• Title/Summary/Keyword: constructivist beliefs

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Early Childhood Teachers Constructivist Educational Beliefs and Self-regulated Learning Ability: The Effect on Professional Development (유아교사의 구성주의 교육신념 및 자기조절학습능력이 전문성 발달에 미치는 영향)

  • Son, You Jin;Nam, Mi Kyoung
    • Korean Journal of Childcare and Education
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    • v.12 no.2
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    • pp.113-125
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    • 2016
  • This study examined the effects of constructivist educational beliefs and self-regulated learning skills of children on teacher professional development. The study was conducted by sampling 273 teachers. Three kinds of variables, which included constructivist educational beliefs, self-regulated learning ability, and professional development level were measured and analyzed for this study. The results were as follows. First, early childhood teachers beliefs of constructivist education, self-regulated learning ability and professional development were found to be higher than average. Second, the professional development of early childhood teachers is shown to be correlated with constructivist educational beliefs and self-regulated learning ability. When constructivist educational beliefs and self-regulated learning ability scores increases, the professional development score is high. Third, metacognitive strategies, cognitive strategies and constructivist educational beliefs are factors that predict the professional development of early childhood teachers. According to results of this study, it suggests that constructivist educational beliefs and self-regulated learning ability are important factors to be addressed.

Effects of Early Childhood Teacher's Constructivist Educational Beliefs on Creative Teaching Behavior: Focusing on the mediating effect of teaching efficacy (영유아교사의 구성주의 교육신념이 창의적 교수행동에 미치는영향: 교수효능감의 매개효과를 중심으로)

  • Seong Eun, Kim;Woo Mi, Cho
    • Korean Journal of Childcare and Education
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    • v.18 no.6
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    • pp.59-73
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    • 2022
  • Objective: The purpose of this study is to verify the effect of early childhood teacher's constructivist educational beliefs and teaching efficacy on creative teaching behavior. Methods: The subjects of this study were 262 early childhood teachers working in daycare centers and kindergartens all over the country. A questionnaire was administered which assessed early childhood teacher's constructivist educational beliefs, teaching efficacy, and creative teaching behavior. SPSS 28.0 was used for data analysis. Results: First, the constructivist educational beliefs of early childhood teachers had a positive effect on teaching efficacy. Second, it was found that early childhood teachers' constructivist educational beliefs and teaching efficacy had a positive effect on creative teaching behavior, and at the same time, early childhood teachers' constructivist educational beliefs were partially mediated by teaching efficacy. Conclusion/Implications: This study revealed the mediating effects of teaching efficacy in constructivist educational beliefs and creative teaching behavior relationships. Therefore, in order to promote creative teaching behavior of early childhood teachers, efforts should be made to increase teaching efficacy based on constructivist educational beliefs.

Examining the Relationships Among Elementary Mathematics Teachers' Self-Efficacy Beliefs, Constructivist Beliefs, and Years of Experience (초등학교 수학 교사의 자기효능감, 구성주의적 교육신념, 그리고 교사경력간의 관계 분석)

  • Hwang, Sunghwan;Chu, Yoosun;Albert, Lillie R.
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.1
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    • pp.31-52
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    • 2020
  • This study aimed to examine the relationships among elementary mathematics teachers' self-efficacy beliefs, constructivist beliefs, and years of experience. This study used the primary data set of 299 Korean elementary school teachers. Exploratory and confirmatory factor analysis, Pearson's correlation test, multivariate analysis of variance, and structural equation modeling were conducted. This study found that mathematics teachers' self-efficacy beliefs were positively related to their years of experience and constructivist beliefs, whereas there was no significant association between teachers' years of experience and constructivist beliefs. Additionally, teachers' self-efficacy beliefs significantly mediated the relationship between years of experience and constructivist beliefs.

Case Study: A Preservice Teacher's Belief Changes Represented as Constructivist Profile

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.21 no.5
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    • pp.795-821
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    • 2001
  • This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

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The Effects of Constructive Teaching Beliefs and Eco-friendly Teaching Attitudes on The Mathematics Teaching Efficacy of Early Childhood Teachers (유아교사의 구성주의적 교육신념과 자연친화적 교수태도가 수학교수효능감에 미치는 영향)

  • Oh, Injeong;Kim, Jihyun
    • Korean Journal of Childcare and Education
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    • v.14 no.1
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    • pp.269-286
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    • 2018
  • Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.

The Study on the Perceptions of Pre-service Elementary School Teachers toward Constructivist Science Assessment (초등 예비 교사의 구성주의적 과학 평가관에 대한 연구)

  • Yoon, Ji-Hyun;Kang, Suk-Jin;Noh, Tae-Hee
    • Journal of Korean Elementary Science Education
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    • v.29 no.1
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    • pp.86-92
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    • 2010
  • Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.

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Pre-service Teachers' Learning to Teach: Theory Into Practice

  • Kwak, Young-Sun;Choe, Seung-Urn
    • Journal of the Korean earth science society
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    • v.23 no.2
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    • pp.166-179
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    • 2002
  • This study investigated preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. Unique features that the university-based coursework and field experiences had on preservice teachers' learning to teach were also explored. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Major findings include: preservice teachers' having traditional pedagogy as the default, recovery of prior beliefs, constraints on implementing constructivist pedagogy, and being overly confident in themselves as teachers. With the influence of constructivist epistemology, these preservice teachers' pedagogical beliefs evolved and were refined over time as they incorporated various constructivist ideas. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. Recommendations for future research are also presented.

Development of Elementary Teachers' Mathematical Beliefs Scale: A Validity and Reliability Study (초등학교 교사의 수학적 신념 측정도구 개발: 타당성 및 신뢰성 분석)

  • Hwang, Sunghwan
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.3
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    • pp.259-277
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    • 2020
  • The purpose of this study was to develop and validate a scale of Korean elementary teachers' mathematics beliefs. We examined 299 elementary teachers' mathematical beliefs using 30 items, out of which 12 items covered beliefs about the nature of mathematics and 18 items covered beliefs about mathematics teaching and learning. In the first stage, we performed exploratory factor analysis using 149 survey data to examine the factor structure. In the second stage, we performed confirmatory factor analysis using 150 survey data. Building upon previous studies, we examined the construct validity of three different models to find the best factor structure. The study results indicate that the four-factor model with 14 items provides the best fit for the data: transmissive view of mathematics, constructivist view of mathematics, transmissive view of teaching and learning, and constructivist view of teaching and learning. The findings of the study reveal that each factor has adequate internal consistency and reliability. These results confirm that the beliefs scale is a reliable and valid measurement tool to measure Korean elementary teachers' mathematical beliefs. The implications of the study are discussed.

Preservice Teachers' Belief Change Represented as Constructivist Profile Change (구성주의 프로파일로 표현된 예비교사들의 신념변화)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.23 no.3
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    • pp.242-258
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    • 2002
  • This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

Theoretical Background of Constructivist Epistemology (구성주의 인식론의 이론적 배경)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.22 no.5
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    • pp.427-447
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    • 2001
  • Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

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