• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.53-64
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• 2013

This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1169-1183
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• 2007

The purpose of this research is to explore the strategy of teacher and the strategy of child in teacher-child interaction according to related variables. The participants of this research are 2 classroom teachers and their 54 5-year-old kindergarten children(27 boys and 27 girls). To collect the data, child's classroom activities were observed and videotaped using event sampling 90 times(30 times per beginning, middle, and end). Repeated test, two-way ANOVA, Scheffe test used for data analysis. The results of this research were as followed; First, over time there were differences between strategies of teacher and strategies of child during teacher-child interaction. Second, in child variables there were differences in strategies of teacher and strategies of child during teacher-child interaction according to child's gender. Third, in environment variables there were differences between strategies of teacher and strategies of child according to play rules and play areas.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.277-287
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• 2016

This study explores how a teacher copes with anomalous situation in primary practical science lesson and what factors affect teacher's strategy to cope with anomalous situations. The method of auto-ethnography was used in order to capture the inner experience of the individual teacher. For this, one of the researchers participated in this study as the teacher participant. Two science lessons that the researcher taught as a teacher were observed by a co-author and video-recorded. However, only one lesson which the teacher experienced the anomalous situation was analyzed. After the lesson, self-interviews were conducted with the co-author. Also the researcher wrote four reflective journals about anomalous situations that she experienced. What has emerged in this study is that anomalous situations were experienced by the teacher while students were doing practical work and while students were presenting their results of practical work. As each anomalous situation was experienced in different contexts, the strategies that the teacher used were different and were affected not only by the personal epistemological belief but also by the socio-cultural context that the teacher was surrounded by. This study has implications to help teachers who have difficulties in coping with anomalous situations.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• Journal of Science Education
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• v.42 no.3
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• pp.334-351
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• 2018

Teacher's gaze empathy for students in science class is considered to be effective in enhancing the learning effect. Thus, studies on gaze empathy have been conducted, but most of the studies are just to reveal the characteristics of gaze. Therefore, it is necessary to deal with a research to raise the level of science teacher's gaze empathy. The purpose of this study is to develop an instruction consulting strategy based on eye tracking for improving science teachers' gaze empathy. In this study, we selected and analyzed relevant literature on teacher's gaze empathy. We also designed a consulting strategy and then revised the design through expert reviews on validity and reliability. The developed consulting strategy was aimed to improve science teacher's gaze empathy and set quantitative goal based on eye tracking. The consulting strategy consisted of six steps: preparation for consulting, measurement and analysis of teacher's gaze empathy, instruction and feedback of gaze empathy, training for improving gaze empathy, evaluation of consulting result, and completion of the consulting. In addition, the consultation was completed or repeated again through the measurement and evaluation of gaze empathy using eye tracking. The developed consulting strategy has a value in that it provides an alternative with quantitative diagnosis and prescription for improving gaze empathy. The strategy can contribute to enhance teacher professional competency through the analysis of teaching behavior.

• Korean Journal of Childcare and Education
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• v.8 no.1
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• pp.109-124
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• 2012

This study observed co-worker's conflict situations and interpersonal conflict management strategies from 5 teacher's conversations and informal gatherings in a new born child classroom. Taxonomic analysis, Domain analysis, and Componential analysis(Spradley, 1980) were used to analyze co-worker's conflict situations, and Styles of Handling Interpersonal Conflict(Rahim, 1983) were used to analyze the child care teachers' interpersonal conflict management strategies. The findings of this study were as follows: First, child care teachers experience conflict. The causes of conflict were to do their best, to protect the right of teachers, and to work jointly. Second, Dominating conflict management strategy was used when a cook wouldn't provide teacher's snacks or adopt a teacher's suggestion about methods of providing snacks. Avoiding conflict management strategy was used when a cleaner asked for help or a supervisor asked for extra work. Integrating conflict management strategy was used when infant care teachers suggested ways to go on a vacation. Obliging conflict management strategy was used when teachers followed the principal's directions to sit in and observe another teacher's classroom. Compromising conflict management strategy was used when infant care teachers suggested ways to clean up a play room together.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.73-89
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• 2007

The purpose of this study was to develop a reliable and valid instrument to assess Korean teachers' strategies for addressing challenging behaviors of preschoolers. The Teacher Strategy Questionnaire(TSQ) consisting of 34 items was developed with three theoretically driven factors(positive proactive, positive reactive, and negative reactive strategies). Participants were 238 preschool and daycare center teachers who responded to the TSQ. Validity and reliability of the TSQ were explored using Cronbach's $\alpha$, item analysis, and factor analyses. The reliability of the TSQ was relatively high, ranging from .74 to .85. No item needed to be eliminated. Among the three pre-structured factors of the TSQ, one positive proactive factor was identified as having two innate factors.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.47-52
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• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.7
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• pp.145-152
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• 2022

The purpose of this study is to assess the impact of the principal's democratic leadership style, teacher competency, work discipline, and work environment on teacher performance during the pandemic. Using the proportional random sampling strategy, a sample of 468 respondents consisted of kindergarten teachers, elementary school teachers, junior high school teachers, junior high school teachers, and high school/vocational school teachers. The study revealed that the principal's democratic leadership style, teacher competence, work discipline, and work environment substantially impact teacher performance. However, the principal's democratic leadership style does not affect teacher performance, whereas teacher competence, work discipline, and work environment have a minor impact on teacher performance. Furthermore, during the COVID-19 pandemic, work discipline is the most critical variable influencing teacher performance. The findings of this study suggest that the principal's democratic leadership style, teacher competence, work discipline, and work environment have a positive impact on teacher performance during the pandemic. During the COVID-19 pandemic, work discipline is the most important variable influencing teacher performance. Considering that democratic leadership has no effect on teacher performance and that this leadership style is widely used by school principals in the world of education, it is assumed that there is no effect on teacher performance.