• Title/Summary/Keyword: in-service mathematics teacher

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A Study on Utilization of Teaching-Learning Portfolio for Improvement of Teaching Competency of Pre-Service Mathematics Teacher (중등예비수학교사의 수업능력 향상을 위한 교수-학습 포트폴리오 활용방안 연구)

  • Kang, Hyun-Young
    • School Mathematics
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    • v.16 no.3
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    • pp.567-584
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    • 2014
  • Recently professional development of teaching competence is emphasized for mathematics teachers. It is necessary to teaching experience in pre-service mathematics teacher for development of teaching competence. It need to systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. That is, Theory of teaching practice for reflect thinking and practical knowledge of teaching and systemic guidance on theory and practice of teaching practice. Therefore, the aim of this study is to develop an component and application procedure of Teaching and Learning portfolio for improvement teaching component of pre-service mathematics teacher. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching and Learning portfolio for improvement teaching component.

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On the Analysis and Policy Alternatives of an In-Service Teacher Training on Mathematics Education (수학교육 관련 교사 연수 현황 분석을 통한 정책 방안 모색)

  • Lee, Hwan-Chul;Jang, Mi-Sook
    • Journal of the Korean School Mathematics Society
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    • v.15 no.1
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    • pp.171-182
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    • 2012
  • This study examines current In-service Teacher Training Programs in Mathematics Education in order to explore policy alternatives. The data analyzed from the training programs was provided by 16 local education offices in Korea. The following amendments are suggested: First, a conference between the 16 offices should be initiated to discuss improving the quality of the programs. Second, the training programs should be customized according to the needs of the teacher trainees. Third, a support policy provided by the government, such as implementing compulsory teacher training programs, should be, in some cases, mandated.

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Domestic research trends of mathematics teacher education: Focused on the journals published since 2000 by the Korean Society of Mathematics Education (국내 수학 교사교육 연구의 동향 분석: 2000년 이후 게재된 한국수학교육학회의 학술지 논문을 중심으로)

  • Sunwoo, Jin;Pang, JeongSuk
    • The Mathematical Education
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    • v.58 no.1
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    • pp.121-138
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    • 2019
  • The purpose of this study was to analyze the trends of domestic research on mathematics teacher education in terms of the period, topics, methods, subjects, and mathematics content strands. For this purpose, a total of 220 research articles dealing with mathematics teacher education were analyzed, which have been published since 2000 by the Korean Society of Mathematics Education in the three journals: (a) The Mathematical Education; (b) Education of Primary School Mathematics; and (c) Communications of Mathematical Education. Regarding the period when the research was conducted, the number of articles on mathematics teacher education has been rapidly increased since the late 2000s. Regarding the topics, research on teacher orientation has been the most frequent topic and the studies dealing with professional development for teachers, teaching practices, or teacher knowledge tend to be popular. Regarding methods, survey and case study have been most frequently employed in studying mathematics teacher education. Regarding subjects, the main participants were in-service teachers, pre-service teachers, elementary school teachers, and secondary school teachers, respectively, who were in charge of a regular class. Finally, regarding mathematics content strands, previous studies on mathematics teacher education were not specific to mathematics content strands. Given these results, this paper closes with important implications for future research directions on mathematics teacher education in Korea.

A study on pre-service mathematics teachers' MKT (예비수학교사의 MKT에 관한 연구)

  • Han, Hyesook
    • Communications of Mathematical Education
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    • v.30 no.1
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    • pp.101-120
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    • 2016
  • The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

Case Study on Collaboration between Pre-Service and In-Service Elementary Mathematics Teacher (초등수학 교사교육의 현장연계성 강화를 위한 예비교사-현직교사 협력적 과제 개발 사례 연구)

  • Lee, Dong-Hwan
    • School Mathematics
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    • v.19 no.2
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    • pp.405-421
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    • 2017
  • This study provides a concrete example of the development of the task in collaboration with the in-service teacher and the pre-service teacher. In the process, the roles of pre-service teachers and in-service teachers were analyzed and the possibility of cooperation was grasped. As a result, pre-service teachers and field teachers considered the level and interest of the students and considered mathematical contents in the process of developing the tasks. Each subject did not directly consider the interaction of the students and contents, but they could confirm the improvement of the tasks as their roles affected each other.

Characteristics of Pre-service Secondary Mathematics Teachers' Noticing in Their Journals (중등예비수학교사의 활동 일지에서 살펴본 노티싱의 특징)

  • Kwon, Na Young;Lee, Min Hee
    • Journal of the Korean School Mathematics Society
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    • v.22 no.1
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    • pp.63-80
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    • 2019
  • This study aims to investigate noticing of pre-service secondary mathematics teachers. For the purpose of this study, we analyzed journals of four pre-service mathematics teachers. Our analysis was based on a framework including three categories such as Aware, Interpret, and Response. As results, we found a tendency that pre-service secondary mathematics teachers have more general awareness of students and relatively fewer interpretations of students' mathematical thinking than other categories. In addition, in the category of Response, the pre-service secondary mathematics teachers were more likely to explain to students than to promote students' thinking through questions. Based on these results, we would like to discuss implications for pre-service secondary mathematics teacher education.

The Analysis on the Results of Mathematics Field Trips for Pre-service Mathematics Teacher (예비교사를 위한 수학답사활동 수행 결과 분석)

  • Suh, Bo Euk
    • Communications of Mathematical Education
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    • v.30 no.2
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    • pp.139-159
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    • 2016
  • This study is the field of mathematics education on the assumption that they can extend outside the classroom. Recent mathematics education is increasing the importance of field experience and various activities based on real-life math education. Thus, it is necessary to consider this situation in pre-service teacher's education. The purpose of this study is to apply the 'Mathematics Field Trips Activities' in the pre-mathematics teacher education. So the specific case of 'Mathematics Field Trips Activities' was analyzed. Mathematics teachers conducted preliminary exploration activities on the historical cultural property which were effective in the following four aspects. First, cognitive effects and second, definitive effect. Third, cultural-mathematical effect. Fourth, the effect on improving math class. Finally they were summarized and divided into classes target content knowledge and teaching knowledge both sides. As a result, the 'Mathematics Field Trips Activities' were found to have significant effects on pre-service math teacher. Finally, ongoing research is needed to settle into a new teaching and learning methods.

A Qualitative Study on the Practice and Improvement of Teacher Training Programs for Mathematics Education in Korea (수학과 교과직무연수의 실태와 개선에 관한 질적 접근)

  • Lee, Keum-Sun
    • School Mathematics
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    • v.7 no.3
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    • pp.287-301
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    • 2005
  • The current knowledge-based society constantly requires teachers to enhance the level of their professional development, which underscores the importance of pre- and in-service teacher training for content do-mains. Most of previous studies designed to investigate the in-service teacher training have been quantitatively conducted with the use of survey analysis and not many efforts have been made to identify any possible weaknesses of teacher training for mathematics education. The present investigation, made to fill the gaps, attempted to describe and interpret teacher training programs for mathematics education using in-depth in-terviews, a form of qualitative research approach. Together with the finding that the degree of classroom teachers' approval for their training was not high for various reasons, the study proposes ways to improve teacher training programs for mathematics education so as to change mathematics classrooms for the better.

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Learning Program of Calculus Related Courses for Training of Mathematics Teacher of Secondary Schools (중등 교사 양성을 위한 미적분학 강좌 운영방안)

  • 강미광
    • The Mathematical Education
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    • v.42 no.4
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    • pp.523-540
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    • 2003
  • The main purpose of this work is to propose programs of calculus for the department of mathematics education of teacher training universities. There is a description of the characteristics, goal and contents of calculus course for pre-service teacher, followed by principles for teaching the subject. We suggest the constituents and something being kept in mind for each part in calculus.

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Analysis on the peer assessment results and the attributes of mathematics pre-service teachers' virtual instruction (수학 예비교사의 가상 수업 시연의 특징 및 동료 예비교사의 평가)

  • Kim, Sun Hee
    • The Mathematical Education
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    • v.52 no.4
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    • pp.465-481
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    • 2013
  • In this study, 27 pre-service teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students' communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer pre-service teachers assess presenter's instruction quantitatively, there are differences in the results between expert and pre-service teachers. Pre-service teachers didn't find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers' virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics pre-service teachers' virtual instruction in the view of teacher education.