• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권4호
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• pp.257-272
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• 2014

This paper examines and presents descriptions of 12 prospective primary teachers' views on the nature of mathematics in USA. All the participants were elementary teacher candidates enrolled in the same mathematics method courses. Interview data show that the prospective primary teachers possess two kinds of views on the nature of mathematics: primarily traditional and even mix of traditional and nontraditional beliefs in terms of Raymond's (1997) belief criteria. Implications for teacher education were discussed at the end of the paper.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.145-160
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• 2012

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

• 수산해양교육연구
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• 제27권5호
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• pp.1290-1302
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• 2015

The aim of the study was to develop the scale for measuring prospective teacher's belief on workplace spirituality. The researchers revised the 'Workplace Spirituality Scale for Early Childhood Teacher (Lim, 2014)' into the draft of 'Workplace Spirituality Belief for Prospective Early Childhood Teacher (WSBS_PECT)' and then validated the draft of WSBS_PECT statistically. The data were collected from 664 prospective teachers participating 5 early childhood teacher programs. EFA, CFA, Correlations and some statistical methods were carried out for testing validity and reliability of the scale. As a result, the WSBS_PECT with 21 items of 4 factors - i.e. 'awareness of meaning of life', 'belief on calling for ECE teacher job', 'belief on relationships in community', and 'belief on membership in community'- was developed and identified as a available measurement for prospective childhood teachers.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권2호
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• pp.177-189
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• 2006

This study focuses on the analysis of prospective elementary teachers' representation of trapezoid area and teacher educator's reflecting in the context of a mathematics course. In this study, I use my own teaching and classroom of prospective elementary teachers as the site for investigation. 1 examine the ways in which my own pedagogical content knowledge as a teacher educator influence and influenced by my work with students. Data for the study is provided by audiotape of class proceeding. Episode describes the ways in which the mathematics was presented with respect to the development and use of representation, and centers around trapezoid area. The episode deals with my gaining a deeper understanding of different types of representations-symbolic, visual, and language. In conclusion, I present two major finding of this study. First, Each representation influences mutually. Prospective elementary teachers reasoned visual representation from symbolic and language. And converse is true. Second, Teacher educator should be prepared proper mathematical language through teaching and learning with his students.

• 수산해양교육연구
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• 제28권4호
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• pp.1076-1088
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• 2016

This study was to validate the WSBS_PECT (Workplace Spirituality Belief Scale for Prospective Early Childhood Teacher) using discriminant analysis on prospective early childhood teachers' happiness and career maturity. The data from 523 prospective early childhood teachers were analyzed statistically through t-test and binary logistic regression model. The results indicated that 1) the higher group in workplace spirituality belief significantly gets more scores of happiness and career maturity than the lower group, 2) 1 factors of the WSBS_PECT has discriminant power on prospective early childhood teachers' happiness, and 3) 2 factors ('meaning for life' and 'belief on calling for ECE teacher job') of the WSBS_PECT are effective to discriminate prospective early childhood teachers' career maturity. Further statistical works are supplementary needed to validate the WSBS_PECT and to increase its' feasibility.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권3호
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• pp.291-310
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• 2008

This article is based on an international collaborative study that aimed to investigate mathematical preparation of prospective elementary teachers in several selected education systems in East Asia. This article reports the Korean portion of the study. A survey instrument was developed to explore not only prospective teachers' knowledge of elementary mathematics curriculum and their beliefs in their preparation and mathematics instruction but also their subject matter knowledge and pedagogical content knowledge on the topic of fraction division. A total of 291 seniors in 3 universities participated in the survey. The results reveal these prospective teachers' strengths and weaknesses with regard to their knowledge of fraction division, and suggest that content-specific pedagogical knowledge needs to be emphasized in the teacher preparation program.

• 한국어교육
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• 제29권2호
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• pp.101-123
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• 2018

The purpose of this paper is to develop a training program for overseas Korean language teachers focus on preservice teacher. This thesis based on the 2017 Korean Language (prospective) Teacher Overseas Dispatch and Practical Training Assistance Project (Almaty, Kazakhstan region). The present task established prospective teachers, career teachers, and local teachers as the targets of each assignment. We focused on developing a program that could match each of these characteristics. For prospective teachers, the program was designed and conducted with the goal of "improving real expertise through practical training," whereas for career teachers the program was developed with the goal of "improving leadership" and "retraining teachers" by focusing on their abilities as middle managers to build and maintain foreign and domestic networks. For local teachers, the goal was to provide "retraining as Korean language teacher certification". The limitations of those unable to attend domestic meetings were alleviated through training, workshops, and meetings, and a program was developed for real education practical training. For prospective teachers and career teachers in particular, the program was designed to center on a system of collaboration in which classes based on international Project Based Learning(iPBL) were conducted, and groups prepared practical training and practice modules.

• East Asian mathematical journal
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• 제40권2호
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• pp.267-286
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• 2024

This study investigates the perceptions toward prospective elementary teachers regarding the revised 2015 elementary mathematics curriculum. The aim is to understand the importance and implementation of the revised curriculum and provide implications for curriculum improvement in elementary teacher education institutions, using Interpretative Phenomenological Analysis (IPA). The research findings are as follows: Firstly, prospective elementary teachers perceived that the areas of the revised 2015 elementary mathematics curriculum that require particular focus are number and operations and data and probability. Secondly, they identified the specific elements within these areas that demand dedicated attention as follows: numbers up to four digits in number and operations, mixed calculations with natural numbers, shapes of solid figures, spatial sense of solid figures, comparison of quantities in measurement, etc. These findings can inform the improvement of the curriculum in elementary teacher education institutions.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권3호
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• pp.257-275
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• 2021

본 연구는 예비교사가 변수와 관련된 학생의 사고를 어떻게 파악하고 대응하는지를 조사하는 것을 목적으로 하였다. 변수와 관련된 학생들의 사고를 추론하여 그에 따른 지도방안을 제시해 보게 하는 문항에서 예비교사의 주목하기와 해석하기의 특징을 동시에 살펴보았으며 주목하기와 해석하기에 따라 예비교사의 대응하기가 어떻게 제안되었는지 그 특징을 조사하였다. 예비교사 26명의 응답을 분석한 결과, 예비교사들이 학생들의 응답에서 나타나는 변수에 대한 오개념에 주목하기가 쉽지 않음을 보여주었으며, 주목은 하였으나 적절한 해석을 해내지 못한 경우를 확인할 수 있었다. 주목하지 못하고 해석하지 못한 대부분 예비교사는 변수에 대한 전반적인 이해의 부족으로 인해 적절한 대응을 제시하지 못한 것으로 나타났으며, 주목하기와 해석하기가 성공적으로 이루어졌다 하더라도 경험적 지식의 부족으로 인해 적절한 대응을 제시하지 못하였다. 연구 결과를 바탕으로, 예비교사 교육에 주는 시사점을 논의하였다.

• 한국초등수학교육학회지
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• 제18권3호
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• pp.399-424
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• 2014

예비 교사 교육은 수업 전문성의 기초를 쌓는 시기라는 점에서 중요하지만, 이에 대한 연구는 미비하다. 본 논문은 예비 교사가 초등수학교육방법론 강의를 수강하면서 초등 수학 수업을 기술하고 비평하는 능력이 어떻게 변화했는지를 분석한 것이다. 연구 결과 수업 기술 측면에서는 강의 초반보다 후반에 수업의 핵심적인 단계에 더 주목하게 되었고 학습 내용에 적합한 수업 전략의 활용 여부에 주목하게 되었다. 수업 비평 측면에서는 전반적으로 수업 전략과 수학적 담화에 대한 내용에 대해 교사를 중심으로 평가적 수준에서 대안 없이 비평하는 비중이 높았다. 다만 강의 후반에는 교사와 학생을 함께 고려하고, 수학 개념이나 이론을 적용하여 비평의 근거를 마련하며, 해석적 수준에서 비평하는 비중이 높아졌다. 이와 같은 연구결과를 토대로 본 논문은 예비 교사 교육에서 초등수학교육방법론 지도와 관련된 시사점을 도출하였다.