• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.174-182
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• 2005

The purpose of this study was to analyze the professionalism of elementary school teachers and to draw out factors which elementary teachers should try to improve their professionalism for environmental education. For the study, both Quantitative analysis and qualitative methodologies were applied: First, randomly selected 483 elementary teachers from Seoul and Gyeonggi self responded to 5 evaluation areas by Hungerford et al. (1994) to evaluate their environmental education professionalism through the use of five point Likert scale. Second, 2 elementary teachers' environmental classes were observed for the purpose of analyzing strengths and weaknesses in classroom instruction, and then the results of self-evaluation on environmental education professionalism and teacher professionalism as shown in the classes were compared. It was found that 483 elementary teachers including 2 teachers fer analyzing classroom instruction who performed a self-evaluation gave themselves mid-scores on the Hungerford et al.'s 5 evaluation areas. However, the result of self-evaluation did not correspond with the result of actual class observation and teacher interview. That is, the actual environmental classes conducted by 2 teachers did not seemed to reflect the evaluation areas which were the foundation of the study: the conceptual awareness, the investigation & evaluation, environmental action skills, and educational application. The results of this study can be used as the basis reference to develop teaching-learning program and in-service programs for professional development of teachers for successful application of environmental education in elementary school classes.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.429-451
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• 2012

This paper examined eight novice elementary teachers' knowledge in terms of the types and sources of students' errors and teaching strategies on plane figures through a questionnaire and teachers' discussion. The teachers tended to predict students' diverse error types, but they attributed the sources of such errors mainly to their characteristics. The analysis of teachers' responses of teaching strategies revealed that they recognized the importance of the teacher's clear explanation and students' own problem-solving, while they were somewhat negative in presenting diverse examples and classifying, drawing, or constructing figures. Building on these results, this paper provides the implications for novice teachers' professional development programs.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.27-51
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• 2012

This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1084-1096
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• 2010

In this study, class criticism by elementary school teachers was analyzed on the subject of science classes by beginner teachers. And then the viewpoints and characteristics of the class criticism were investigated. Teachers for class criticism consisted of six members, including two each of low- and high-career teachers. The viewpoints were analyzed in comparison with all the teachers. The subject of class criticism was 'Activity of leaves in plants', which is in the seventh unit of the science textbook for fifth grade elementary students of the first semester. The result of this study was as follows. Teachers criticized the science class mainly with three codes of viewpoints: motivation, inquiry focused on student, and summary of the results, where viewpoints consisted of 18 codes. They criticized the class by factors on a standard checklist and their criticism was characterized by partial situation and context. Low-career teachers criticized the class with the viewpoint in sympathy with the beginner teachers and criticized the class with the viewpoint of recollecting their teaching experience as beginners. While high-career teachers criticized the class mainly overall situations rather than specific matters. The result of this study can be used as basic data for a program of professional development and teacher education for science classes.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.284-299
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• 2015

The purpose of this study is to look at the elementary school teachers' practical experiences of change and knowledges in promotion of Education for Sustainable Development(ESD) process with Community of Practice(CoP) of teachers and Biographical Approach. ESD project of 'S' elementary school was started by Principal's recognition of further and that was practiced with a common theme over the course through various experiences in educational field with teachers' involvement and finally came to the changes in teachers' personal life and lifelong cognition. Through Community of Practice teachers could look the concept of ESD to a wide field of view and tried various activities in the classroom with students and also, as a further, were able to equip new professional competency with skills. Through the process of learning and experience teachers accepted the ESD philosophy as the engine of life and experienced that their long-term recognition was extended to the whole personal life and the global community.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.539-564
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• 2011

This study examined how elementary teachers perceive and use "problem-posing" as a way to improve students' problem-solving skills in their mathematics classrooms. In the study, a total of 193 teachers in metropolitan areas were surveyed and a subset of 4 teachers were selected for depth-interviews. Results of the study included that teachers did not have a clear understanding of the study included that teachers did not have a clear understanding of the intended meaning of "problem-posing" although many of them have heard about the idea itself. Therefore, "problem-posing" was not fully utilized in their mathematics instructional and assessment. It is suggested that there is a need to develop instructional materials and related professional development of teachers for better instruction of problem-posing in the mathematics classroom.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.247-262
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• 2007

TPCK is the knowledge of intersection in mathematics, technology, and pedagogy. This study investigated a teacher's change of his TPCK. He participated in the professional development program which was designed to develop mathematics teachers' TPCK. The professional development program was based on using spreadsheets in teaching mathematics. The researcher suggests a consideration for the integration of technology in mathematics education and mathematics teacher education. The program consisted of a four week summer professional development program and three actual mathematics classroom teaching. Ten teachers took part in the program. One teacher who changed his TPCK most was selected to investigate what made it change most. Following teaching practice was the most influential factor in changing his TPCK.

• The Mathematical Education
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• v.54 no.3
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• pp.283-298
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• 2015

This research is the case study of collaborative mentoring in the professional development of multi-tiered mathematics teacher community. We observed the procedures of mentoring, and contents of mentoring in PD program. For this purpose, we implemented PD program with participant unit composed of 3 or 4 teachers in the same school and total 25 teachers from 4 elementary schools and 4 high schools. Also there were 1 mentor and 1 sub-mentor to support each school. Observed mentoring processes were all recorded and the participants not only were interviewed several times but also wrote reflection notes after meetings. While mentoring PD program was implemented, mentor and mentee had joint responsibility about lessons implemented by mentee. Furthermore It showed possibility of change of teacher learning culture, learning culture of community. It means that teacher would improve their professionalism more effectively within teacher community instead of individual. 4 reflection contents was founded in collaborative mentring; 1)purpose of mathematics education, 2)motivation and connection between previous lecture and present lecture 3)lack of mathematical contents in lesson 4)discourse between teacher and students.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.480-500
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• 2022

In this study, the perception and demands on the use of realistic content were analyzed through in-depth interviews with elementary school teachers experienced in using realistic content in science classes. Specifically, the following questions were investigated: (1) What kind of realistic content and how do elementary school teachers use it in science classes? (2) What are the perceptions and difficulties of elementary school teachers regarding the use of realistic content in science classes? (3) What are the needs of elementary school teachers related to the professional development program for the use of realistic content in science classes? The study revealed the following results. First, elementary school teachers mainly used digital textbooks and realistic content provided by the "Science Level Up" site, and the content types could be classified into "exploration type," "visit type," and "production type," according to the purpose of use. Second, elementary school teachers mentioned the educational advantages of using realistic content to help students understand scientific content, induce interest and curiosity, and become immersed in a sense of reality. Several difficulties related to the use of realistic content were mentioned. Among them, the lack of high-quality educational content suitable for science classes and a lack of examples of specific class cases that use realistic content stood out. Thirdly, regarding the development of teacher expertise to use realistic content, elementary school teachers emphasized the need for information on quality realistic content; teacher training centered on specific class cases; instructional models that can be applied by realistic content type; and information on the purchase, use, management, and operation of necessary devices. Reflecting on these research results, implications for more effective use of realistic content in elementary science classes were discussed.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.187-196
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• 2001

Students' journals in science class are supposed to contribute to students' science teaming and to provide plentiful information on students' learning and progress. If interaction could be reinforced in the process of writing journals, the positive effects of the journals are expected to be increased. New approaches in teaching should be supported by school and community. Otherwise, teachers are frequently frustrated and failed to introduce new ways of instruction into science classes. The purposes of the study are to develop interactive journals, and approaches to introduce interactive journals at school level. The status and situation of the school were investigated by survey. Interactive journals were developed by teachers who experienced workshops on developing journals. A model journal was provided as a guidance to teachers. To establish environments for introducing journals in the school, an invited lecture was provided to increase parents' perceptions on journals. A communication system among students, parents, and teachers was established, and educational materials, such as encyclopedia, books, computers, and so on were prepared. For efficient administration of journals, various prizes and events were established. As a result of the study, teachers participated experienced professional development in terms of journals, interactive journals for science class were developed, the environments for the introduction of interactive journals at school level were established, and most students successfully completed science journals.