• English Language & Literature Teaching
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• v.16 no.4
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• pp.107-131
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• 2010

The goals of the present study are two-fold: 1) to examine NNS teachers' needs for training period in improving their general communicative competence and classroom communicative competence, and 2) to explore the relationships of teachers' needs for the training period, and their current levels of general/classroom communicative competence and other background variables. Data was collected from seventy primary and secondary school English teachers (N=70) who participated in the six-month intensive teacher training program in South Korea. The teacher trainees responded to four questionnaires of 1) the self-diagnosis of their current levels of four language skills (L/S/R/W) in both general/classroom communicative competence, 2) the training period required to improve their general/classroom communicative competence for teaching both English and other subjects through English, 3) the period of their English teaching, and 4) the proportion of their English use in class. The data analysis has shown that there were the strong relationships between trainee needs for the training period and their teaching period, and the proportion of their English use in class. In terms of trainees' communicative competence, the significant relations of both their general/classroom communicative competence and their needs for the training period were found. Implications of the findings are discussed.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.299-316
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• 2023

With the importance and necessity of using AI in the field of education, this study aims to explore elementary school teachers' perceptions of using Artificial Intelligence (AI) in mathematics education. For this purpose, we conducted a survey using a 5-point Likert scale with 161 elementary school teachers and analyzed their perceptions of mathematics education with AI via four categories (i.e., Attitude of using AI, AI for teaching mathematics, AI for learning mathematics, and AI for assessing mathematics performance). As a result, elementary school teachers displayed positive perceptions of the usefulness of AI applications to teaching, learning, and assessment of mathematics. Specifically, they strongly agreed that AI could assist personalized teaching and learning, supplement prerequisite learning, and analyze the results of assessment. They also agreed that AI in mathematics education would not replace the teacher's role. The results of this study also showed that the teachers exhibited diverse perceptions ranging from negative to neutral to positive. The teachers reported that they were less confident and prepared to teach mathematics using AI, with significant differences in their perceptions depending on whether they enacted mathematics lessons with AI or received professional training courses related to AI. We discuss the implications for the role of teachers and pedagogical supports to effectively utilize AI in mathematics education.

• The Mathematical Education
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• v.52 no.3
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• pp.399-422
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• 2013

이 연구의 목적은 수학 교수 학습에서 수학에서의 기본과 창의성에 대한 한국 초등교사들의 인식에 대하여 분석해 보는 것이다. 모든 국가의 경제나 교육에 있어서 수학에서의 기본과 창의성을 강화하는 것이 가장 중요한 문제이다. 그 동안 수학에서의 기본과 창의성에 대한 한국 초등교사들의 인식에 대하여 연구한 사례는 거의 없었다. 이 연구를 위한 연구 방법으로 116명의 초등학교 교사들에게 설문지를 통하여 수학에 대한 기본 및 창의성에 대한 인식을 분석하였고, 개방형 질문을 사용하여 필요한 교사들을 대상으로 반구조적인 면담을 실시하였다. 교사들이 수학의 기본과 창의성에 대하여 중요한 것으로 강조를 하고 있으나 수학과의 교수 학습에서 학생들에게 이를 적절하게 강화시키는 데는 어려움을 가지고 있었다. 연구의 결과 교사들이 수학의 기본과 창의성에 대하여 교수 학습에서 학생들에게 이를 적절하게 지도하는 할 수 있도록 하기 위한 예비교사 및 현직교사들의 교육이 필요함을 지적하였다. 그리고 수학교육에서 학생들의 기본 및 창의성을 신장을 돕기 위하여 교사들에게 풍부한 자료의 제공이 필요함을 제안하였다.

• Hwankyungkyoyuk
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• v.3 no.1
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• pp.33-46
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• 1992

The purpose of this paper is to identify some of the issues and problems related to the dimension of education and training of teachers and develop educational directions and strategies for enhancing teacher quality in environmental education. In order to review the status of environmental education at primary and secondary school levels analysis of the related literatures and the results of our studies since 1991 were briefly summarized.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.725-739
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• 2022

This study aims to analyze what elementary school pre-service teachers focused on and what challenges they faced in designing and producing a guided science inquiry program based on augmented reality (AR) and to provide some implications for teachers' professionalism and teacher education. To this end, focusing on the cases of pre-service teachers who designed and created AR-based guided inquiry programs, the researchers extracted and categorized the pre-service teachers' focus and challenges from the program design and production stages. As a result, in the program design stage, the pre-service teachers tried to construct scenarios that could promote students' active inquiry process. At the same time, drawing on the unique affordances of AR, the pre-service teachers focused on creating vivid visual data in a 3D environment and making meaningful connections between virtual and real-world activities. The pre-service teachers faced challenges in making use of the advantages of AR technology and designing an inquiry program due to a lack of background knowledge about CoSpaces, a content creation program. In the program production stage, the pre-service teachers tried to make their program easy to handle to improve students' concentration on inquiry activities. In addition, challenges of programming using CoSpaces were reported. Based on these results, educational implications were discussed in terms of the pedagogical uses of AR and teachers' professionalism in adopting AR in science inquiry.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.2
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• pp.281-290
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• 2019

The aim of this study is to explore the status and tasks of selecting, expanding, and supporting the gifted teachers to efficiently manage the gifted education. This study addresses that the ratio of applications for new teachers is lower and the current teachers are aging in primary school. In addition, it points out that the ratio of new teacher applications and teacher acquisitions compared to the number of teachers hired for middle school were lower. The gifted teachers are basic in their classes and work at regular schools, and they suffer from considerable exhaustion and a lack of time because of other gifted work. As a result of these discussions, it has shown the need for substantial improvement and supplementation such as school hours reduction or reinforcement adjustment, complete support for research society, invitation professional teachers other than current ones, and friday after school classes for the gifted teachers should be encouraged to work passionately. For professional development, if the positive perception and results of gifted education from the interactions between general education and gifted education be formed, and the education programs for gifted teachers be expanded, they will also contribute to the overall improvement in the quality of our education.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.31-52
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• 2020

This study aimed to examine the relationships among elementary mathematics teachers' self-efficacy beliefs, constructivist beliefs, and years of experience. This study used the primary data set of 299 Korean elementary school teachers. Exploratory and confirmatory factor analysis, Pearson's correlation test, multivariate analysis of variance, and structural equation modeling were conducted. This study found that mathematics teachers' self-efficacy beliefs were positively related to their years of experience and constructivist beliefs, whereas there was no significant association between teachers' years of experience and constructivist beliefs. Additionally, teachers' self-efficacy beliefs significantly mediated the relationship between years of experience and constructivist beliefs.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.147-164
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• 2011

The national mathematics curriculum revised in 2007 emphasized students' mathematical communication and the curriculum is currently applied to all grades. In order to promote students' mathematical communication, the teacher needs to understand full implications and apply them to instruction. This study examined how teachers employed mathematical communication in their instruction and how they perceived it. The results showed that teachers had lack of understanding of student-centered instruction and mathematical communication. They also did not use various representation activities and discussion-based activities as expected. The number of students per classroom was reported by teachers as a main barrier to promote mathematical communication, but it did not make substantial differences in practice. Building on the results, this paper included implications for improving teachers' conception of mathematical communication.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.219-236
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• 2023

This study examined the relationship between preservice teachers' mathematical understanding and problem posing in fractions multiplication and division. To this purpose, 41 preservice teachers performed visual representation and problem posing tasks for fraction multiplication and division, measured their mathematical understanding and problem posing ability, and examined the relationship between mathematical understanding and problem posing ability using cross-tabulation analysis. As a result, most of the preservice teachers showed conceptual understanding of fraction multiplication and division, and five types of difficulties appeared. In problem posing, most of the preservice teachers failed to pose a math problem that could be solved, and four types of difficulties appeared. As a result of cross-tabulation analysis, the degree of mathematical understanding was related to the ability to pose problems. Based on these results, implications for preservice teachers' mathematical understanding and problem posing were suggested.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.141-162
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• 2023

Recently, in school mathematics, classes using mathematical modeling are attracting attention to improve students' mathematical problem-solving skills. However, existing preceding studies have been conducted mainly on elementary, middle, and high school or in-service teachers, so it may be limited to apply the contents and results of the research as it is to pre-service teachers, who are future professors. Therefore, this study examined the school days' experiences of mathematical modeling for pre-service elementary school teachers. In addition, in order to provide a positive experience for mathematical modeling, mathematical modeling problem creation activities were conducted through group activities, and the results and their perceptions were examined. As a result of the study, elementary school preservice teachers had very little experience with mathematical modeling activities during their elementary, middle, and high school days. It was found that there is a deficiency in creating an appropriate mathematical modeling problem suitable for the level of elementary school students. In addition, it was found that they had a positive perception of mathematical modeling after participating in the study. Based on these results, implications for the training process for preservice teachers were suggested.