• 제목/요약/키워드: preservice elementary school teacher

검색결과 53건 처리시간 0.023초

초등예비교사들의 계절변화 수업에 대한 연구 (The Study of Elementary Preservice Teacher's Classes on Seasonal Variation)

  • 김순식
    • 대한지구과학교육학회지
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    • 제5권3호
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    • pp.245-255
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    • 2012
  • The purposes of this research are to analyze preservice elementary teachers' degree of difficulty in classes of seasonal variation and suggest the measures of classes so that preservice elementary teachers can progress classes of seasonal variation effectively. To achieve them, the research was conducted for 90 first graders completing teaching method of elementary science in P university of education from Sep. to Dec. 2012. This research was conducted, based on the results of in-depth interview for 9 preservice elementary teachers who performed classes of seasonal variation, survey on the degree of class difficulty and evaluation of classes on 8 classes theme of Earth sector in elementary science. The results of this research are as follows. The first, preservice elementary teachers had relatively high class difficulty for teaching seasonal variation among the sector of the earth in elementary science. The second, in the evaluation of preservice elementary teachers' classes, the more the subject showed high class difficulty, the more the score of class evaluation was low. The reason is analyzed that high class difficulty reduces teacher's confidence. The third, preservice elementary teachers had insufficient knowledges and concepts which are basically necessary for the classes of seasonal variation. Especially, it was more serious for preservice elementary teachers who didn't learn Earth-science during their high school time. The fourth, it is necessery that concrete and systematical teaching method should be developed so as to improving preservice elementary teachers' teaching method for the classes of seasonal variation.

초등교사와 예비초등교사의 과학평가 실태와 지향 (Elementary School Teachers' and Preservice Elementary School Teachers' Actual and Preferred Types of Science Assessment)

  • 이혜민;강석진
    • 한국초등과학교육학회지:초등과학교육
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    • 제39권1호
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    • pp.15-25
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    • 2020
  • In this study, we investigated elementary and preservice elementary school teachers' actual and preferred types of science assessment focusing on the purpose and the method of assessment. Participants were 75 elementary school teachers and 93 preservice elementary school teachers. The questionnaire adopted from previous relevant studies was administerd in order to examine the types of assessment which the teachers have actually implemented and the preferred types of assessment for hypothetical situations known as the prototypical examples of constructivist assessment. The results revealed that most teachers and preservice teachers tend to possess the summative-oriented purpose of assessment. An affective assessment purpose focused on evaluating students' interest, attitude, and curiosity toward science was newly identified in this study. In analyzing teachers' responses from the viewpoint of the method of science assessment, responses of an informal mode such as observation and portfolio were noticeable. However, most of them were found to correspond to the traditional summative-oriented purpose of assessment. For prototypical constuctivist assessment situations, teachers and preservice teachers were found to prefer the performance and the informal modes than the measurement mode of the assessment methods, whereas their purposes of the assessment were not found to be constructivist.

초.중.고 학생과 예비 교사 및 초등 교사가 생각하는 과학자에 대한 이미지 분석 (An Analysis of Students', Preservice Teachers' and Inservice Teachers' Images of Scientists)

  • 임성만;임재근;최현동;양일호
    • 한국초등과학교육학회지:초등과학교육
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    • 제27권1호
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    • pp.1-8
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    • 2008
  • The purpose of this study was to analyze students', preservice teachers and inservice teachers' images of scientists. For the purpose of this study, we selected 711 people. The results generally was showed the students, preservice teachers and inservice teachers have the stereotyped image of scientists. When we group the subject of investigation as elementary-school students, middle-school students, high-school students, preservice teachers, inservice elementary-school teachers, and looked into whether there were meaningful differences among them by the method of ANOVA, we could see the meaningful differences (p<0.05). And also elementary-school students showed the meaningful difference from other groups when examined on the $Scheff{\acute{e}}$ test.

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초등 예비 교사들의 일반 교수 효능감과 과학 교수 효능감 비교 (Comparison of General Teaching Efficacy and Science Teaching Efficacy of Preservice Elementary Teachers)

  • 임희준
    • 한국초등과학교육학회지:초등과학교육
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    • 제26권1호
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    • pp.131-139
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    • 2007
  • This study investigated whether there was a difference between general teaching efficacy and science teaching efficacy of preservice elementary teachers. And, the difference was also examined in the area of several variables of the preservice teachers, such as gender, the university majors, the high school majors, and grades. The results showed that a significant difference was not found between general teaching efficacy and science teaching efficacy. Teacher variables were found as the major factors to explain the difference. In case of male students who are majoring in science/math at university, and the students who majored in science/math at high school, science teaching efficacy was higher than general teaching efficacy. Whereas, in case of female students and nonscience majors at university and high school, science teaching efficacy was lower than their general teaching efficacy. Educational implications for preservice elementary teachers were discussed.

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예비 초등 교사들이 달 관측 활동에서 경험하는 어려움과 교수법적 제안 (Preservice Elementary Teachers' Difficulties in Moon Observations and Their Pedagogical Suggestions)

  • 오필석
    • 한국초등과학교육학회지:초등과학교육
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    • 제36권4호
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    • pp.447-460
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    • 2017
  • This study asked preservice elementary teachers to conduct an inquiry of observing the moon, and analyzed the phenomena observed, difficulties experienced, and pedagogical suggestions by the preservice teachers. Participants were 31 undergraduate students enrolled in a science course in a university of education. As a part of the course, the preservice teachers observed the moon for about a month and completed personal journals which described the phenomena they observed, difficulties they experienced, and the pedagogical suggestions to help elementary students conduct the same inquiry activity. The analysis of the journals revealed that the preservice teachers observed the moon mostly during the evening or night and that they noticed lunar phases, directions, altitudes, and color and brightness more frequently than other phenomena. The preservice teachers experienced difficulties related to the observation time, lunar phases, directions, and altitudes, and, reflecting on their own experiences, suggested a variety of pedagogical ideas about these difficulties. The pedagogical suggestions by the preservice teachers also included how to help elementary students keep their interest and perform the moon observation for a rather long period of time. Implications for moon investigations in the elementary school science classroom and relevant research were discussed.

초등예비교사가 생각하는 좋은 과학수업의 특징: 대응쌍을 중심으로 (Characteristics of Good Science Teachings regarded by Preservice Elementary School Teachers: In Terms of Adjacency Pairs)

  • 이정아
    • 한국초등과학교육학회지:초등과학교육
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    • 제32권1호
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    • pp.1-9
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    • 2013
  • This study aimed to analyze the characteristics of good science teachings regarded by preservice elementary school teachers. It also aimed to suggest a direction of peer teaching practice to help preservice teachers' professional development. Adjacency pairs were adopted to analyze the characteristics of good science teachings. The results showed that pre-service elementary teachers were accustomed to adjacency pairs. Almost of their discourse were organized by adjacency pairs. 'Question-Answer' and 'Request-Accept' were mainly used in science classes by pre-service elementary teachers. Based on the findings, the study suggested science teacher educators to provide chances to analyze exemplary science teachers' science class or chances to analyze their science teachings in terms of competence of science classroom discourse.

Analysis of Preservice Elementary Teachers' Lesson Plans

  • Hong, Jung-Lim
    • 한국과학교육학회지
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    • 제24권1호
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    • pp.171-182
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    • 2004
  • The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

학생의 과학 오개념에 대한 초등 예비 교사의 지식 (Preservice Elementary School Teachers' Awareness of Students' Misconceptions about Science Topics)

  • 한수진;강석진;노태희
    • 한국초등과학교육학회지:초등과학교육
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    • 제29권4호
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    • pp.474-483
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    • 2010
  • In this study, we investigated preservice elementary school teachers' awareness of students' misconceptions about several science topics, and the variables influencing their awareness. Seniors (N=106) from an university of education were asked to predict elementary school students' misconceptions on science topics such as phase changes and dissolution. Their conceptions about teaching and learning were also measured. The results indicated that the preservice teachers' predictions about the kinds and/or the ratios of students' misconceptions were different from those reported in previous studies. The low level preservice teachers in terms of the degrees of possessing traditional conception about teaching and learning predicted more students' common misconceptions. The degrees of preservice teachers' constructivist conception about teaching and learning and their major, however, did not significantly influence the numbers of common misconceptions predicted.

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수학적 모델링에 대한 초등학교 예비교사들의 인식변화 (Changes in Perceptions of Elementary School Preservice Teachers about Mathematical Modeling)

  • 김용석
    • 한국수학교육학회지시리즈C:초등수학교육
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    • 제25권1호
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    • pp.101-123
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    • 2022
  • 최근 교육의 패러다임이 교수자 중심에서 학습자 중심으로 변화함에 따라 학습자의 능동적인 지식의 구성이 중요시되고 있으며, 이에 따라 수학적 모델링을 활용한 수업이 주목을 받고 있다. 하지만 기존의 연구는 교사 또는 중·고등학교 학생들에게 초점이 맞춰져 있어 연구의 내용과 결과들을 예비교사들에게 그대로 적용하는 것은 어려움이 따른다. 따라서 본 연구에서는 초등학교 예비교사들을 대상으로 학창시절 수학적 모델링에 대한 경험을 살펴보고 수학적 모델링에 대한 긍정적인 경험이 그들의 인식에 어떠한 변화를 주는지 살펴보았다. 연구결과 초등학교 예비교사들은 학창시절 수학적 모델링에 대한 경험이 매우 적었으며, 수학적 모델링에 대한 이론적인 수업을 진행했을 경우보다 실제로 수학적 모델링에 대한 경험을 같이 했을 때 보다 더 긍정적인 인식으로 변화하는 것으로 나타났다. 본 연구의 결과를 바탕으로 예비교사 양성과정에서의 시사점을 제언하였다.

Exploring White Preservice Mathematics Teachers' Racial Identity and Culturally Relevant Teaching Practices

  • Cho, Eunhye;Albert, Lillie R.;Hwang, Sunghwan
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제24권1호
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    • pp.29-47
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    • 2021
  • The purpose of this study was to examine what factors affect the construction of preservice white mathematics teachers' racial identities and the relationship between their racial identities and Culturally Relevant Teaching (CRT) practices. We examined five white female preservice teachers who enrolled in an elementary mathematics methods course at a private university in the US. We collected data consisting of lesson plans, semi-structured interviews, and reflection of a taught lesson in the 2018 fall term and examined them using qualitative research methods. We found that preservice teachers' racial identities were affected by their backgrounds, K-12 school experiences, and practicum school environment. We also found a relationship between teachers' sensitivity to racial issues and their endorsement of CRT strategies. The findings also revealed that the relationships were mediated by practicum school contexts. Based on the findings, we provided practical implications for the teacher education programs.