• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제39권4호
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• pp.494-505
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• 2020

In this study, we surveyed characteristics of the science related collaborative problem solving competency of pre-service elementary teachers, especially required in the digital age. The participants in online survey were 119 pre-service elementary teachers of National University of Education located in Gangwon province. The analyzed results of survey were as follows: First, pre-service teachers performed their task responsibly in collaborative problem solving context related to science. However, they lacked competencies in making rubrics for problem solving processes or outcomes, and setting up rules about team activities. Second, in using ICT technology, the competencies of utilizing tools such as app and software lacked compared with the competencies of searching data in online and using ppt. Third, there was no statistically significant difference among groups by their intensive major in university or selective subject in high school. Nevertheless, pre-service teachers majoring in natural science showed more persistence than those majoring in humanities in problem solving context. Finally, there was no significant gender difference except 'clear communication and accomplishment'. That is, female pre-service teachers performed more responsible in their task and showed more fluency in communication and presentation within their group than male counterparts. Based on these results, implications in the field of pre-service teacher education were discussed.

• 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.

• 대한지구과학교육학회지
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• 제16권3호
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• pp.328-339
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• 2023

본 연구의 목적은 초등 예비교사가 가지고 있는 천문 관련 개념을 조사하여 오개념의 분포를 분석하는 것이었다. 연구는 우리나라 중부지방에 위치한 초등교사 양성 대학 2학년에 재학 중인 예비교사 43명을 대상으로 실시하였다. 연구 결과, 첫째, 천문 개념에 대해 초등 예비교사들의 오개념은 다양한 분포를 나타냈다. 특히 많은 선행 연구에서 지적되었던 계절의 변화와 관련하여 초등 예비교사들은 여전히 오개념을 가지고 있었다. 둘째, 초등 예비교사들은 천문 개념에 대해 단순 암기 수준의 개념을 형성하고 있었으며, 다양한 사례에 알고 있는 개념을 적용하는 데에는 어려움을 겪고 있었다. 이러한 연구 결과를 바탕으로 앞으로의 천문 관련 교육이 단순 암기가 아닌 다양한 사례의 적용과 응용을 통해 천문 현상을 이해하는 방향으로 이루어져야 하며, 교사 양성 과정이나 교사 연수에서도 이를 반영하여 천문 교육이 실시되어야 할 것으로 생각한다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.374-382
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• 2006

This study investigated the effect of the 'Chemistry in everyday life' course for 234 pre-service elementary teachers on their beliefs regarding science teaching efficacy and the nature of science. This study also examined the effect of this particular course by their field (natural science, humanities & social science, and fine arts). The results show that after the semester the pre-service teachers' science teaching efficacy beliefs were enhanced. In particular, their personal science teaching efficacy beliefs were improved across all fields. However, their beliefs regarding the nature of science remained largely unchanged. This study discussed the implications surrounding science courses for pre-service teachers.

• 대한수학교육학회지:학교수학
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• 제19권2호
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• pp.405-421
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• 2017

본 연구는 초등 교사교육의 현장 연계성을 강화하기 위한 방안으로서 예비교사와 현직교사의 협력을 시도하였다. 예비교사와 현직교사의 협력이 예비교사교육의 실질적인 대안으로 자리 잡기 위해서는 구체적인 사례와 효과가 제시될 필요가 있다. 이에 따라 본 연구는 현직교사와 예비교사가 협력하여 수학 수업 과제를 개발하는 사례를 구체적으로 제시하고, 그 과정에서 예비교사와 현직교사의 역할을 분석하여 협력의 가능성을 파악하였다. 연구 결과, 예비교사와 현직교사는 과제를 개발하는 과정에서 학생의 수준과 흥미를 고려하거나 수학적 내용을 고려하였다. 각 주체는 학생과 내용의 상호작용 측면을 직접적으로 고려하지는 않았지만, 각자의 역할이 서로에게 영향을 주면서 과제가 개선되는 모습을 확인할 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.82-94
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• 2013

The purpose of this study was to investigate the process and the effect of pre-service teacher's scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher's scaffolding and applied to 78 $5^{th}$ students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as "Focus", "Hint", "Tell or Summarize" and "Technical Help". They carried out the emotional scaffolding like as "Create Cheerful Atmosphere", "Encourage", and "Help in Living". Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher's scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

• 한국학교수학회논문집
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• 제23권2호
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• pp.203-222
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• 2020

교육과정이 의도하는 목적을 달성하는데 교사의 역할은 중요하기 때문에 교사가 갖추어야 할 지식에 대한 연구가 중요하게 다루어져 왔다. 이 중에서 '교수학적 내용 지식'은 교사의 전문성을 부각시킬 수 있는 지식으로, 본 연구에서는 분수 나눗셈에 대해 초등학생들이 제시할 수 있을 것으로 생각되는 문제해결 방법에 대한 초등 예비교사들의 지식을 분석하였다. 본 연구에 참여한 예비교사들은 대학 교육과정 중 수학과 교육 필수 강좌를 모두 마친 상태였으며, 이들을 대상으로 분수 나눗셈의 4가지 유형에 대해 조사연구를 실시하였다. 연구 결과, 초등 예비교사들은 균등 분배 문제-포함제-등분제-단위 비율 결정 상황의 순으로 빈도수를 나타내었으며, 전형적인 알고리즘뿐만이 아니라, 그림을 이용하거나 식을 이용한 경우에서도 의미 있는 반응들을 제시하였다. 이를 바탕으로 예비교사 교육기간에 분수 나눗셈의 여러 가지 해결 방법을 서로 공유하면서 이에 대한 지식을 갖출 필요성을 제안하였다.

• 정보교육학회논문지
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• 제23권3호
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• pp.245-254
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• 2019

2015년 개정 교육과정에서 초등학교 5학년 또는 6학년에서 소프트웨어 교육을 17시간 필수적으로 실시하여야 한다. 따라서 초등 예비교사들이 소프트웨어 교육을 할 수 있어야 한다. 본 연구에서는 초등 예비교사들이 소프트웨어 교육을 할 수 있는 성취기준별로 학습 요소들을 정의한다. 학습 요소별로 예비교사들에게 수업을 실시하였다. 그 결과는 학습 요소별로 교수 학습 및 평가 자료를 만들 수 있었다. 또한 예비교사들이 이들 자료를 기반으로 초등학교에서 소프트웨어 교육을 지도 할 수 있는 능력이 향상되었다는 것을 알 수 있었다.