• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.81-99
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• 2014

Student teaching is equivalent to an egg just before oviposition. There is a growing acting voice that teaching profession is not necessarily required as the years go by. I developed a process that 55 student teachers search for their identity as a teacher during four-week student teaching program according to Clandinin and Connelly(2000)'s narrative inquiry. The procedure consisted of three stages such as access to the field, field text writing, and research text writing. The student teachers wrote journals by week to search for their identity as a teacher with a focus on what they observed in the field and what they were motivated by teachers and students. Free and truthful 220 stories conducted in a student teaching online cafe were collected as a field text. And the research text was reliving and retelling through poetic writing on each week's themes of exploration, growth, reflection, and pledge to complete the narrative inquiry. Student teachers, an absolute majority, including home economics student teachers aimed for the teaching profession and waited for their hatching.

• School Mathematics
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• v.8 no.3
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• pp.301-326
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• 2006

Teacher's competence in student assessment is an essential ability to mathematics teachers and should be improved qualitatively. This study suggests how college of education should make efforts in educating prospective teachers who will have competence in student assessment. First, $\ulcorner$Assessment of Mathematics Learning$\lrcorner$ must be set as a required subject. Second, the contents of the subject should be consisted to improve the competence of the prospective teachers in student assessment. Therefore, the contents based on the standards of teacher's competence in student assessment are suggested in this paper. Third, teaching methods should be practiced by using exemplary samples of teacher's assessment on students in addition to lecture.

• Journal of the Korean earth science society
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• v.29 no.1
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• pp.78-90
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• 2008

In most classrooms, teachers talk more than students. Teachers have been thought to be knowledge-donors and students have been thought to be knowledge-acceptors, so teacher-talks were thought to be more important than student-talks. But student-talks are very important to the students: not only to the students who speak out their opinions or answer to the questions given to them, but also to the others who say nothing in the class. Many students in Korea are not so fond of speaking out something to all the class, so some teachers are using a strategy: to say something as if he for she) is a student in the classroom. What teachers talk are not the words of the teacher-talks. They are only talked by the teachers, but they function like student-talks. To study this type of talks are needed to help both teachers and students but there are not much research about this. So in this paper we a) name it Pseudo Student Talk (PST), b) define it as 'a kind of talks that are not talked by students of the class but its functions are very similar to the student-talks', c) classify PST in 'EBS 2005 science class for 7th grade' according to types of student talks (categorized by Lemke, 1990), and d) show the usage of each kind of PST.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.47-58
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• 2005

Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.333-359
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• 2011

The purpose of this study was to investigate the teaching activities of guidance teachers in student teachers' planning mathematics lesson and the role of guidance teachers in teaching practicum. To fulfill the purpose, 54 student teachers participated in teaching practicum in G university of education located in G city were selected as subjects and gathered data by asking student teachers to record the interaction process with guidance teachers in detail. By analyzing the teaching activities, the conclusions were drawn as follows: First, guidance teachers' teaching activities in student teachers' planning a lesson were focused on the strategies of teaching and organizing activities according to the ability level of students in the classroom. Second, four types of guidance teachers were identified by analyzing teaching activities as noninterference, supervision, guidance, cooperation. Most of guidance teachers can be indexed as guidance. Third, more effective teaching practicum, guidance teachers need to understand the role of guidance teacher in teaching practicum and systemic program for teaching practicum should be developed.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.473-484
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• 2016

Purpose: The purpose of this study was to identify the relations among appropriateness of work, competency on student suicide and attitude toward suicide in health teachers. Methods: This study was a cross-sectional descriptive one. The subjects were 193 health teachers. Self-administered questionnaires were used to measure the variables of this study. Descriptive statistics, independent t-test, one way ANOVA, Pearson correlation, and stepwise multiple regression with SAS 9.3 software were used for the data analysis. Results: The attitude score toward suicide ranged from 1.47 to -1.03. The average score of appropriateness of work and competency related to student suicide were 2.34 and 2.81 respectively. Associated factors with competency related to student suicide among health teacher were appropriateness of work related to student suicide, two items of attitude toward suicide(suicide is an acceptable means to end an incurable illness and people who commit suicide are usually mentally ill), education level, education experience on suicide prevention and management, and the adjusted $R^2$ of the regression model was 34.3%. Conclusion: Health teachers were not tolerable to student suicide. However, they evaluated themselves as low in the appropriateness and competency to the work on student suicide, especially in screening and counselling of high risk groups. The results of this study suggest that it is necessary to develop education programs about counseling and intervention on student suicide for health teachers.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.580-591
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• 2009

The purpose of this study is to get implications on teacher education curriculum according by analyzing pre-service secondary teachers' difficulties during student-teacher practice. Fifty-six pre-service secondary teachers were requested to write anecdotes about their student-teacher practice. Pre-service secondary teachers revealed that they had experienced the most difficulties relating to instruction teaching. They answered that they had especially comprehended inducing interest in diffcult learners, attention, appropriate composition of questions, and learners' understanding levels. Pre-service secondary teachers showed that they had tried to control students in experiment instruction. Also, they demonstrated that time for guidance counseling had been insufficient. They were dissatisfied with the content and level of counseling. Therefore, we need to improve teachers' college curriculum by performing student-teacher practice and feedback. We especially need to systematize teachers' college curriculum on the basis of developing standards of science teachers' expertise.

• Research in Mathematical Education
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• v.23 no.2
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• pp.63-92
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• 2020

Student engagement in high-level, cognitively demanding instruction is pivotal for student learning. However, many teachers are unable to maintain such instruction, especially in instances of non-responsive students. This case study of three middle school teachers explores prompts that aim to move classroom discussions past student silence. Prompt sequences were categorized into Progressing, Focusing, and Redirecting Actions, and then analyzed for maintenance of high levels of cognitive demand. Results indicate that specific prompt types are prone to either raise or diminish the cognitive demand of a discussion. While Focusing Actions afforded students opportunities to process information on a more meaningful level, Progressing Actions typically lowered cognitive demand in an effort to get through mathematics content or a specific method or procedure. Prompts that raise cognitive demand typically start out as procedural or concrete and progress to include students' thoughts or ideas about mathematical concepts. This study aims to discuss five specific implications on how teachers can use prompting techniques to effectively maintain cognitively challenging discourse through moments of student silence.