• Title/Summary/Keyword: student teacher

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Changing Aspect of Teacher and Student's Value in Mathematics Instruction (수학수업에서 나타나는 교사와 학생의 가치 변화 양상)

  • Cho, SooYun
    • Education of Primary School Mathematics
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    • v.21 no.3
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    • pp.273-287
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    • 2018
  • The purpose of this study was to analyze changing aspect of teacher and student's value in mathematics instruction. For this purpose, teacher and student's value are analyzed through value questionnaire by four times. The results of this study revealed that although value are individual's deep decision mechanism, it could change considerably by the time. Teacher wasn't compel students to follow her value. Rather, teacher was modified instruction goal to reflect students thinking what is important in mathematics lesson. First, in case of mathematical value, rationalism, objectism, mystery were convergent each other. And control was almost unchanged and openness has been onwards and upwards. Second, in case of mathematics educational value, understanding, pleasure, terminology and application were convergent each other. However achievement was almost unchanged. Also, to teach effectively, teacher using several kinds strategy while negotiate with student's value continuously. On the basis of these results, this paper includes several implications for the future study about values in mathematics which could be the critical factor in student centered instruction.

The effect of student-perceived teacher's calling on student's well-being: Emotional support and adaptive cognitive emotion regulation as serial mediators (학생이 지각한 교사의 소명의식이 학생의 안녕감에 미치는 영향: 정서적 지지와 적응적 인지적 정서조절전략의 순차적 매개효과)

  • Hee Woong Park ;Sang Woo Park ;Suran Lee
    • The Korean Journal of Coaching Psychology
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    • v.6 no.2
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    • pp.1-26
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    • 2022
  • This study investigated the effect of student-perceived teacher's calling on student's well-being and the mediating effects of student-perceived emotional support and adaptive cognitive emotion regulation strategies. We analyzed data from 494 high school students in South Korea by using structural equation modeling. The results showed that student-perceived emotional support from the teachers mediated the relationship between student-perceived teacher's calling and adaptive cognitive emotion regulation strategies. Also, adaptive cognitive emotion regulation strategies mediated the relationship between student-perceived emotional support and student's well-being. Furthermore, student-perceived emotional support and adaptive cognitive emotion regulation strategies sequentially mediated the indirect positive relationship between student-perceived teacher's calling and student's well-being. Based on these results, implications and recommendations for future research are discussed.

A Study on Factors Related Between Adolescents' Perceived School Environment and Physical . Mental Health (청소년이 지각한 학교환경과 신체적 . 정신적 건강과의 관련요인 분석)

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

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An analysis of Science Class According to Inquiry Score by Pre-Service Science Teacher (예비 과학 교사가 탐구 점수표에 따라 분석한 현장 과학 수업)

  • Kim, Young-Shin
    • Journal of The Korean Association For Science Education
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    • v.23 no.5
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    • pp.561-573
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    • 2003
  • The teacher plays important role at students' achievement. This study analyses science class by pre-service science teacher. An survey tool for analysis of science class was composed of the lesson, student behavior, teacher behavior and questioning techniques. Pre-service science teacher analyzed the science class of 100 science teacher. The results of this study showed that pre-service science teacher analysis that current science class did not focused on inquiry-oriented. The score of science class did not statistically significantly difference by science teacher's characteristics as gender and age. Also, they analyses that science teacher use concept-oriented and teacher-oriented method.

Features of Student Engagement in Chinese Middle School Mathematics Classrooms

  • Ye, Lijun;Si, Haixia
    • Research in Mathematical Education
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    • v.14 no.4
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    • pp.333-345
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    • 2010
  • This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements: (1) Students' responses to teacher's question occurred most frequently; (2) Collective responses were much more than the individual responses; (3) Students' responses and classroom practice spent the longest time; (4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher's effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.

A Study on Student Teacher's Recognition of Professionalism Relative to Self-Concept and Conflict (유아교육실습생이 지각한 자아개념 및 갈등이 전문성 인식에 미치는 영향)

  • Choi, Mi-Sook;Hwang, Yoon-Se
    • Korean Journal of Child Studies
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    • v.26 no.5
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    • pp.351-365
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    • 2005
  • This study investigates student teacher's recognition of professionalism as they relate to self-concept and conflict. Subjects were 190 student teachers in Seoul and Gyeonggi Province. Subjects responded to self-report questionnaires. Data were analyzed by regression analysis using the SPSS computer program. The Major result of this study are as follows : First, there were significant positive relationships between self-concept and recognition of professionalism in four sub areas. Second, there were also significant negative relationships between conflict and recognition of professionalism in four sub areas. Consequently, self-concept and conflict were statistically significant factors in predicting student teacher's recognition of professionalism.

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Reflections in Peer Evaluation: Is the Attended Teacher Training Program the Implemented Training program?

  • Delice, Ali;Sevimli, Eyup;Aydin, Emin
    • Research in Mathematical Education
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    • v.13 no.2
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    • pp.141-150
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    • 2009
  • This study gives opportunity for investigating how student teachers view the teaching profession and how they transfer their pedagogical knowledge into practice. The aim of the study is to investigate the teaching skills student teachers gained in the assessment of micro teaching of their peers. The participants are 30 mathematics student teachers enrolled in the teacher training program in a state university. Document analysis and semi-structured interviews are the research instruments and inferential & descriptive statistics are used for the data analysis. The findings suggest that the qualitative and quantitative peer assessments of student teachers were graded differently which results from the difference of perceptions about teaching and different conceptualizations of the teaching qualifications.

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Problem Posing in the Instruction of Proof: Bridging Everyday Lesson and Proof

  • Kim, Hangil
    • Research in Mathematical Education
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    • v.24 no.3
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    • pp.255-278
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    • 2021
  • Proof serves a critical role in mathematical practices as well as in fostering student's mathematical understanding. However, the research literature accumulates results that there are not many opportunities available for students to engage with proving-related activities and that students' understanding about proof is not promising. This unpromising state of instruction of proof calls for a novel approach to address the aforementioned issues. This study investigated an instruction of proof to explore a pedagogy to teach how to prove. The teacher utilized the way of problem posing to make proving a routine part of everyday lesson and changed the classroom culture to support student proving. The study identified the teacher's support for student proving, the key pedagogical changes that embraced proving as part of everyday lesson, and what changes the teacher made to cultivate the classroom culture to be better suited for establishing a supportive community for student proving. The results indicate that problem posing has a potential to embrace proof into everyday lesson.

FTSnet: A Simple Convolutional Neural Networks for Action Recognition (FTSnet: 동작 인식을 위한 간단한 합성곱 신경망)

  • Zhao, Yulan;Lee, Hyo Jong
    • Proceedings of the Korea Information Processing Society Conference
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    • 2021.11a
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    • pp.878-879
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    • 2021
  • Most state-of-the-art CNNs for action recognition are based on a two-stream architecture: RGB frames stream represents the appearance and the optical flow stream interprets the motion of action. However, the cost of optical flow computation is very high and then it increases action recognition latency. We introduce a design strategy for action recognition inspired by a two-stream network and teacher-student architecture. There are two sub-networks in our neural networks, the optical flow sub-network as a teacher and the RGB frames sub-network as a student. In the training stage, we distill the feature from the teacher as a baseline to train student sub-network. In the test stage, we only use the student so that the latency reduces without computing optical flow. Our experiments show that its advantages over two-stream architecture in both speed and performance.

Examining How Structures Shape Teacher and Student Agency in Science Classrooms in an Innovative Middle School: Implications for Policy and Practice (혁신 중학교 과학 수업 사례를 통해 본 구조가 학생과 교사의 행위성에 미치는 영향: 정책과 실천에 대한 시사점)

  • Park, Jisun;Martin, Sonya N.;Chu, Hye-Eun
    • Journal of The Korean Association For Science Education
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    • v.35 no.4
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    • pp.773-790
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    • 2015
  • Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.