• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.125-132
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• 2018

The purpose of this study is to examined the relationship between child care teachers' science teaching efficacy and children's scientific attitude. Then, using the instructional creativity as a parameter to increase the quality of teacher-children interaction, we examined how the teacher-children relationship changed. In this study, 303 child care center teachers in Suwon, Gyeeonggi were surveyed. To analyze the data, structural equation modeling and Sobel-test were performed using SPSS 23.0 and AMOS 23.0. The analysis results showed that child care center teachers' science teaching efficacy had positive effects on the teachers' creativity and the children's scientific attitude. Furthermore, the creativity of child care center teachers had a positive effect on children's scientific attitude. The result of the Sobel-test revealed that child care center teachers's creativity played a mediating role between teachers' science teaching efficacy and children's scientific attitude and acted as a key variable in promoting children's scientific attitude. In conclusion, it has been identified that the creativity of the infant teacher's teaching is an important change that has a positive effect on the child's scientific attitude. Therefore, if education is provided to enhance the creativity of the professor when the infant teacher is working as a science professor at the same time, it can contribute to the quality of the child's scientific attitude.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.105-122
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.423-438
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• 대한공업교육학회지
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• v.44 no.1
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• pp.190-208
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• 2019

This study was carried out to evaluate the job implementation of in-service training on career education & guidance teacher's career education in the National Education Training Institute. To accomplish this purpose, pre-survey & pre-survey, sucess case method, and return on expectation were investigated after 3 months completing in-service teacher training. The populations of this study were conducted for 136 career education & guidance teachers who completed in-service teacher training at the National Education Training Institute in July, 2018, and it was conducted by survey research and qualitative content analysis of job implementation. Among the 136 trainees who completed the training, 75 responded to the job implementation survey and 4 people participated in the successful case technique. As a result, the average value of job implementation was 4.17 out of 5 points, which was relatively high. The success case technique was analyzed by interviewing success cases and failure cases. Behavior change according to job implementation was the biggest role of Planner, followed by role of Instructor, role of Career educator, role of Learner. In addition, the case analysis provided the opinions of the interviewers in terms of motivation, competence, and environment for job implementation. In terms of the return on expectation, 85.3% of the respondents were positive, and the net promoter score was .85, indicating that the participants were satisfied with their willingness to participate in the training again. Based on the results of this study, we suggest that it will be required to study about new training methods and extra factor analysis.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.73-88
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• 2019

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.97-118
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• 2021

Since the characteristics of teachers that affect mathematics academic achievement are constantly changing and affecting mathematics achievement, longitudinal studies that can predict and analyze growth are needed. This study used data from middle and high school students from 2013(first year of middle school) to 2017(second year of high school) of the Seoul Education Longitudibal Study(SELS). By classifying the longitudinal changes in mathematics academic achievement into similar subgroups, the direct influence of teachers' characteristics(professionalism, expectations, academic feedback) perceived by students on the longitudinal changes in mathematics academic achievement was examined. As a result of the study, it was found that the characteristics of mathematics teachers(professional performance, expectation, and academic feedback) in group 1(343 students), which included the top 14.5% of students, did not directly affect longitudinal changes in mathematics academic achievement. Students in the middle 2nd group(745, 32.2%) had academic feedback from the mathematics teacher, and the 2nd group(1225 students) in the lower 53%, which included most of the students, showed that the expectations of the mathematics teacher were the longitudinal mathematics achievement. The change has been shown to have a direct effect. This suggests that support for teaching and learning should also reflect this, as the direct influence of teachers' professionalism, expectations, and academic feedback on longitudinal changes in mathematics academic achievement is different according to the characteristics and dispositions of students.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.754-770
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• 2022

For teachers, noticing refers to paying attention to something, indicating they interpret it and how they are willing to react to it in the context of their own instruction. Analysis of noticing features enables us to understand the overall characteristics of the teacher's lesson design, practice, and reflection, which are core agents in the educational design and implementation. This can also be taken to be the basis of education design for competency reinforcement for teachers. Therefore, in this study, the characteristics of noticing shown in teachers' reflections after class design and demonstration were identified. For this purpose, the self-reflection journals of 106 elementary pre-service teachers enrolled in the College of Education in Gangwon-do were analyzed. In particular, the journals were gathered that were written after the demonstration dealing with the change of gas volume by temperature in science class. After designing a noticing analysis frame consisting of the five dimensions 'agent', 'stage', 'topic', 'focus', and 'stance', the frequency and ratio of noticing by each dimension's components were derived. The frequency and ratio of noticing for the dimension of 'focus' were analyzed for the dimensions of 'stage' and 'topic'. The results of the study were as follows. For the dimension of 'agent', the frequency of teacher and student was the highest, and for the dimension of 'stage', inquiry activity was the highest. For the 'topic' dimension, class design according to the teaching strategy appeared most frequently, and in the 'focus' dimension, the cases that did not specify the goal of the class and the competencies to be achieved by the students appeared most frequently. In the 'stance' dimension, description showed the highest frequency. From the analysis of how the 'focus' changes according to the 'stage' and 'topic', it was found that a characteristic focus appeared for each component of the dimension. From these results, the implications of the noticing characteristics of pre-service teachers for the design and implementation of teacher education were discussed.

• Korean Journal of Culture and Social Issue
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• v.22 no.1
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• pp.65-85
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• 2016

In this study, we examined the longitudinal change of multicultural acceptability, peer relationship, and teacher relationship using latent growth curve modeling. This study used data from the second, third, and fourth waves of the middle school student cohort (N=2,178) of the Korean Children-Youth Panel Survey (KCYPS). The dependent variable was multicultural acceptability. The independent variables were peer relationship and teacher relationship. The major longitudinal findings of this study are as follows: First, peer relationships, teacher relationships and multicultural acceptability increased with time. Second, peer relationship showed a significant effect on the multicultural acceptability over time. Finally, the teacher relationship showed a significant effect on the multicultural acceptability over time. These results show differentiation with previous cross-sectional studies of multicultural acceptability. Furthermore, it is expected that this study will provide educational implications for the cultivation of multicultural acceptability.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.207-219
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• 2020

This study analyzed the change of teaching expertise of pre-service teachers through TPACK education. In this study, we applied a programming-based TPACK education program developed by Kim and Lee (2019) to 20 prospective teachers. To analyze the pre-service teachers' teaching expertise analyzed the lesson plan prepared before, during and after applying the educational program. As a result, Few teachers use technology in lesson plan, and the design of the instructor-led or experiment to confirmed content in curriculum or textbook. The use of technology has increased in the second Teaching Plan, but the technology was not used depending on the educational context. In the third lesson plan, all pre-service teachers were able to use technology in an educational context. Moreover, the teaching expertise of the pre-service teacher showed a statistically significant improvement in the lesson plan. This study founded that the programming-based TPACK education program was effective in enhancing the teaching expertise of the pre-service teacher.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.147-156
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• 2013

Computer Science has been developed thru the study of information processing, the study of what can be automated, the study of computation, and the study of information processes both natural and artificial. As developing the computer science, the aspect of informatics education was changed. Recently we focus on computational thinking education. In this paper, I review the progress of informatics education and research the applying of unplugged computing as a method of computational thinking education. I also research the considerations about applying of unplugged computing in aspects of teacher preparation, educational content, and teaching resources. As result I found that teachers change their perceptions about computer education, understand the computer science contents, and understand the promotion of students thinking skills in point of view at teacher preparation, that teachers can set the levels of abstraction and can enrich and integrate of contents, and that teacher can manage class time and educational resources preparation in point of view at educational resources.