• Journal of the Korean Chemical Society
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• v.62 no.6
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• pp.441-452
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• 2018

This study investigated mentor teachers' mentoring types and how the types of mentoring changed throughout the collaborative mentoring program for beginning science teachers who had difficulties in teaching practice. One-on-one mentoring meetings were audio-taped and transcribed for analysis. The result of the study showed that mentors took various roles such as Observer, Critical friend, Provider of feedback, Instructor, Role model, Evaluator, Counselor, and Equal partner. However, if mentoring did not bring about a change in the perception of a science instruction of a mentee teacher, there was no positive change in the teaching of the mentee teacher. Therefore, mentor teacher must have enough time to concretely discuss about mentee teachers' perception of a science instruction, mentoring method, etc. with mentee teacher before mentoring.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.109-124
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• 2012

Developing pedagogical content knowledge (PCK) has been emphasized for teacher's professionalism and it should be done from systematic teacher training courses. In this study, we investigated changes of elementary pre-service teachers' PCK of science teaching and motivational strategies before and after a training course. For the analysis of pre-service teachers' PCK, their lesson plans, surveys, and interviews were collected. According to the results, in the beginning of the semester, pre-service teachers in the experimental group usually used didactic or combination of didactic and inquiry teaching strategies and a few pre-service teachers used inquiry or discovery teaching strategies when making lesson plans. However, at the end of the semester many pre-service teachers used inquiry teaching strategies in their lessons which included activities of asking students' prior knowledge, conducing experiments, finding conclusion, and comparing teachers' explanations with students' explanations. Regarding motivational strategies, in the beginning of the semester they focused using activities to create student's emotional interest in science lesson but at the end they used other strategies to create positive atmosphere for learning, capture intellectual interest in science, and connect science to students' everyday lives. The changes in pre-service teachers' PCK in the experimental group was meaningful because there was less change in pre-service teachers' PCK in the control group. This study implies the need for effective professional development programs for developing pre-service teachers' PCK.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.360-379
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• 2005

The purpose of this study was to investigate beginning elementary teachers' beliefs about the nature of science. Defining teachers' beliefs as a broad construct, we tried to examine the teachers' understandings about the nature of science. The methodology of this study was a qualitative approach through semi-structured interviews. In an urban area of Korea, five beginning elementary teachers were chosen. The cross-case and grounded theory study design were adopted for the data analysis. The results of data analysis were checked by teachers for internal validity. This study identified the teachers' beliefs about the nature of science suggested by many researchers. The results of this study showed that: 1) beginning elementary teachers did not well understand and were unfamiliar with the meanings of various terms about the nature of science; 2) their beliefs abut the nature of science were broad and various; 3) they understood some parts of the nature of science; 4) there were differences within their understandings about subconcepts of the nature of science.

• Research in Mathematical Education
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• v.24 no.3
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• pp.229-254
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• 2021

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

• 대한공업교육학회지
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• v.42 no.1
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• pp.125-139
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• 2017

The purpose of this study was to provide a basic research data for increasing the satisfaction by analyzing perception of middle school beginning technology teachers 'technology home economics' class for free semester program. In order to investigate the class operation status, the survey questionnaires from 100 teachers were collected from middle school beginning teachers who teach technology home economics subject currently and analyzed by statistical program(SPSS ver.18). The main results of this study were as follows: First, there was no statistically significant difference to contents and satisfaction of lesson between teachers who experienced free semester program and not. In comparison of male teachers and female teachers, male teachers thought that free semester program was more helpful for student's 'career exploration' than female teachers, and there was statistically significant difference. Second, in the teacher's response according to have practice space and not, the satisfaction average of teachers who have practice space was higher(M=3.64) than those who have not at 'career exploration' and there was statistically significant difference satisfaction. Third, among the teachers who have experienced free semester program, male teachers were having more difficulty 'determining the assessment criteria' than the female teachers and there was statistically significant difference. Fourth, to improve the satisfaction of technical lesson, technology teachers asked to solve lack of practice material, increase of lesson-time, lack of practice space and lesson contents etc. Fifth, technology teachers asked free semester program seminars and information because free semester program lesson contents was given by internet and research groups of technology education.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.373-389
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• 2013

This study investigated secondary beginning science-gifted education teachers' reflection on their science teaching through coteaching with the case study. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science teaching for science-gifted students during nine class hours over three times. We observed their science classes through coteaching, and analyzed the transcripts for reflective discussions between them and their reflective journals in terms of 'productive reflection,' a concept suggested by Davis (2006). The results revealed that the aspects of 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection processes on science teaching, regardless of the type of data and the class time. 'Curriculum for science-gifted education' were also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment' was hardly included. Two to four aspects among five aspects of the science teaching for science-gifted students were variously integrated in their reflection processes. Especially, the integrations between 'instructional strategies and instruction for science-gifted education' or 'sciencegifted students' and the other aspects were most frequent, and this tendency was stronger in more experienced teacher in science-gifted education. The integrations between 'subject matter knowledge' and the other aspects were often included in the more experienced teacher's reflection processes.

• Philosophy of Education
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• no.63
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• pp.105-131
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• 2017

The myth reflects the human way of thinking about the world. Therefore, an important part of myth is human creation and role. This study examines the process of human creation in myth and discusses implications for education. The subjects that can be considered from the viewpoint of education are as follows. The status and role of teachers and students, the relationship between teachers and students, how to create or create humans, and the purpose and results of human creation. First, it is the position and role of the teacher. In myth, being like a teacher is a divine being that transcends human ability. In Dangun mythology, Hwanwoong or Shinwoong descended from heaven, and in the Genesis it is the Creator God. In Dangun mythology, the role of the teacher guides the way of becoming a human and provides necessary tasks. In Genesis, the image of the teacher is the Creator God. God plays the role of a teacher who prepares various environments in which learners can work. Second, the status and role of students in myths. In Dangun mythology, students are symbolized by bear and tiger. They go to the teacher with the desire to become human beings. In Dangun mythology, the student is not a passive existence but an autonomous and active image. In Genesis, the appearance of a student is a passive being created by a teacher. Third, the creation of human beings in myth can be seen in terms of educational process and method. In Dangun Myth, the beginning of education is the wish or expectation of learners. Learners eat mugwort and garlic and participate in human learning. In Genesis 1, however, there is no need for a special method, since human beings are created according to the Creator's command. Fourth, the purpose of education can be discussed through the purpose of human creation. In Dangun mythology, the purpose of education is not to live according to instinct but to become human with culture and personality. In Genesis 1, the purpose of human creation is the role of the Creator in creating and managing the world. Therefore, it is the aim of humans to manage the world in an orderly manner. The purpose of education in Genesis 2 is to enable humans to serve the world.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.54-67
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• 2009

This study dealt with two case studies of the development of beginning science teachers' pedagogical content knowledge (PCK). This study was grounded on the idea that teacher thinking and classroom behavior are related to each other in a reciprocal way. Teachers' PCK influences teaching practices, while in a reverse way teaching activities influence teachers' practical knowledge. Two beginning science teachers participated in this study. Data collection consisted of classroom observation, interviews, reflective journals and lesson plans. For data analysis, we conceptualize pedagogical content knowledge for science teaching as consisting of four components: (a) knowledge about science matter, (b) knowledge about students' understanding of science topics, (c) knowledge about instructional strategies for teaching science, (d) knowledge about assessment in science. The outcomes of this study revealed that there was a large gap between beginning science teachers' intentions for teaching science and their practice. To give beginning teachers more opportunities to incorporate their knowledge base for teaching, we propose that they need to be involved in a real teaching situation at schools rather than in the university.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.399-416
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• 2005

The purpose of this study was to examine the relationship between science teaching practices and beliefs about the nature of science. Defining teachers' beliefs as a broad construct, the researcher tried to examine not only the teachers' understanding about the nature of science, but also the effect and reflection in science teaching practices with regards to the nature of science. Guiding research questions were how the teachers' science teaching practices reflected their beliefs about the nature of science. The methodology of this study was qualitative approach that included interviews, classroom observations, and instructional materials. At an urban area of Korea, five beginning elementary teacher was chosen. The cross-case and grounded theory study design were adopted as data analysis process. The results of data analysis were checked by teachers for internal validity. This study identified the teachers' beliefs about the nature of science suggested by many researchers and revealed that these teachers' beliefs reflected a little in science teaching practices. On the occasion it was reflected, restricted merely within the narrow limits the way to teach the concepts and contents presented in science curriculum. In addition, some of the obstacles that these teachers' beliefs did not reflect the science teaching practices with regards to the nature of science were investigated in this study.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.317-326
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• 2022

In this study, three health teachers assigned to J-do were analyzed through the FGI research method to find out the difficulties, resolution process, and implications of new health teachers in adapting to teaching during COVID-19. As a result of the study, first, there were difficulties in relationships with parents, especially in the course of numerous calls and daily school status reports in the course of handling infectious diseases. After getting used to the COVID-19 work to some extent, beginning health teachers were burdened with having to think about health room work alone, difficulties in health classes for various students, and the burden of showing expertise as the only medical personnel in emergency situations. Second, new health teachers continued to share and communicate related information through online health teacher groups and YouTube to solve the difficulties of teaching. Third, this teaching adaptation process suggests that specific training to provide practical help to new health teachers is needed at the education office level, and it is necessary to support infrastructure such as class contents related to health classes.