• School Mathematics
• /
• v.4 no.3
• /
• pp.415-433
• /
• 2002

The mathematics education community is seeking to change a teacher-centered class-room culture to a student-centered culture. However, the real transition is not easy, even for teachers who are eager and willing to teach differently. The challenge for teachers is to use the social structure of the classrooms to nurture students' development toward mathematical ways of thinking and communicating as well as their under-standing of mathematical concepts and processes. By introducing an elementary teacher's teaching practice and professional develop-ment along with her classroom episodes, this paper is to make strides toward an enriched understanding of the culture of the elementary mathematics classrooms in which students may have a lot of opportunities to develop conceptual under standing and math-ematical disposition. This paper first provides a detailed description of the classroom flow in terms of general social norms and sociomathematical norms in order to explore how the teacher and the students have established such a student-centered math-ematics microculture. This paper then analyzes the teacher's teaching approach and professional development.

• (The) Korean Journal of Educational Psychology
• /
• v.28 no.1
• /
• pp.23-39
• /
• 2014

The goal of this study was to examine the relationship among students' personal variables(Korean language abilities, self-efficacy, student-teacher attachment relationships), teacher variable(perceptions of multi-cultural education) affecting on multi-cultural students' school adjustment. Structural equation modeling was performed to test the mediating role of self-efficacy and student-teacher attachment affecting multi-cultural students' school adjustment. 336 elementary students and their matching 264 elementary school teachers were participated for this study. The model fit for this study model was acceptable, =280.024, df=98, CFI=.930, RMSEA = .074. The results revealed that teacher's perceptions on multi-cultural education significantly related with student-teacher relationships. However, Korean language ability did not directly affect the school adjustment for multi-cultural background students. That is, self-efficacy and student-teacher relationships mediated between Korean language ability and school adjustment. Moreover student-teacher relationships seem to be the key mediating factor between other research variables and school adjustment. Further considerations and future directions based on results were discussed.

• Journal of Digital Convergence
• /
• v.18 no.11
• /
• pp.51-58
• /
• 2020

The purpose of this study was to provide research results on how teacher background variables and teacher efficacy affect the teacher's instructional behavior of elementary school teachers in student participatory classes. A survey was conducted on 122 elementary school teachers in the G area and a regression analysis was conducted to analyze the relationship of influence between variables. As a result of the regression analysis, self-regulation efficiency and task difficulty preference had a significant impact on elementary teachers' instructional behavior. As for teaching knowledge, class motivation, which are sub-variable factors in class behavior, self-regulating efficacy had a higher influence than task difficulty preference and for class communication, task difficulty preference had a higher influence than self-regulating efficacy. Based on the results of the study, we considered ways to show desirable teaching behavior of elementary school teachers in student participatory classes.

• The Journal of the Korea Contents Association
• /
• v.17 no.4
• /
• pp.468-477
• /
• 2017

The purpose of this study was to exam nursing students to verify the effects of self-directed learning readiness, teacher-student interaction, educational performance, stress and learner motivation on learner satisfaction. The study population consisted of second and third year nursing students at E university located in S city. Data were collected between June 15, 2016 to June 24, 2016, and questionnaire comprised items to measure general characteristics, learner motivation, teacher-student interaction, self-directed learning readiness, educational performance, and learner satisfaction. A total of 132 students were included for the final analysis. Learner satisfaction was positively correlated with self-directed learning readiness (r= .21, p= .018), teacher-student interaction (r= .39, p<.001), educational performance (r= .21, p= .014), and learner motivation (r= .75, p<.001). In addition, learner motivation was positively correlated with self-directed learning readiness (r= .24, p= .005), teacher-student interaction (r= .38, p <.001), and educational performance (r= .21, p= .018). Finally, learner motivation and teacher-student interaction were found to explain 59.7% of the variance of learner satisfaction. Our findings suggest strategies and interventions that boost learner motivation and teacher-student interaction which are required to improve learner satisfaction in nursing education.

• Journal of Korean Library and Information Science Society
• /
• v.45 no.3
• /
• pp.321-348
• /
• 2014

The purpose of this study is to examine in depth the personal experience of Pre-Service Librarian Teacher during Student Teaching Practice. This helps us understand the overall process and diverse environment of Student Teaching Practice. We conducted in depth interview with participants who had recently experienced. and data analysis was undertaken using the phenomenological method devised by Giorgi. The significance of Pre-service Teacher Librarian experiences during Student Teaching Practice can be summarized in five categories as follows: 'the formation of Pre-service Librarian teacher's awareness about library and librarian through growth process', 'concretization and Strategy Implementation about Career Planning', 'Self-growth Need through experience of student teaching practice', 'Understanding of Organizational Culture Perception of Communication', 'Face reality about library and librarian'. These constituents can be understood in the context of time sequence. The result of this study may contribute for improving the overall environment at Student Teaching Practice.

• Journal of the Korean earth science society
• /
• v.31 no.5
• /
• pp.521-530
• /
• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• Journal of The Korean Association of Information Education
• /
• v.17 no.3
• /
• pp.253-264
• /
• 2013

We development the service that teacher and parent can control the smart phone of student in school and home, the name is I_smart_keeper. The service is composed of server system, teacher's application, parent's application and student's application. The control of student's phone in school is operated by school timetable and GPS(Global Positioning System) in smart phone. The student's phone is operating one of six policy. The six policy is 'emergency call only', 'specific application only', 'call only', 'call and text only', 'all allowed' and 'all lock'. The teacher can change the current policy with his or her phone, That is a the temporary policy can be applied on a day. In school hours, teacher is able to instruct student using application appropriate to the teaching. If student is leaving school early and located outside school, the service do free the student's phone by GPS of her or his phone. We show the Smart Health Indicator (SHI)that analyse the pattern of student's phone habit and SHI will guide a desirable student's phone habit. In home, parent can control child's phone. The service will help the risk reduction of a robbery case due to keeping student's phone by teacher in class. Currently one elementary school's all student use I_smart_keeper and three elementary school is testing to some class. The teacher's impression was very good and they usually use I_smart_keeper for class in positive light. Survey results for students with higher satisfaction.

• Journal of Fisheries and Marine Sciences Education
• /
• v.28 no.1
• /
• pp.289-299
• /
• 2016

The purpose of the study was to develop evaluation methods which would measure student achievement and progress without traditional paper-pencil tests such as mid-term and final examinations. More specifically, the main research focus were to establish general directions of student assessment during free semester, to build evaluation models supporting student's participation and learning, and to report and record various student evaluation results. As research results, we found that student evaluation of free semester should be organized to improve a) experience learning activity, self-regulatory and collaboratory study, b) high-order thinking ability and character-building, and c) teacher-student-parent cooperation. Since traditional paper-pencil tests were restricted in free semester, student achievement should be provided by a way of performance descriptions on transcripts rather than quantitative grade points. Student performance descriptions had to show not only subject knowledge but also students efforts, motivation, and participation. These multiple and educationally meaningful information would be collected by teacher-student-parent communication and collaboration.

• Korean Journal of Health Education and Promotion
• /
• v.17 no.2
• /
• pp.35-56
• /
• 2000

This study is research on physical health and mental health(physical and mental symptom at school) in perceived school environment among adolescents. The study subjects ere selected by senior high school students in seoul and random sampling. The 3,060 subjects were selected 18 schools. The duration for survey was for Nov. 25-Dec. 13, 1998. The reliability of Questionnaire was Cronbach's $\alpha=0.95$. This study used multiple regression through Factor Analysis in SPSS programs. The major findings of this study are as follows: (1) All of Multiple Regression Models were significant. (p<0.001). (2) Physical Mental health is related to gender, personal environment, and economic status. (3) Physical Health is related to perceived school environmental variable (therapeutic teacher-student relationships, classrom climate, and school life satisfaction) among adolescents. (4) Mental Health is related to perceived school environment variables(therapeutic teacher-student relationships, classroom climate, school life satisfaction, teachers' climate, and classmates' attitudes) among adolescents. This study could be used as the basis for the development of educational program, counseling, teacher in-service training, student teacher training and the establishment of educational and health policy.

• Educational Technology International
• /
• v.8 no.2
• /
• pp.141-152
• /
• 2007

The purpose of this paper is to describe about the issues concerning student teachers' perceptions of ICT use and obstacles they experience during the teaching. Student teacher experience conflicts with ICT in particular, and lack of confidence in using ICT. Furthermore, pre-service teachers experience various conflicts while teaching during student teaching. Main conflicts student teachers experience are reported that their lack of confidence in using ICT, especially in front of the student body during the class, and firm belief on ICT and its effects. Student teachers lack systematic training during their professional development. As a conclusion, the teacher training programs need to have systematic approach in their curriculum to assist pre-service teachers to use ICT before their student teaching to give them first hand experience in classrooms.