 대한 교사 지식 분석 -'교과 내용 지식' 및 '학생의 이해에 대한 지식'을 중심으로- (An Analysis of Teacher's Knowledge about Reductio Ad Absurdum -Focused on 'Subject Matter Knowledge' and 'Knowledge of Students' Understanding'-)

  • 황진연;신보미
    • 한국수학교육학회지시리즈A:수학교육
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    • 제55권1호
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    • pp.91-106
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    • 2016
  • The aim of this study was to analyze characteristics of teachers' knowledge about reductio ad absurdum. In order to achieve the aim, this study conducted didactical analysis about reductio ad absurdum through examining previous researches and developed a questionnaire with reference to the results of the analysis. The questionnaire was given to 34 high school teachers and qualitative methods were used to analyze the data obtained from the written responses by the participants. This study also elaborated the framework descriptors for interpreting the teachers' responses in the light of the didactical analysis and the data was elucidated in terms of this framework. The specific features of teachers' knowledge about reductio ad absurdum were categorized into five types as a result. This study raised several implications for teachers' professional development for effective mathematics instruction related to reductio ad absurdum.

교사의 AIDS 관련 지식 . 태도 . 행위 . 관심도에 관한 연구 (The Study on Teachers' Knowledge, Attitudes, Behaviors, and Interests regarding to AIDS)

  • 장영미
    • 보건교육건강증진학회지
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    • 제15권1호
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    • pp.31-48
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    • 1998
  • A study of 232 secondary school teachers was conducted to explore their knowledge, attitudes, behaviors, and interests concerning AIDS and HN infection, in order to develop in-service training program for teachers and effective teaching strategies across the curriculum for students. 1. Teachers of 12.9% reported that they had attended in-service training concerning AIDS and HIV. 2. Teachers of 75.4%, 68.2%, 73.7% offered correct answers to the knowledge section pertaining to the transmission of HN, prevention of mv infection, and HIV antibody testing. 3. Significant correlations were found among knowledge, attitudes, interests, and between interests and behaviors, related to AIDS and HIV. Teachers who had relatively more knowledge and positive attitudes related to AIDS, had an more interest in AIDS, expressed stronger intentions to care for, and took more positive attitudes toward working with and teaching AIDS patients than other teachers did.(Correlation through Factor Analysis).

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Preservice Biology Teachers' Learning to Teach Science through Science Methods Courses

  • Kim, Sun Young
    • 한국과학교육학회지
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    • 제32권9호
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    • pp.1427-1442
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    • 2012
  • This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.