• The Mathematical Education
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• v.53 no.3
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• pp.357-381
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• 2014

This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students' achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.970-984
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• 2014

This study aims to inquire into experience of geography teachers participating in a teacher learning community based on the grounded theory methodology. Participation observation was conducted on one of geography teacher learning communities. The total of 11 research participants were selected to conduct in-depth interviews. The data collected were analyzed by the coding method proposed by Strauss and Corbin(1990, 1998). In open coding, 125 concepts, 43 sub-categories and 17 categories were drawn and in axial coding by paradigm model, phenomenon, conditions, action/interaction and consequences turned out. In selective coding, the participants were classified into four types and the condition/consequence matrix was developed. As a result of the analysis, first, participation, obstacles and continuous participation factors of geography teachers in the teacher learning community could be understood from multi-dimensional aspects. Second, principles of the collaborative teacher learning and the factors promoting collaborative teacher learning were established. Third, the professional development of geography teachers through teacher learning community could be understood.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.390-404
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• 2013

The premise of the study is that teacher communities or teacher interest groups are one of the representative examples of Communities of Practice (CoP) formed by teachers who engage in the process of collective learning regarding science teaching. Based on the theory of CoP, we investigated and interpreted the process of identity development of six science teachers who have been actively involved in teacher communities. We conducted 2-3 individual interviews with the teachers in order to explore their narratives and personal experiences of being involved in the communities over the years. Results indicated that a teacher community is a place where the teachers not only generated and shared repertories of ideas, documents on teaching and learning, or routines (i.e. practices), but also formulated a set of relationships through social participation. Teacher communities actively provide the teachers a sense of joint enterprise and identity, and where the teachers have an opportunity to develop themselves personally and professionally as science teachers playing major roles in their communities.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.297-310
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• 2021

This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a 'practice community' that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC's influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an 'inquiry community'. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.

• Journal of the Korean earth science society
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• v.26 no.5
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• pp.367-375
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• 2005

This study investigated the purpose and role of class evaluation standards and the reason to develop these teaching standards using literature review, survey, classroom observation and teacher interviews. Based on the teachers’opinion, we also investigated who should develop teaching standards and who will benefit most from the standards. In sum, the standards for teaching evaluation should help to form (a) the guidelines for beginners, (b) the directives for specialists, (c) the principles for grasping areas for improvements, and (d) the means for communicating with other communities. In addition, teachers should take responsibility for developing teaching standards as the basis for evaluating their own work and improving their own professional learning to provide quality assurance. The development of subject specific teaching standards is not possible without active participation of teachers as well as other stakeholders in education.