• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.449-466
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• 2013

Mathematical discussion has been highlighted so that what students do actually guides their learning of mathematics and mathematical practice. However, the work of leading mathematical discussions has not yet been specified in such a way that it can be adequately studied and taught to teachers. This study analyzes a teacher's lessons that show full engagement in leading discussions, and examines the work of leading mathematical discussions in elementary classrooms. It identifies and illustrates the central tasks of leading mathematical discussions with single case questions with five steps. This article argues several key issues in leading mathematical discussions: helping students engage in struggling with important mathematical ideas, treating mathematical connections in an explicit and public way to have coherent and structured discussions, and parsing the work of teaching at a grain size that is usable in educating teachers.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.317-330
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• 2019

The purpose of this study is to investigate the influences of science leading schools on primary and middle school students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science leading schools. Science leading schools at the primary and middle school level such as Creative Convergent Science Labs and Student Participatory Science Classes were investigated and 11 teachers were participated in focus group interviews. Teacher in-depth interviews were conducted to explore the factors that led to the effectiveness of science leading schools in improving the student's PES in light of operational characteristics of science leading schools, characteristic factors of science leading schools on students PES, and improvement plans and requirements of science leading schools, as well as implications for general high schools. Science leading schools including Creative Convergent Science Labs and Student Participatory Science Classes applied for the leading school funding to secure supplies, equipments, and lab improvement for authentic science classes. In addition, reconstructed the curriculum more broadly than before, and emphasized and expanded student participatory classes and process-centered assessment at the teacher learning community level. Through student-participatory classes, the science leading schools stimulate students' interest in science, provide students with PES) through various instructions including projects, engage students in interesting science experiences in Creative Convergent Science Labs, and enhance inquiry skills and PES as well as science content knowledge. Based on the results, ways to spread the characteristics of science leading schools to general schools are suggested including expanding budget support, securing the space of science labs and improving spatial composition, providing diverse teaching and learning materials, diversifying assessment subjects and methods, and the necessity of teachers' continuous professional development, etc.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.39-60
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• 2003

The purpose of the present classroom research is to investigate teacher talk in the primary English classroom with special reference to teacher questions. The analysis of the recorded teacher questions reveals that the teacher asks a carefully structured sequence of questions leading to the clear pedagogical goals she has set: to encourage students to correct themselves; to find out what students know; to personalize the task; and to elicit culture talk. It is also shown that her use of display questions is supportive of learning; the teacher provides feedback in a way which is as communicative as possible in the context of the classroom and which facilitates the attainment of the pedagogical purposes. All these findings suggest that we consider how teacher talk may perform communicative functions in the classroom context rather terms defining communicative teacher talk purely in terms of the norms of communication outside the classroom.

• East Asian mathematical journal
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• v.37 no.2
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• pp.245-262
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• 2021

This study describes a sixth-grade teacher's professional development journey through action research for improving students' responses in a mathematics class. In the action research, the influence a teacher's questioning tactics would have on students' ability to determine answer reasonability to mathematics problems was investigated. Drawing on qualitative analysis of the teacher's lessons, reflection journal and interviews as well as the classroom students' questionnaires and interviews, this study examines how action research can affect the teacher and the classroom students. The results suggest the popularization of action research among teachers by teacher training and development programs showing the positive changes in the teacher's performance leading to improved student responses.

• Research in Mathematical Education
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• v.18 no.3
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• pp.223-234
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• 2014

Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher's instructional practices, over the course of a year, to promote students' mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students' mathematical reasoning, and how the teacher prompted students to respond to and develop one another's mathematical ideas. Findings show that the teacher solicited students' reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students' reasoning, and building on those ideas leading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.97-118
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• 2014

The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.197-205
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• 2019

The purpose of this study is to derive ways to support Integrated Science curriculum implementation by evaluating the results of Integrated Science teacher training programs conducted by the Ministry of Education to support the settlement of 2015 revised Integrated Science curriculum. Teachers' output from the teacher training programs and interviews with training instructors in the 2017 Integrated Science Leading Teacher Training program were analyzed to derive the features of the Integrated Science curriculum and support plans for the implementation of Integrated Science in schools. Teachers who participated in the 2017 Integrated Science Leading Teacher Training program developed teaching, & learning and evaluation plans through participatory training sessions, where the achievement standards most selected by teachers were [10IS08-03] and [10IS09-04]. Through the text mining analysis of these achievement standards, we explored the implementation realities such as reconstruction of achievement standards, teaching and learning methods, learning materials, evaluation methods, and subject competencies. In addition, we analyzed exemplary reconstruction models of achievement standards in light of best integrated instruction, student-participatory instruction, and developing science competencies. Based on the results, we propose teacher training support plans and further studies for the implementation and settlement of the Integrated Science curriculum.

• Journal of Korean language education
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• v.29 no.1
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• pp.109-137
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• 2018

The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for 'peer coaching', 'peer observation', and 'teaching portfolios' among reflective teacher education programs. Lastly, many respondents selected 'development and utilization of teaching materials', 'encouraging learner's utterances', and 'leading learner's interest and motivation' as sub-elements of teaching professionalism that they wish to improve through teacher re-education.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.428-439
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• 2007

The purpose of this study was to investigate the effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Two pre-service teachers were selected for this study and they respectively had gave three science classes. Every science class was recorded by using video/audio but only audio data of first and last science classes were transcribed for verbal interaction analysis. The result of this study revealed that the frequency of teacher's verbal interaction in last science class was increased rather than the case of first science class. The increasing patterns of interaction frequency were affected by the teacher's viewpoint and preparation for the science class. Teacher's verbal interactions were divided into low-level and high-level for the analysis of qualitative change. Low-level interactions are which leading students' convergent thinking, high-level interactions are which leading students' divergent thinking. Also the result of this study revealed that high-level interactions in last science class were increased rather than in first class. On the other hand, low-level interactions in last class were reduced rather than in first class. Therefore, this results implied that the effects of reflective thinking on verbal interaction of pre-service teachers in elementary science classes were appeared, but the effects were also affected by teacher's individual characteristics. Especially the changing degrees of qualitative interactions varies with the teacher's viewpoint and preparation for the science class.

• Research in Community and Public Health Nursing
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• v.6 no.1
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• pp.74-83
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• 1995

Promotion of immunization including early recognition of disease symptoms and effective control of communicable disease have been the important role of the school heath teacher in Korea. The school heath teacher as a nurse have been practiced vaccination for students as one of the major method for promotion of immunization in school. Recently it was occured difficulty for school vaccination that is practicing by school health teacher. So it is predicted for reducing of vaccination coverage rates of students. The objectives of this study are, first; to examine current guidlines of government, second, to analysis problem according to current guidline, third, to discuss further direction for school vaccination. There are used study methods as litrature review, analysis of statistical data and case study etc. Analytical framework for increased effects of vaccination in this study was safty, cost -effectiveness and coverage rates of vaccination. Major suggestions are as follows : First, It is different from the role of the public and private sectors in preventive health services. The preventive health services are characterized that the effect of health promotion is large, but the period of input effect is slow. Therefore the leading role of school vaccination should be have school and school health teacher including public sectors. Second, Health management of contemporary people can be effective with cooperative relationship between various health manpower. School health teacher as a medical manpower should be provide vaccination service continiously for health promotion of students. Third, It is necessary to maintain collective vaccination in school because have lots of advantage at safty, cost-effectiveness and coverage rates. In conclusion, school heath teacher should have central and independent role in school vaccination in according to current law. Also it will be assured lawful compensation in prepare to accident in vaccination.