• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.325-331
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• 2019

This study investigated the effect of pre service teacher's empathic ability on teaching ethics, and child abuse report intention. The subjects were 168 pre-service teachers attending a university located in a micropolitan city. Questionnaires, which required self-reporting by pre service teacher, were used to investigate teacher's empathic ability, teaching ethics and child abuse report intention. The collected data were analyzed by frequency, percent, Pearson's correlation coefficient analysis and stepwise-regression analysis. From the major study findings, first, pre-service teacher's empathic ability was positively correlated with teaching ethics and child abuse report intention. Pre-service teacher's "take perspective", "imagine" of the cognitive empathic ability's subfactor was positively correlated with teaching ethics. Especially, empathic interest was positively correlated with teaching ethics. Cognitive empathy ability showed the highest relationship with ethics for early child. Emotional empathy showed the highest relationship with ethics in society. Second, the pre-service teacher's teaching ethics were influenced by taking perspective, imagining, and empathic attention. These results demonstrate the need to incorporate perspectives in the development of programs to promote pre - service early childhood teacher ethics and child abuse reporting.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.355-370
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• 2016

This research intends to and understand a prospective teacher, Kim's mathematics lesson in the perspective of Activity Theory. In this study, Kim's mathematics lesson was explored in the aspects of subject, object, tools, division of labor, community, and rule which are main constituent of Activity Theory and Activity System suggested by $Engestr{\ddot{o}}m$. As the result of study, we discussed the phenomena such as the fluctuation between object and tool, the multi-voicedness between object, rule, outcome and student subject, and the dissonance between division of labor, community and rule were appeared in Kim's mathematics lesson as an activity system.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.426-440
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• 2020

This study was conducted to confirm the mediating effect of the teacher's trust in the relationship between the classroom teacher's transformative leadership and the students' emotional stability from the organizational perspective. For this, the data from 290 middle school students in Seoul were collected and analyzed. As a result of the study, the transformative leadership of the homeroom teacher had a positive (+) effect on the trust of the leader. In addition, the teacher's trust in the leader had a positive (+) effect on the learner's emotional stability. In addition, it was confirmed that the teacher's transformational leadership had a positive (+) effect on the learner's emotional stability. Finally, in the relationship between the homeroom teacher's transformative leadership and the learner's emotional stability, teacher trust has a partial mediating effect. This study is meaningful in that it has objectively verified what kind of leadership the homeroom teacher should aim for in order to operate the classroom as the peripheral unit of the school organization, and what emotional and psychological effects such leadership can have on students who are members of the organization.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.135-150
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• 2010

This qualitative study explored the causes of student teacher stress during an early childhood teaching practicum and investigated the ways in which student teachers cope with this stress. Four student teachers in the same practicum placement were individually interviewed. The findings revealed that stress arose over a variety of concerns including both lack of professional knowledge related to the teaching practice and the challenges involved in establishing a positive relationship with their cooperating teacher, the parents and staff. The stress experienced by the student teacher was accompanied by physical symptoms such as exhaustion, fatigue, and the onset of vulnerability to colds. However, the students were found to be generally unsuccessful in managing their stress effectively. The results suggest that attempts to improve the practicum environment should be accompanied by academic interests and practical issues related to these stresses and that there is a clear need for programs designed to assist student teachers develop stress management skills.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.617-630
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• 2015

A perspective of the nature of teacher knowledge has a significant impact on why and how we study teacher knowledge. The purpose of this study was to explore the mathematics knowledge in teaching (MKiT) in terms of meanings, characteristics, and analytic methods. MKiT regards teacher knowledge as practical knowledge that has meanings only when it is employed in teaching mathematics. Various components of teacher knowledge interact one another in teaching mathematics. Given this, teacher knowledge is regarded as an organism specific to teaching contexts and it needs to be analyzed by observing lessons or a teacher's actions related directly to the lessons. This paper is expected to induce research on teacher knowledge from the MKiT perspective and urge researchers to have a profound understanding of the nature and analytic methods of teacher knowledge. Some implications of future research are included.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.95-103
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• 2013

This study described a teacher's dilemma case caused by students' questions and an endeavor to resolve the dilemma. The teacher was faced with the dilemma of whether or not to give answers to the students' questions: Students' meaningful questions should be dealt in class. However, immediate answers for the questions would be difficult for the students to understand. In addition, offering text-based immediate answers would be criticized by a perspective on meaningful science education. Not only ignoring questions but also offering text-based answers could be the reason for a rupture between student and nature. And this made the teacher's dilemma. In this study, We try to address this dilemma and discuss why students should learn text with experience of nature in science class.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.597-603
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• 2023

This study evaluates the AI digital competencies of teachers and presents a step-by-step framework for teacher's AI digital competencies that can be utilized in training. To do this, AI digital competencies were analyzed from the perspective of utilization and disposition, linked with the Technological Pedagogical Content Knowledge (TPACK) perspective. Then, as a precedent for step-by-step teacher AI digital competencies, the 3-step competency of the British Education and Training Foundation and the UNESCO ICT Teacher Competency Framework were presented. In this study, teacher's AI digital competencies were divided into three stages: entry, adaptation, and leadership, considering precedent research and domestic conditions. The initial entry stage passed the validity test in the second round of the Delphi survey, and the other two stages passed in the first round. The final entry stage is described as a stage where teachers understand AI digital but have difficulty implementing it, the adaptation stage is a level applied to standard curricula, and the leadership stage is a level where AI digital is applied in advanced courses and teachers serve as models for others. Through the overall AI digital competencies presented in this study, detailed competency development is possible, and it can be used as a reference material for developing evaluation items.

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.611-620
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• 2010

The purpose of this study was to explore the structure and content of chemistry teacher's explanations from the perspective of 'persuasion'. Especially, this study was to explore how the argument structure and the conceptual change constructs in chemistry teachers' explanations were established and interacted. Data were collected from chemistryI classes considering the gas unit which includes kinetic theory of gas, Graham's law, Boyle's law, and Charles' law. The classes were vediotaped and transcribed. The transcriptions were analyzed with Toulmin's argument frame and the two constructs of conceptual change model; the conceptual ecology and the status of a conception to interpret the persuasive structure and content of the teacher's explanations. As the results of this study, four explanatory discourses which show various persuasive explanations in chemistry classes. Based on this results, discussion and implications for effective teachers' explanations in chemistry classes were presented.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.15-26
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• 1998

Teachers beliefs for the mathematics can have a powerful impact on how children go about learning mathematics, and theirs mathematical beliefs and abilities. In this study, \circled1 to divided teacher's mathematical beliefs into three - absolutism, progressive absolutism, constructivism - and to search into a theoretical characteristic, \circled2 to analyze and criticize the problems of the behaviorism and to investigate a point of basic view of the constructivism on mathematics education, \circled3 to suggest teacher's a role in mathematics learning be based on the constructivism perspective .

• English Language & Literature Teaching
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• v.16 no.4
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• pp.1-18
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• 2010

Recasts, which are defined as implicit types of corrective feedback, have been the focus of numerous SLA researchers for more than a decade. A range of classroom-based observational and experimental research studies have explored how and when language teachers provide recasts to learners' ill-formed utterances and aimed to understand the role of recasts in language acquisition or learning. On the basis of previous studies on recasts, our study investigated when an ESL teacher provided recasts and how recasts were provided in his class. The research questions were as follows: (1) When does an ESL teacher provide recasts? (2) How does the teacher provide recasts? The data came from observations of one ESL classroom as well as consecutive-semi structured interviews with the teacher. The data analysis included transcriptions of teacher-student interactions in the target setting and categories of recasts according to the linguistic phenomena, which prompted recasting. Based on the findings, practical suggestions for ESL teachers were provided. [156 words].