• The Mathematical Education
• /
• v.54 no.4
• /
• pp.351-363
• /
• 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.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.4
• /
• pp.543-558
• /
• 2012

This is a qualitative study of pre-service teachers' experiences in a teaching practicum course which attempted to identify the characteristics of the course that has been recently revised as professional education course. Data were collected from college students who took the professional education courses including the teaching practicum course by using both a survey on the opinions and suggestions of the students on the teaching practicum and a in-depth interview with 12 students of them. The results are as follows. First, pre-service teachers' perception of a teaching practicum course was divided into two sides : functional side and sociocultural side. The formal is that the professional education courses significantly handed to discipline practical jobs related to educational administration. The latter is that the professional education courses significantly handed to deal for teachers like pay step, extra pay, vacation, and leave of absence. Second, the pre-service teachers had suggestions that were divided into the 'curriculum content' and the 'instructional method'. For instance, regarding the 'curriculum content' they suggested such things needed as 'lessening and differentiation of content, sensitive about the scene, and lesson hands-on', and as for the 'instructional method' they suggested such things needed as actively 'doing, participating, assessing, coursework participating'. Based on these results, I have comprehended the pre-service teachers' positive response. Untill now, we have perceived that the professional education courses is excessively theory-oriented one. But a teaching practicum course is different. Meanwhile, It is not identify what the teaching practicum course as teaching refinement education course is. Due to this cause, I have comprehended that 'curriculum content' and the 'instructional method' is plunged in confusion. As pointed out this, I did concrete proposals in response to such a confusion. This proposals have helped decided on a direction of a teaching practicum course.

• The Mathematical Education
• /
• v.52 no.4
• /
• pp.517-529
• /
• 2013

The purpose of this study is to investigate pre-service teachers' perceptions and their difficulties of mathematics instruction. Pre-service teachers have positive perceptions about teaching students and teaching profession through teaching practicum. In addition, they have perceived that teaching practicum can enhance teaching methods for their students. Especially, they suggested that cooperating teachers' instruction and mathematics teachers and their colleagues' classroom observation are important factors to improve their teaching methods. In other hands, they have difficulties in application of questions encouraging mathematical thinking, attention concentration considering students' interest and planning and performing for mathematics instruction class according to levels of students' study abilities. Based upon this study's findings, teacher education institutes should make efforts to alleviate difficulties in mathematics instruction through effective teaching practicum such as regular reflection activities for their classes, programs development associated with schools, pre-training and education programs for guidance teachers.

• Journal of The Korean Association For Science Education
• /
• v.17 no.3
• /
• pp.289-299
• /
• 1997

This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

• Research in Mathematical Education
• /
• v.22 no.1
• /
• pp.1-17
• /
• 2019

This study aims to examine changes in teaching and learning conceptions and sense of efficacy as well as relationships between them. Data were collected from 121 Korean preservice teachers before and after a 4-week teaching practicum. The results indicated that constructivist conceptions of teaching and learning increased over the practicum period and teacher efficacy shifted as well. In addition, correlations among the constructs were strengthened over the practicum period. Interestingly, constructivist conceptions related to differentiated education were not significant, while traditional conceptions related to teacher-guided lessons were significant after the practicum. These results imply that Korean preservice teachers still place value on the traditional perspective, even though constructivism dominates the current educational policies of Korea.

• Korean Journal of Childcare and Education
• /
• v.12 no.6
• /
• pp.227-248
• /
• 2016

The purpose of this study was to investigate the contents of pre-service early childhood teacher's practicum experience in kindergartens and child care centers through the analysis of practice teaching journals. The subjects of this study were a total 52 practice teaching journals of 26 pre-service early childhood teachers who completed their practicum in kindergartens and child care centers. This study analyzed the type of teaching practice management, the type of activities, and the contents of journal writings. The findings are as follows; First, pre-service teachers experienced a similar ratio of the type of teaching practice management in both types of teaching practice. Second, pre-service teachers performed more group activities in practicum in kindergartens, but more choice activities in practicum in child care centers. Third, the journal writing contents of pre-service teachers in both types of teaching practice mainly addressed the operating of educational and child care activities, and the execution of observing young children. But some categories of teacher's competency were hardly addressed. The results of this study could be used as basic data for designing early childhood practicum programs.

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

• Journal of Educational Research in Mathematics
• /
• v.26 no.2
• /
• pp.225-246
• /
• 2016

Teaching competence is the best part of mathematics teachers's competence. It need to make instruction plan by oneself, systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. So teaching practicum is the necessary process to teaching experience. Therefore, the aim of this study is to develop an component and application procedure of Teaching portfolio for improvement teaching component of pre-service mathematics teacher in teaching practicum. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching portfolio for improvement teaching component in teaching practicum.

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

• Korean Journal of Childcare and Education
• /
• v.11 no.3
• /
• pp.25-44
• /
• 2015

The aim of this research is to provide more proper teaching practicum chances through getting practical implications by pre-service early childhood teachers' perception of teaching practicum through investigating pre-service early childhood teacher's perception of teaching practicum using metaphors. Participants were 121 pre-service early childhood teachers'. They were early childhood education freshmen and sophomores who did not experience teaching practicum. The opened survey expressing metaphors about teaching practicum was conducted. The results showed that participants suggested 114 metaphors and those were coded and divided. The results were categorized into 11 types including 'It is hard but also fruitful.', 'It is a new experience.', 'It is hard and difficult.', 'It is meaningful and important.', 'I am afraid and worried.', 'I learn a lot.', 'I have to go though it.', 'I have to make an effort.', 'It is pleasant.', 'I am evaluated.' and 'others'. We expect that this research will give a chance to review what the teaching practicum means to pre-service early childhood teachers and make plans for pre-service early childhood teachers to prepare the teaching practicum with proper perception.