• 한국수학교육학회지시리즈A:수학교육
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• 제44권1호
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• pp.67-85
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• 2005

This study investigated elementary teachers' subject matter knowledge and pedagogical content knowledge of fractions. The subject for data collection were 12 in-service elementary teachers and data were collected through written test problems. The finding imply that most elementary teachers understand fraction construct as part-whole, show low level of understanding of operator, ratio, and measurement constructions and word problem posing, using models, and developing the algorithms to divide fractions. The research results indicates that experienced teachers possess poor knowledge of fractions against novice teachers.

• 한국지구과학회지
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• 제32권5호
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• pp.494-503
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• 2011

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권3호
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• pp.257-273
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• 2004

In this paper, we analyze what the components of mathematics teacher` knowledge are, and find that mathematics teacher need knowledge of three areas: subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge. Studies of practicing teachers suggest that When teachers lack understanding in their respective disciplines, it inhibits them from providing students the best learning opportunities, but that a teacher possessing pedagogical content knowledge provides learners with multiple approaches into learning. Some teachers having sound knowledge of mathematics and students were able to respond appropriately to students' questions, design appropriate learning activities involving a variety of mathematical representations, and orchestrate mathematical discourse in the classroom. Thus, it appears that mathematics teachers' knowledge positively affect teaching and student learning..

• 한국과학교육학회지
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• 제32권8호
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• pp.1378-1389
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• 2012

Environmental education is usually taught across the curriculum in most of the countries. This teaching approach has been a challenge for teachers to implement it especially in the Malaysian curriculum context. Thus, science teachers require effectual Pedagogical Content Knowledge of Environmental Education (PCK-EE). The purpose of this study was to explore the influence of teaching option and teaching experience on science teachers' PCK-EE. Five components of PCK-EE were investigated in this study, which were: a) knowledge of curriculum, b) knowledge of content, c) knowledge of student, d) knowledge of teaching strategies, and e) knowledge of evaluation. 347 secondary science teachers from the state of Selangor have participated in this survey study. The questionnaire used had 60 items. The findings revealed teaching option has a significant influence on science teachers' knowledge of content (p=0.000); knowledge of student (p=0.000) and knowledge of teaching strategies (p=0.016). In the case of teaching experience, it was found that there is a low correlation on knowledge of content (r=0.174) and knowledge of evaluation (r=0.170) only. Implication of this study leads to the suggestion in enhancing teachers' service training to improve their PCK-EE and subsequently their ability in teaching environmental education across curriculum.

• 한국환경교육학회지:환경교육
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• 제22권3호
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• pp.125-135
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• 2009

In this study, we discuss pedagogical content knowledge (PCK) of pre-service environment teachers since PCK is one of the most important professional competencies for teachers. In Republic of Korea, environmental education is taught as an independent subject in middle and high schools. Thus, pedagogical content knowledge (PCK) of environment teachers plays an important role for quality EE at schools. The purpose of this study is to find out the PCK(Pedagogical Content Knowledge) of pre-service environment teachers. Researchers collected and analyzed data from four environmental education department. Study method used a questionnaire for eighty-two pre-service environment teachers. The study results are as follows. Seven part of PCK(Knowledge of Instructional Strategies, Knowledge of Representation, Knowledge of Subject Matter, Knowledge of Evaluation, Knowledge of Students, Knowledge of Curriculum, Knowledge of Environmental Context) exists the significant difference in pre-service environment teachers. The highest part is the Knowledge of Environmental Context and the lowest part is the Knowledge of Evaluation in pre-service teachers. So the curriculum of environmental education department will be changing that emphasize the Knowledge of Evaluation and the Knowledge of Students.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.484-495
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• 2019

This study divided pre-service elementary school teachers' knowledge conversion into four types, socialization, externalization, combination and internalization, based on their inquiry activities on the life cycle of cabbage butterfly. As research subjects, this study collected results from 24 pre-service elementary school teachers who carried out inquires on the life cycle of cabbage butterfly for about 2 months. The type of socialization indicates the conversion of tacit knowledge into tacit knowledge, and this study found out that pre-service elementary school teachers acquired and accumulated tacit knowledge from their fellow pre-service teachers, professors and even acquaintances inside and outside the lab. However, there appeared no process that they shared their tacit knowledge with other pre-service teachers or delivered it to them. The type of externalization indicates the conversion of tacit knowledge into explicit knowledge, and this study discovered some cases that pre-service elementary school teachers expressed their inner tacit knowledge into explicit knowledge. However, there was no case found that they converted the verbally-unexpressed tacit knowledge of their fellow teachers or experts into well-defined explicit knowledge. The type of combination indicates the conversion of explicit knowledge into explicit knowledge, and this study discovered some cases that they collected explicit knowledge and converted it into new explicit knowledge for the acquisition, integration and delivery or distribution of explicit knowledge. However, there were few cases that they creatively devised new explicit knowledge by acquiring new knowledge through direct observation and supplementing the existing explicit knowledge. The type of internalization indicates the conversion of explicit knowledge into tacit knowledge, and this study discovered both explicit knowledge embodied through personal experiences and explicit knowledge embodied through simulations and experiments that formed tacit knowledge in process of examining the existing explicit knowledge.

• 한국가정과교육학회지
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• 제12권3호
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• pp.93-104
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• 2000

The purposes of this study were to measure the levels of environmental consciousness. environmental knowledge, and environmental education performance and to find the influences of related variables on environmental education performance in Home Economics teachers. The researchers used a questionnaire consisting of three parts such as environmental consciousness. knowledge and education for 153 Home Economics teachers o secondary schools in Gwang-ju. The results are as follows: The level of environmental consciousness of the Home Economic teachers was high, but that of their environmental knowledge and the performance of environmental education were low. The teachers with more educational experience and married teachers showed higher level of environmental consciousness. Unmarried teachers showed higher level of environmental knowledge. The teachers with more age and educational experience showed higher level of environmental education performance. The teachers with more chances for getting environmental information had relatively higher level of environmental knowledge. The teachers with more educational experience and chance for getting environmental information and pro-environment community had relatively higher level of environmental education performance. With regard to environmental education experience older teachers getting environmental information pro-environment community and the teachers with higher level of environmental consciousness practiced more. Environmental knowledge, however, didn’t affect environmental education.

• 대한수학교육학회지:학교수학
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• 제15권2호
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• pp.443-457
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• 2013

본 연구에서는 교사의 지식에 대한 초임교사들의 인식을 알아보기 위해 초임교사들에게 설문을 실시하고, 그 결과를 분석하였다. 초임교사들은 자신의 수업의 반성과 개선에 대한 지식을 가장 필요하다고 인식하고, 실제 수업에서는 수학적 개념과 학습 내용들 사이의 연계성과 위계성 등 상호 관계에 대한 지식을 가장 많이 활용한다고 인식한다. 이러한 교사의 지식은 주로 수업 경험과 교사 연수를 통해 형성된다고 인식한다. 또한, 초임교사들은 수학 수업에서 공학적 도구와 평가를 활용하는 지식에 대해 필요성을 낮게 인식하고 자주 활용하지 못하는 것으로 인식한다. 초임교사들이 교사의 지식을 형성하는데 도움을 주기 위해 교사 입문 프로그램과 멘토링의 활성화, 교원 양성기관의 교육과정의 개선, 다양한 교사 연수 프로그램의 개발과 보급 등이 필요하다.

• Educational Technology International
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• 제23권1호
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• pp.97-127
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• 2022

With the recent advancement of technology, there has been an increase in professional development activities, including teachers using blogs to share practical knowledge and reflect on teaching and learning. This study was conducted to identify the contents of practical knowledge shared through the K-12 teachers' blogs. To achieve the research objective, 70,571 blog posts were collected from 329 blogs of K-12 teachers in Korean and analyzed using text mining techniques. The results of the study are as follows. First, practical knowledge sharing activities using teacher blogs have increased. Teachers posted a lot of blogs during the semester. Second, primary school teachers share various curriculum activities, reflections on project classes, class management, opinions related to education, and personal. Third, secondary school teachers share summaries and reviews of curriculum, materials related to college entrance exams, various instructional materials, opinions related to education, and personal experiences on their blogs. This study suggested that blogs are widely used as a venue for sharing practical knowledge of teachers, and that blogs can be a useful way to develop professionalism.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권4호
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• pp.351-363
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• 2015

In this study, 45 pre-service mathematics teachers were surveyed about how the perception of knowledge through teaching practicum have changed and how the knowledge learned in college and teaching practicum helped to format teachers' knowledge and analyzed survey's result. Pre-service mathematics teachers felt the knowledge for understanding students were needed the most and considered the experiences from teaching practicum were more useful than the knowledge learned from college classes. However, they had low appreciations on connecting knowledge on learned contents with real-life or other subjects and on necessity of knowledge of using various learning tools or mathematical materials in class. Also, they have answered the knowledges from college classes and teaching practicum were useless in those areas. Especially, they pointed out that guidance teachers during teaching practicum were insufficient in instructing. Therefore, we suggest the following two to improve the teaching ability of pre-service mathematics teachers through teaching practicum. First, college and secondary school cooperating programs such as class-observation and student-mentor system connected with local society should be developed. Second, the special re-training program for guidance teachers of teaching practicum is needed.