• Journal of the Korean earth science society
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• v.25 no.2
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• pp.53-62
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• 2004

For teachers to develop new beliefs regarding science teaching and learning, they must undergo a process similar to what they are trying to provide their students. Seventy-one Korean secondary school teachers including 20 earth science teachers have participated in such process. In the four-week long summer workshop hosted by University of Iowa, science teachers were exposed to several activities and lectures wherein they experienced student-centered lessons by playing the roles of both teachers and learners. This study examined the influence of such experience on the teachers’ beliefs about science teaching and learning. Changes in teachers’ beliefs were found in seven question items on the subjects of goals of science learning, the roles of science teachers and students, and classroom practices after workshop participation; it was found that teachers’ beliefs of science learning and teaching shifted from teacher-centered to student-centered. Although this shift does not denote a complete shift from one extreme to the other, it is meaningful to note that teachers’ beliefs after attending the workshop were interpreted to be either anti- or contrary to teacher-centered. One of the possible factors for making such positive changes may have been teamwork or the teachers’ cooperative learning experience.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.293-304
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• 1999

A Calculator-Based Laboratory (CBL) system was introduced to science teachers and their perceptions to its classroom application was assessed. A CBL survey instrument was responded by 54 middle and high school science teachers who undertook a three-hour workshop of science experiments with CBL system. There were significant differences in teachers perceptions to CBL system among gender, school level, school location, teacher's degree, and years of teaching in terms of learning CBL system, applicability of CBL system for science classrooms, and effects on science achievement. Male teachers showed significantly (p<.05) higher agreement to learning of CBL system and applicability for science classrooms than female teachers. Compared to middle school teachers, high school teachers showed significantly (p<.05) high interests in CBL applicability for science classrooms and perceptions that there will be an increase of science achievement. Teachers with 4-8 years of teaching experience also showed significantly (p<.05) higher interest toward learning CBL system and its applicability. It was concluded that science teachers perceived CBL system as a promising science teaching method in Korean middle and high schools. However, a science teacher inservice training program for CBL system should be developed in consideration of gender, school level, school location, and years of teaching.

• The Mathematical Education
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• v.55 no.4
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• pp.397-416
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• 2016

This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of 'Richness of Mathematics', all teachers had good scores of 'explanations of teacher' but had lower scores of 'linking and connections', 'multiple procedures or solution methods' and 'developing mathematical generalizations.' In the dimension of 'Working with Students and Mathematics', two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of 'Errors and Imprecision', all teachers had high scores. In the dimension of 'Student Participation in Meaning-Making and Reasoning', two pre-service teachers had contrast and also two in-service teachers who hadn't worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

• Research in Mathematical Education
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• v.18 no.2
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• pp.103-128
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• 2014

This paper presents the Global van Hiele (GVH) questionnaire as a tool for mapping knowledge and understanding of plane and solid geometry. The questionnaire facilitates identification of the respondents' mastery of the first three levels of thinking according to van Hiele theory with regard to key geometrical topics. Teacher-educators can apply this questionnaire for checking preliminary knowledge of mathematics teaching candidates or pre-service teachers. Moreover, it can be used when planning a course or granting exemption from studying in basic geometry courses. The questionnaire can also serve high school mathematics teachers who are interested in exposing their students to multiple-choice questions in geometry.

• Research in Mathematical Education
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• v.18 no.2
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• pp.129-148
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• 2014

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

• Research in Mathematical Education
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• v.24 no.4
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• pp.279-311
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• 2021

In this paper, we report the types of teaching moves a mathematics teacher educator attempted in his teaching of third-grade students at an urban elementary school in South Korea over two months. We analyze the lesson videos to find the patterns of teaching moves and speculate the link between the teaching and students' mathematical proficiencies recommended in the Common Core State Standards for Mathematical Practices. Closely related teaching moves to the students' development of a certain mathematical proficiency would imply the exemplary practices that teachers-both inservice and preservice teachers-can implement in their classrooms.

• Journal of Science Education
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• v.37 no.3
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• pp.538-549
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• 2013

This study investigated the preservice and inservice elementary teachers' perceptions on professionalism of teaching profession, professionalism of science teaching, and their self-efficacy on science teaching. For this study, 64 sophomore, 53 senior preservice teachers and 23 elementary teachers who were also graduate students were participated. The questionnaires consisted of 5 Likert scaled and descriptive items about the professionalism of teaching profession, professionalism of science teaching, and self-efficacy on science teaching. The results showed that some areas of the professionalism of teaching profession had significant differences between the grades in preservice teachers and/or inservice teachers. Most preservice teachers and teachers thought that they need to have professional ability, but not a few teachers thought it was not necessary to have professionalism of science teaching as a elementary teacher, even though their major was science education. The teachers who had higher perceptions on the needs of the professionalism of science teaching showed high self-efficacy on science teaching.

• School Mathematics
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• v.13 no.4
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• pp.675-696
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• 2011

This study was designed to understand PCK to improve professionalism of teachers and derive implications about proper teachings methods. For achieving these research purposes, different PCK and teaching methods in class of three teachers were compared and analyzed targeting arithmetic operation unit of fraction. For this study, criteria of PCK analysis of teachers was set, PCK questionnaires were produced and distributed, teachers had interviews, PCK of teachers were analyzed, two times fraction class was observed and analyzed, and PCK of teachers and their classes were compared. Followings are results to analyze PCK of teachers about fraction. In relation to PCK of three teachers, first of all, A teacher accurately understood concepts of fraction and learners' errors that may occur when they study fraction. Also, he(she) proposed concrete teaching strategies for fraction based on manipulated materials. B teacher also understood concepts of fraction and learners' errors accurately too. On the other hand, C teacher laid stress on knowledge to stress principles and taught that they are bases for every class. These results mean that self-training and inservice- training should be efficiently upgraded to improve PCK of teachers.

• Research in Community and Public Health Nursing
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• v.1 no.1
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• pp.582-594
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• 1989

The purpose of this study is to analyze the factors affecting the school health teachers' self-confidence. This study was conducted with 87 school health teachers working in Jeonbuk province, from September to December, 1986, The results are follows; 1. Demographic characteristics of school health teachers 1) Age mean ; 34, range; 23-54 2) School Nursing experience mean; 11 years, range; 0-24 3) Clinical experience mean; 1.5 years, range: 0-13 2. Status of school health resources & nursing activities 1) Personnel resource school health teacher: pupils : 1 : 1,436 'classes=1:31 'general teacher=1:39 2) Budget Total school operating budget: School health budget : 100 : 4.2 (52.2 thousand Won) Half of the school health budget expend on medicine. 3) Clinic 80% of all schools have health clinic seperately. 71.32 of all schools have less than $35m^2$, 23.9%, $36-66m^2$. 4) Only 20% of all schools have organization for health 5) Average of clinic visitor for 1 year; 2,084 Major problem is on digestive system. And other problem: respiratory, skin, musculo - skeletal system, dental problem, etc... 6) Literal message for 1 year; 12 times. For health education (4), vaccination (3), examination of parasites (2), etc... 3. The degrees of the school health teachers' self-confidence 1) Program planning & evaluation; 2.9. 2) Clinic management; 2.8 3) Health education; 2.8 4) Management of school environment; 2.7 5) Health care services; 2.5. 6) Operating of school health organization; 2.3 4. Significances to self-confidence on school health nursing activities 1) Program planning & evaluation: home message (r=.228, p<.05) No. of clinic visitor (r=.220, p<.05) expending time for clinic management (r=.229, p<.05) religion (t: 2.5, p<.05) level of school (F=6.3, p<.005) 2) Clinic management: age of school health teacher (r=-.202, p<.05) school health experience (r=-.211, p<.05) salary step (r=.187, p<.05) expending time for clinic management (r=.315, p<0.1) marital status (t=3.97, p<.005) level of school (F=3,139, p<0.5) 3) Management of school environment: level of school (F=3.899, p<.05) expending time for clinic management (r=-,216, p<0.5) 4) Health care service: age of school health teacher (r=-.186, p<.05) marital status (t= 3.67, pH.005) 5) Health education: expending times for clinic management (r=-.252, p<05) level of school (F=5.343, p<.01) 6) Operating of health organization; age of school health teacher (r=-.258, p<.01)salary step (r=.188, p<.05) Based on the above results, the suggestions are as follows; 1. Need to raise ,appointment rate school health teacher. 2. Need to raise self-confidence on school health nursing activities through the inservice education or re-inforcement. 3. Need to secure adequate budget for school health. 4. Participation of school health teacher and support of school master for school health services are required. 5. Need for use the health clinic seperately, adequate facilities and free utilization by visitors.

• Journal of the Korean earth science society
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• v.32 no.4
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• pp.422-434
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• 2011

The purpose of this research is to investigate the actual conditions of primary school science teaching and ways to improve it. In elementary science teaching, teachers themselves tend to have science misconceptions and insufficient science content knowledge. Experienced teachers argued that it could be hard for elementary teachers with lack of science content knowledge to provide their students with meaningful learning experiences of science. Based on the general characteristics of elementary teaching and the awareness of elementary teachers' insufficient science content knowledge, we explored the real situation of the elementary science classroom. We conducted open-ended interviews with teachers and focus group discussions on a regular basis to analyze and compare classes of five primary school teachers. Data analysis focused on why elementary students avoid science classes in upper grades of elementary school and why elementary science classes always need hands-on activities. We also discussed ways to turn hands-on investigation into minds-on investigation by connecting it to important ideas in science. Based on the results, we suggested ways to improve inservice teacher training such as designing supplementary in-service training focused on content knowledge for primary school teachers, setting up professional exchange or collaboration between primary and secondary teachers, and introducing subject-specialized teachers for the fifth and sixth graders of primary school. In particular, considering elementary teachers' insufficient science content knowledge, employing science subject matter specialists in the elementary school could be a useful strategy.