• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.333-359
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• 2011

The purpose of this study was to investigate the teaching activities of guidance teachers in student teachers' planning mathematics lesson and the role of guidance teachers in teaching practicum. To fulfill the purpose, 54 student teachers participated in teaching practicum in G university of education located in G city were selected as subjects and gathered data by asking student teachers to record the interaction process with guidance teachers in detail. By analyzing the teaching activities, the conclusions were drawn as follows: First, guidance teachers' teaching activities in student teachers' planning a lesson were focused on the strategies of teaching and organizing activities according to the ability level of students in the classroom. Second, four types of guidance teachers were identified by analyzing teaching activities as noninterference, supervision, guidance, cooperation. Most of guidance teachers can be indexed as guidance. Third, more effective teaching practicum, guidance teachers need to understand the role of guidance teacher in teaching practicum and systemic program for teaching practicum should be developed.

• Women's Health Nursing
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• v.20 no.2
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• pp.173-183
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• 2014

Purpose: This study was done to examine current status of women's health nursing practicum and identify necessary core nursing skills in this practicum area. Moreover, one syllabus and evaluation sheets for women's health nursing clinical practicum at one university were reviewed. Methods: A survey design was used with 81 educators who were teaching maternity or women's health nursing and its practicum. Results: Most clinical sites for practicum were university hospitals (43.0%), women's hospitals (32.7%), or general hospitals (17.3%); but the majority (77.8%) of educators expressed difficulty in finding appropriate practicum places. Common teaching and learning methods were clinical guides for practicum (44.6%), e-learning content (30.2%), and simulation (23.6%). Core nursing skills for this practicum included assessment of stages of labor, preparation of uterine-fetal monitoring devices and interpretation of results, monitoring uterus and fetal activity, and performing Leopold's maneuver. For postpartum care, the following were included; postpartum fundal massage, assessment of breast engorgement, fundus height, and episiotomy sites, inserting urinary catheter, and teaching the use of patient-controlled analgesia. Conclusion: To improve the quality of clinical practicum, development of a clear course syllabus, standardized clinical guidebook, and core nursing skills is required and should be shared with all relevant nurse educators.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.135-150
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• 2010

This qualitative study explored the causes of student teacher stress during an early childhood teaching practicum and investigated the ways in which student teachers cope with this stress. Four student teachers in the same practicum placement were individually interviewed. The findings revealed that stress arose over a variety of concerns including both lack of professional knowledge related to the teaching practice and the challenges involved in establishing a positive relationship with their cooperating teacher, the parents and staff. The stress experienced by the student teacher was accompanied by physical symptoms such as exhaustion, fatigue, and the onset of vulnerability to colds. However, the students were found to be generally unsuccessful in managing their stress effectively. The results suggest that attempts to improve the practicum environment should be accompanied by academic interests and practical issues related to these stresses and that there is a clear need for programs designed to assist student teachers develop stress management skills.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.169-176
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• 2005

Purpose: The purpose of this study was to analyze the present status of practicum of fundamentals of nursing in baccalaureate nursing programs. Method: This study used a descriptive design surveying status of practicum of fundamentals of nursing from 47 schools. The instruments developed by investigator based on Shin's(2003) findings. The data collected were analyzed by SAS and the content analyses. Result: 1) The aims of fundamental nursing practicum were 'the acquirement of knowledge on fundamental nursing skill and attitude, and their implementations'. 2) 45 schools had their own practicum labs and the number of a group was 5 or 6. The mean number of student was 37.8 and the mean size of the labs was 169m2(${\pm}\;93.6$). 3) The credit of lecture and practicum ranged from 3 to 4 and in 32% schools, one professor and one teaching assistant were responsible for the practicum of fundamental nursing. 4) The teaching methods of practicum were shown as demonstration, role play, case study presentation, special lecture, video, computer simulation, and so forth. 5) The practice evaluation was used practice examination and students' self evaluation. Conclusion: The studies require of the contents and the evaluation method corresponding to the course objectives.

• Journal of Science Education
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• v.33 no.1
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• pp.133-141
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• 2009

In this study, pre-service science teachers' web-based reflective journals were analyzed. During four weeks teaching practicum, they were guided to post at least two reflective journals in a week on the Web bulletin board system. Finally, 307 web-based reflective journals written by 23 pre-service teachers were selected, and the domain and the level of reflective thinking were analyzed. As a result, pre-service science teachers' reflective journals were mostly related with teaching science, i.e., preparing and reflecting their own instruction, and the frequencies of these domains increased with the process of teaching practicum. Reflective journals about school administrative system, informal teaching practice, student guidance, and personal feeling were also included. The level of reflective thinking of 179 journals about teaching science were analyzed further. There were 53 (29.6%) journals including reflective thinking, but the higher level of reflection (professional reflection and critical reflection) was rare. The perceptions of pre-service science teachers on web-based reflective journal writing were also surveyed.

• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.113-123
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• 2012

This research has an objective of investigating the challenges that student teachers encounter during practicum, the difference between teachers' image based on sociodemographic variables, recognition and satisfaction for practicum, and the effect of teachers' image and practicum experience on the satisfaction for the practicum. The participants of this study included 500 student teachers who enrolled in the department of early childhood education in a 2 or 3-year college or a 4-year university and completed practicum in the Chungcheong area. The instruments for this study were Teacher's Image Scale, Practicum Experience Scale, Practicum Satisfaction Scale and a questionnaire for sociodemographic variables. The results were as follows: First, the highest level of teachers' image was obtained for student teachers enrolled in a 2-year college, completed practicum in large cities and finished practicum at an institution with a size of 3-6 classes. Also, the highest level of 'recognition for practicum' of student teachers was observed when they were instructed by a guidance teacher with a degree from a graduate school and with a first degree certification in public kindergarten. Second, the satisfaction for practicum of student teachers was mostly affected by' the atmosphere of the practice institutions', while personality affected the teachers' image.

• Research in Mathematical Education
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• v.24 no.1
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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.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.487-521
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• 2010

The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.235-256
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• 2020

The purpose of this study was to investigate the experience of pre-service mathematics teachers who attended at a university course combined with teaching practicum based on design thinking process to identify the change of their awareness of its activities. For the research, 8 pre-service mathematics teachers participated in a mathematics major course, consisting of 5 phases of design thinking formed by Stanford d.school. In the end of the course, qualitative data were collected through individual and focus group interviews and the course activities. By data analysis, the results of this study were as follows. Firstly, the participants' perspectives of design thinking activities were changed from the difficulty and ambiguity of its activity in the beginning of the process to positiveness with competence of solving authentic problem in terms of teaching practicum over time. Secondly, the participating pre-service teachers emphasized that design thinking activities helped them prepare well teaching practicum and raise understanding of students they met in the school fields. Thirdly, some research participants went through the difficulty in utilizing their products drawn from 4th phase (prototyping) of design thinking process depending on the acceptance of their guidance teachers. Fourthly, the research participants also pointed out that the design thinking was a significant activity in that they learned how to understand and communicate with their students and how to collaborate with team members and it gave an insight about the preparation for a class. Through these results, this study identified the possibility of using the design thinking process for pre-service mathematics teachers' teaching practicum. In addition, the research put forward some implications for better use of design thinking in teacher education.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.259-281
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• 2016

Teaching practicum plays a significant role in teacher education program because it provides pre-service teachers with an opportunity to apply what they have learned to the actual teaching contexts. As such, it needs to be conducted in terms of close collaboration between university and school. Given that, in a mathematics methods course the prospective teachers in this study had an opportunity to discuss mathematics lessons they had implemented during their teaching practicum. This paper analyzed in what ways prospective teachers' comments on elementary mathematics instruction were changed through this experience. The results of this study showed that in late comment the teachers tended to focus more on mathematical discourse, consider not only the teacher of the lesson but also students, and suggest alternative approaches on the classroom events they had noticed. It is noticeable that the results analyzed by researchers were consistent with prospective teachers' self-assessment. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.