• 대한수학교육학회지:학교수학
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• 제11권3호
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• pp.335-349
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• 2009

이 논문은 수학 교사의 신념과 지식이 수학 수업에 어떻게 표현되는 지 미국 중학교 수학 교사의 수업 분석을 통한 사례연구 보고서이다. 미국 중학교 수학 교실에서 이루어지는 수업에 대한 정보를 제공할 뿐만 아니라, 수학교사의 신념과 지식이 수업에 어떻게 반영되고 적용되는지 상세하게 분석 설명한다. 사례 분석 연구 결과는 참여 수학 교사의 수학 교수학습에 대한 신념체계가 수업에 일정 정도 일관성 있게 표현됨을 보여 준다. 특히, 그 교사의 신념체계가 수학 수업을 조직하고 구성하는데 큰 영향을 미치는 것으로 나타났다.

• 아동학회지
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• 제21권1호
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• pp.201-214
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• 2000

This study was designed to investigate the teacher belief related to children literacy between Korea and U.S.A. using the quantitative research. The instrument for this study was constructed with 35 Likert-scaled questions in a survey questionnaire. Additionally, this study found that there existed significant difference with 20 questions between Korea and U.S.A. based on teacher's belief related to children's literacy and relationship between teachers who learns the whole language and the scores of teacher beliefs about literacy in the research. Seventy-six teachers who work at early childhood settings in State College, Bellefonte, Pleasant Gap, and Lemont in Central Pennsylvania participated in U.S.A. and ninety-one teachers who work at early childhood setting in Seoul and Pusan in Korea participated in this survey. This research has provided a framework for investigating the teacher beliefs about teaching literacy in order to discover the whole language effect on the system of teacher beliefs. This study focused on teacher beliefs towards the whole language approach between Korea and U.S.A.

• 한국과학교육학회지
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• 제21권5호
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• pp.795-821
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• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

• 대한수학교육학회지:학교수학
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• 제12권2호
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• pp.97-111
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• 2010

이 연구의 목적은 예비수학교사의 수학교수학습에 대한 신념체계와 수학교수법 중에 시행하는 예비실습을 하는 동안 기록한 활동지의 기술된 수업행동을 분석하여 예비교사가 어떻게 새로운 신념체계를 내재화하는 지 살펴보는 것이다. 연구 결과, 연구에 참여한 예비교사는 일대일 학생과의 예비실습활동을 통하여, 초등학생들의 수학학습 사고과정에 대한 지식을 더 확실하게 자신의 신념체계로 통합하는 것으로 보인다. 그 과정에서 예비교사는 기존의 신념체계와의 심리적 갈등을 겪고 해소해 나가는 것으로 나타났다. 또한, 그 과정을 통하여, 예비교사는 자신의 수학교수학습에 대한 신념체계를 보다 더 분명하고 명확하게 표현하는 것으로 나타났다.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• 한국보육지원학회지
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• 제15권6호
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• pp.41-57
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• 2019

Objective: The purpose of this study was to investigate the moderate effect of the physical environmental-level between infant teachers' positive play beliefs and teacher-infant interaction. Methods: The subjects of this study were 483 teachers in charge of one-year-old and two-year-old infants in child care centers located in metropolitan areas. The data were collected by asking the teachers to respond to a questionnaire and the data collected were analyzed through correlation and hierarchical multi- regression analysis. Results: First, the positive play beliefs of the infant teacher, the physical environment level, and the teacher-infant interaction showed significant proportional correlations. Second, the physical environment level moderated the influence of the teacher's positive play beliefs on teacher-infant interaction. In particular, results showed that functional interior space configuration, outdoor playground composition and facilities among the sub-variables of the physical environment level had a moderating effect. Conclusion/Implications: The results of this study show that teachers with positive play beliefs have positive teacher-infant interaction when there is sufficient space available for infants and teachers. This indicates that the human and physical environments of child care centers can promote teacher-child interaction.

• 아동학회지
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• 제36권1호
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• pp.1-17
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• 2015

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

• International Journal of Human Ecology
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• 제11권1호
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• pp.85-96
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• 2010

This study examined how the quality of teacher-child interactions and the teachers' beliefs about their influence on children's social behaviors were related to children's social behaviors. The subjects were 206 children at the age of five and 52 of their teachers in 49 daycare centers. Children's social behaviors were recorded using observational categories. The quality of teacher-child interactions was measured by a rating scale that originated from the OSDCP (Rhee et al., 2003). The results were as follows: 1) Children who experienced high-quality interactions with their teachers showed fewer purposeless solitary behaviors and negative behaviors toward their peers and interacted toward their teachers more frequently than did those who experienced low-quality interactions with their teachers. 2) Children whose teachers believed that they had a great deal of influence on children's social behaviors displayed fewer purposeless solitary behaviors and more positive behaviors toward peers than did children whose teachers considered their influence less important. 3) After controlling the contributions of children's gender and teacher's training experience, the quality of teacher-child interactions and teachers' beliefs explained about 14% of the total variance of children's purposeless solitary behaviors. In addition, the quality of teacher-child interactions and teachers' beliefs accounted for 6% of the total variance of children's positive behaviors toward peers. Also, the amount of explanation of the predictive variables accounts for 9% of the total variance of children's behaviors toward their teachers.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권3호
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• pp.153-167
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• 2013

Mathematics has been stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementrny and secondrny school mathematics. The research found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students' behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study examines teachers' beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher's gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with average academic standards.

• 한국보육지원학회지
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• 제18권6호
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• pp.59-73
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• 2022

Objective: The purpose of this study is to verify the effect of early childhood teacher's constructivist educational beliefs and teaching efficacy on creative teaching behavior. Methods: The subjects of this study were 262 early childhood teachers working in daycare centers and kindergartens all over the country. A questionnaire was administered which assessed early childhood teacher's constructivist educational beliefs, teaching efficacy, and creative teaching behavior. SPSS 28.0 was used for data analysis. Results: First, the constructivist educational beliefs of early childhood teachers had a positive effect on teaching efficacy. Second, it was found that early childhood teachers' constructivist educational beliefs and teaching efficacy had a positive effect on creative teaching behavior, and at the same time, early childhood teachers' constructivist educational beliefs were partially mediated by teaching efficacy. Conclusion/Implications: This study revealed the mediating effects of teaching efficacy in constructivist educational beliefs and creative teaching behavior relationships. Therefore, in order to promote creative teaching behavior of early childhood teachers, efforts should be made to increase teaching efficacy based on constructivist educational beliefs.