• 대한수학교육학회지:학교수학
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• 제4권4호
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• pp.657-675
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• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• 공학교육연구
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• 제17권6호
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• pp.62-68
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• 2014

The purpose of this work is to provide systematic lecture materials for instructers who search for the effective teaching of applied mechanics of materials course with respect to lecture contents, teaching methods, and itemized course evaluations according to each class learning objective. For this. the evolution of teaching contents since 2010 until 2014 are briefly depicted and then most recent course learning objectives, lecture contents, and evaluation schemes are presented in detail. The results of this study may be used as base line data for the lecturers who teach similar courses and for the evaluation of program outcomes in ABEEK scheme through course-embedded assessment.

• East Asian mathematical journal
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• 제36권2호
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• pp.203-227
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• 2020

This study is observed in this paper that how the mathematical beliefs of elementary pre-service teachers are reflected in planning and implementing actual mathematics classes. The subjects for this study are senior students at the university of education. After examining their mathematical beliefs and analyzing their actual mathematics classes in a teaching practicum, the following conclusions are drawn. First, the mathematical beliefs of elementary pre-service teachers have generally shown in a similar tendency. The beliefs formed by the students' experience and the beliefs established in the course of preparing to become teachers have coexisted. Second, the teachers' belief in learning mathematics and the teaching practices are largely inconsistent. Third, when elementary pre-service teachers plan and implement their mathematic classes, they are influenced by their guidance teachers and students as well as their own mathematical beliefs.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권1호
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• pp.29-47
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• 2021

The purpose of this study was to examine what factors affect the construction of preservice white mathematics teachers' racial identities and the relationship between their racial identities and Culturally Relevant Teaching (CRT) practices. We examined five white female preservice teachers who enrolled in an elementary mathematics methods course at a private university in the US. We collected data consisting of lesson plans, semi-structured interviews, and reflection of a taught lesson in the 2018 fall term and examined them using qualitative research methods. We found that preservice teachers' racial identities were affected by their backgrounds, K-12 school experiences, and practicum school environment. We also found a relationship between teachers' sensitivity to racial issues and their endorsement of CRT strategies. The findings also revealed that the relationships were mediated by practicum school contexts. Based on the findings, we provided practical implications for the teacher education programs.

• East Asian mathematical journal
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• 제39권2호
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• pp.251-270
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• 2023

This study examined what questions posed, and for arranging the matters, what decisions made, what practices put into by elementary preservice teachers during his or her enacting and reflecting mathematics teaching. Analysis of the study focused on the mathematics instructions practiced by four participants in practicum for senior students. Their own questions raised by each one in the instructional designs, performances, and reflections were picked out and categorized by five dimensions of mathematics instruction; the nature of classroom tasks, the role of the teacher, the social culture of the classroom, mathematical tools as learning supports, and equity and accessibility. Their instructional decision-makings and action-takings for answering to these questions were analised.

• 대한지리학회지
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• 제32권2호
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• pp.197-215
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• 1997

본 연구에서는 지리 교과 속에 공존하고 있는 다양한 유형의 지식을 고려하여 그에 걸맞는 다양한 교육 방법의 실제를 제시하였다. 지리학의 5대 주제에 따라 지리 교육에서 지식의 유형을 살펴 보면 첫째, 기술적 통제력을 확장시키려는 관심에 의한 경험-분석적 지식 중심 내용은 절대적 위치, 자연 경관 및 인문 경관의 특색, 자연 환경과 인간 생활과의 관계, 사람과 물자의 이동(교통) 및 지식과 정보의 이동(통신)으로서 거리와 운송비, 교통망, 교통 유동의 공간적 패턴, 중력 모형 내용, 지역 구분 및 학습 사례 지역 설정 등이며 개념 탐구 중심 수업 설계에 적합하다. 둘째, 어떤 행동이 지역 전통에 비추어 적절한 지를 해석하려는 관심에 의한 역사-해석적 지식 중심 내용은 관계적 위치, 자연 경관 및 인문 경관의 이해, 인문 환경과 인간 생활과의 관계, 교통과 통신 발달의 영향, 지역의 변화 등이며 문제 해결 중심 수업 설계에 적합하다. 셋째, 가치관으로부터 의식을 해방시키려는 관심에 의한 비판적 지식 중심 내용은 상대적 위치, 다양한 지방 문화, 환경 보전의 대책, 정보화 사회, 지역계획 및 지역 협력 등이며 의사 결정 중심 수업 설계에 적합하다. 본 연구에서는 실험 수업 결과에 근거하여 지리 교육에서 지식의 유형에 따른 개념 탐구 중심. 문제 해결 중심. 의사 결정 중심 수업 방법의 효율성을 강조했지만. 실제 교육 현장에서 지리 교사들은 보다 다양한 시각에서 수업 내용을 자신들의 관심 영역에 맞게 구성할 수 있음을 밝혀 둔다.

• 한국콘텐츠학회논문지
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• 제15권10호
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• pp.669-678
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• 2015

본 연구의 목적은 국내 한 대학 영어학과에서 실시된 시범수업에 대한 학생들의 인식과 동료피드백을 통해 학생들의 교수 활동을 살펴보는 것이다. 참여자는 영어교수법 수업을 수강한 42명의 학생들이며, 설문지, 12팀의 시범수업, 그리고 시범수업에 관한 15편의 동료피드백이 주된 데이터이다. 동료피드백의 내용 분석을 위해 '단어측정시스템(WCS)'이 사용되었다. 학생들은 시범수업(52.4%)이 강의(42.8%)보다 더 중요하다고 여겼으며, 80%의 학생들은 시범수업에 자신의 교안을 70% 이상 적용한 것으로 자평하였다. 또한 학생들은 시범수업을 통해 교사로서의 경험, 자신감 향상, 부족함 인식, 그리고 가르치는 일의 가치를 깨달았다. 한편, 동료 시범수업에서의 장점으로는 '교수방법과 기술', '멀티미디어 사용', 그리고 '교수자료' 등이 언급된 반면, '상호작용', '교수방법과 기술' 그리고 '칠판사용'등에 관한 부족함이 지적되었다. 전체적으로 칭찬의 내용이 보완되어야 할 요소보다 1.8배 많았다. 이러한 결과는 효과적인 교수활동에 관한 학생들의 안목과 긍정적인 동료피드백의 특성을 보여주는 것이라 할 수 있다.

• 한국과학교육학회지
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• 제28권7호
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• pp.713-723
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• 2008

Science teaching-anxiety and science teaching-efficacy are influential factors in teachers' teaching practices and behaviors. In order to encourage elementary teachers to do better teaching practice, this study identified factors that have caused teachers' science teaching-anxiety, developed an instrument measuring science teaching-anxiety, and investigated the relationship between science teaching-anxiety and science teaching-efficacy. In addition, we attempted to suggest practical implications to enhance teachers' confidence in science teaching. The guiding research questions were 1) which factors affect science teaching-anxiety level of the preservice elementary teachers, and 2) how each factor of science teaching-anxiety is related to science teaching-efficacy. The subjects were 133 Korean preservice elementary teachers (57.1% were female) in a large city. The data sources included teachers' responses to three paper and pencil questionnaires: State-Trait Anxiety Inventory (STAI), Science Teaching-Anxiety Questionnaire (STAQ), and Science Teaching Efficacy Belief Instrument (STEBI-B). To clarify the science teaching-anxiety, we specified it into six factors: trait anxiety about nature of science and science teaching, state anxiety about instruction, science activities, student assessment, and professional responsibilities. The results indicated three significant aspects of science teaching anxiety and efficacy. First, their level of anxiety about professional responsibility and science teaching was relatively high among six factors. Second, there was a negative correlation between science teaching-anxiety and science teaching-efficacy. Third, trait anxiety about science teaching is the most influential factor for science teaching-efficacy while state anxiety about instruction and professional responsibilities were followed.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제19권3호
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• pp.211-222
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• 2016

본고는 미국수학교사협의회(NCTM)의 대표적 최신 출판물인 원리에서 실천으로(Principles to Actions)에 제시된 8개 항목의 수학교수관행(Mathematics Teaching Practices: MTPs)을 분석의 틀로 이용하여, 초중등 예비교사들이 수업지도안 수정활동에 참여한 과정을 보고하고 있다. 이 과제는 주어진 수업지도안을 분석하고 수정하는 활동을 포함한 4단계의 과정으로 구성되었다. 57명의 예비교사들이 한 학기 간에 걸쳐 이 과제에 참여하였으며, 각 단계에서 수집된 자료는 귀납적 내용분석을 하였다. 예비교사들의 수업지도안 작성에 대한 초기개념은 수업관행(가령 MTPs)을 미약하게 반영하고 있었으며, 지도안 구성요소들의 기능보다는 형식을 더 강조하는 경향을 보였다. 그러나 MTPs를 수업지도안 분석의 틀로 이용하는 기회가 주어졌을 때, 예비교사들이 MTPs 에 대한 다양한 해석을 보여주었고, MTPs를 수업지도안에 포함시키려는 노력을 하였으며, MTPs 간의 상호연계성에 더 주목하는 경향을 보였다. 본고는 이 수업지도안 수정과정에서 예비교사들이 겪은 도전 및 갈등도 제시하고 있다. 이런 점에서 본 연구 결과는 교사교육 프로그램에서 MTPs의 효과적 사용 가능성 여부를 조사하는 연구에 시사점을 제시하고 있다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권1호
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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).