• Journal of the Korean earth science society
• /
• v.24 no.2
• /
• pp.82-92
• /
• 2003

This qualitative research describes unique features of seven exemplary science teachers' professional development activities. Description of excellence in effective teachers' professional development efforts will provide some insights into required inservice initiatives and support systems for teachers' professional learning. Exemplary science teachers' professional development activities can be classified into four types: (1) practicing classroom supervision, (2) participating in voluntary communities of teachers, (3) playing instructional leader roles in teacher training programs, and (4) continuing one's studies at a graduate school. One of the common features of these exemplary teachers was that they can both articulate what makes teachers professionals and practice in accordance with their perspectives. These exemplary teachers not only improved their own classroom practices, but also participated actively in various professional communities to share their practical knowledge with their colleagues. The teachers have formed special-interest groups to investigate better ways of science teaching. They also took an active role in teachers' in-service education. Teachers' quality practices lie at the heart of classroom change. However, it's important to remember that there must be a support system that sustains and encourages teachers' initiatives. The implications for the support system to encourage teachers' professional development efforts are discussed.

• English Language & Literature Teaching
• /
• v.18 no.3
• /
• pp.149-174
• /
• 2012

This research aims at exploring what Korean teachers of English need for their effective professional development, particularly from the perspectives of peer trainers who are school teachers as well as teacher trainers. The research is based on an assumption that despite the critical roles of peer trainers in the changing process of English education, very little attention has been paid to listening to their voices. Having an awareness of the meaningfulness of their voices in teacher education, the researcher collected and analyzed the data, employing a questionnaire responded by 32 peer trainers and in-depth group interview with 6 peer trainers who responded the questionnaire. The research findings suggest that the majority of peer trainers believe that the priority should be put on teaching practice rather than language competence for Korean English language teacher development. It has been found that they believe that teacher learning within the workplace with some support from outside experts is the most effective way of making classroom change possible and keeping teachers' professional development sustainable. Finally, the research suggests school-based professional development as an alternative strategy to satisfy their needs on effective and sustainable professional development.

• Research in Mathematical Education
• /
• v.12 no.2
• /
• pp.109-117
• /
• 2008

In the present paper we highlight the importance and need of professional development of mathematics teachers at all levels. The pre-service professional development and technology Proficiency of mathematics teachers are discussed in details. New strategies for professional development are enlisted for discussion and a list of references is also given in the end.

• Journal of The Korean Association For Science Education
• /
• v.22 no.5
• /
• pp.1082-1102
• /
• 2002

Most of comparative studies in science teacher education so far have been conducted in terms of teacher education policy, pre- and in-service training system and curriculum, and certificate system. While such superficial information can be readily obtainable, it does not necessarily enable us to make access to reality of science teachers' professional development in respective countries, because practice in professional development among science teachers is deeply embedded into respective socio-cultural environment or climate. In order to get information on reality in science teachers' professional development, alternative approaches of research should be developed. This paper aims at pursuing an alternative way to approach reality of Japanese science teachers' professional development. An email survey of free description method with 29 in-service science teachers with a variety of years of experience in Ibaraki Prefecture, Japan, revealed that Japanese science teachers have developed their expertise through very close daily-based communication with their peer science teachers. At least, within their consciousness, neither formal in-service training programs, nor pre-service training programs have had much stronger effects on their professional development than such non-formal, daily-based, deep, apprenticeship-typed or in some sense, family-typed communication. The results suggest that in order to conduct meaningful comparative studies, we should take much more attention to how to make access to reality of science teachers' professional development.

• Education of Primary School Mathematics
• /
• v.23 no.4
• /
• pp.191-206
• /
• 2020

The purpose of this study was to find an implication for a direction to improve professional development in mathematics by exploring elementary school teachers' perception of the need for professional development in mathematics. To this end, 4 elementary school teachers were organized into one focus group, and group discussion materials were collected and analyzed based on cases of mathematics professional development needs. As a result of the study, the elementary school teachers' perception that the need for professional development in mathematics is both unnecessary and necessary. The perception of unnecessary was influenced by the easy level of elementary school mathematics content and the ease of teaching. Also, the perception of necessary factors were considering various aspects of mathematics teaching, changing the accumulation of failures in mathematics classes, maintaining authority of students, demand for class improvement due to social change, the impact of school work, the influence of the community of professional development and peers in school, and efforts to grow as teachers. Based on these results, the author discussed ways to promote teachers' participation in mathematics professional development by considering elementary school teachers' perceptions of the need of mathematics professional development.

• International Journal of Knowledge Content Development & Technology
• /
• v.1 no.2
• /
• pp.43-51
• /
• 2011

Recently, increasing demand for teacher professional development and significant advances in information and communication technologies has led to a proliferation of online professional development. In spite of online professional development's popularity and advantages, research indicates that there is a concern of considerably high dropout rates of online learners. Therefore, to reduce the dropout rates of the learners, this paper is designed to help teachers identify professional development opportunities that are tailored to their needs as well as successfully complete these learning experiences. To achieve the purpose of the study, the paper explores the considerations for evaluating the characteristics of online learners and online professional development. Using these evaluations, this paper provides practical strategies for helping elementary and secondary education teachers successfully complete online professional development without dropping out an online course.

• Korean Journal of Childcare and Education
• /
• v.12 no.2
• /
• pp.113-125
• /
• 2016

This study examined the effects of constructivist educational beliefs and self-regulated learning skills of children on teacher professional development. The study was conducted by sampling 273 teachers. Three kinds of variables, which included constructivist educational beliefs, self-regulated learning ability, and professional development level were measured and analyzed for this study. The results were as follows. First, early childhood teachers beliefs of constructivist education, self-regulated learning ability and professional development were found to be higher than average. Second, the professional development of early childhood teachers is shown to be correlated with constructivist educational beliefs and self-regulated learning ability. When constructivist educational beliefs and self-regulated learning ability scores increases, the professional development score is high. Third, metacognitive strategies, cognitive strategies and constructivist educational beliefs are factors that predict the professional development of early childhood teachers. According to results of this study, it suggests that constructivist educational beliefs and self-regulated learning ability are important factors to be addressed.

• Journal of the Korean earth science society
• /
• v.30 no.3
• /
• pp.354-365
• /
• 2009

In this research, we investigated the support system and professional development in teaching practices of beginning science teachers through instructional consulting. Using open-ended interviews with the participating teachers and group discussions taking place on a regular basis to analyze and compare classes of six beginning teachers, we analyzed beginning teachers' professional development efforts centering around their teaching practices. The group discussion consisted of 6 beginning teachers and another 6 experienced teachers, they discussed and cross-analyzed beginning teachers' 9th lessons on middle school science unit, 'Work and Energy.' The characteristics of beginning science teachers' professional development drawn from this research are: (1) beginning teachers' teaching practices they were taught, (2) lack of reflection on their teaching practices, (3) no guidance for beginning teachers regarding ways to teach, (4) lack of communication between teachers about teaching science, and (5) lack of time for instructional preparation due to other heavy workload. Suggestions for ways to improve and support beginning teachers' professional development are discussed with experienced teachers. Required conditions for an effective induction program are also discussed.

• Journal of Korean Elementary Science Education
• /
• v.27 no.2
• /
• pp.93-101
• /
• 2008

We investigated the characteristics of lesson session and the professional development of teachers who conduct good teaching science subject. Seven teachers' were selected the finalists at the elementary school science and teaching competition. The study was based on a semi-structured questionnaire and interviews. To prove validity of the study, the collected data were verified by subject teachers for feedback. The results showed that the teachers believed that their lesson contents and methods were superior to other teachers. To enhance professional development in their lessons, they are only being made through help from colleagues and personal efforts, and a systematic development was involved with necessary situation. As a plan for enhancing an effective quality enhancement of lessons, open classes and conversation between colleagues were proposed. An organization or a group that can motivate teachers and provide systematic support for quality enhancement of lessons by teachers is needed.

• Korean Journal of Childcare and Education
• /
• v.12 no.4
• /
• pp.151-181
• /
• 2016

This study examined professional development systems in America, England, and Australia, and devised ways to enhance early childhood teachers' professional development in Korea. To suggest effective ways to improve current professional development system and its operation, this research aimed to investigate first, advanced professional development systems and policies in three countries, America, England, and Australia, second, the process of teacher qualification and requirements for acquiring teacher credential and its maintenance, and lastly, the effort of quality control for professional development, its operation, and evaluation systems in three countries. Based on the analysis of the three country's systems, five solutions for effective professional development are suggested. First, it is necessary to differentiate requirements for teachers by the level of teacher credentials. Second, an incessant training process for professional development is required. Third, an individualized professional development plan should be set for an individual teacher for the best outcomes in professional competence. Fourth, instructors for professional development trainings are needed to ensure the quality of training. Lastly, individuals, organizations, and policy and its operation systems need to be considered holistically as a whole in the perspective of convergence in policy making and its operation for effective professional development.