• The Mathematical Education
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• v.44 no.2 s.109
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• pp.215-228
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• 2005

The purpose of this study is to development the scoring framework for teacher knowledge of fractions. This framework is qualified in the content-validity by professional educators' evaluation and in the reliability by correlation coefficient. 2 math educators judged that this framework is composed of appropriate scoring category, scoring criterion, and scoring level. After 2 teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.80.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.411-421
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• 2020

There is a paucity of research on socialization of novice teachers that has been found to have influence on their career through studies in different subject fields in various regions. This study addresses how novice English teachers perceive their socialization at the first years. It aims to draw implications for novice teacher support for training and professional development. Data were obtained from a questionnaire survey. From the review of the relevant literature, six themes were identified as significant factors in novice teachers' socialization process: relationship with pupils, teaching, rapport with colleagues, support from headteachers, relationship with parents, and expectations from the society. There were 44 questions under six key factors. 99 secondary English novice teachers participated in the survey. The analysis of the gathered responses to each question reveals information on their socialization process to become a secondary English teacher including adaptation challenges for professional development, which have been neglected but are gaining more attention from different stakeholders. This is being increasingly supported in the time of the coronavirus (COIVD-19) pandemic crisis, disruption and recovery. The study is concluded with some implications for research on novice teacher induction, and teacher education policy and practice.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.3
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• pp.460-475
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• 2010

Professionalizing the teaching workforce has been recognized as one of the primary factors to reforming public education. In response to this challenge, it has been emphasized that an educational leader's role is to support professional learning communities more effectively. Although the academia of educational administration has increasingly drawn the significance of a teacher's professional development, understanding of an educational leader's role and contribution to this effort is quite limited and unclear. This article examines what factors and barriers affect teachers' participation in professional learning communities from the voices and experiences of teachers. The analysis found 1) identification, 2) autonomous will, 3) practical solution for factors to participation and 1) lack of theoretical foundation, 2) financial burden, 3) insufficient time for barriers to participation. In conclusion, the author suggests the strategies for an educational leader who has an important role in developing a teacher's professionalism: 1) create a strong network of university professors and other experts for career advice, 2) make an institutional effort to stimulate teachers' motivation to learn; 3) decrease the teachers' workload, 4) build a synthesized and consolidated system to establish communities.

• International Journal of Knowledge Content Development & Technology
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• v.1 no.2
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• pp.43-51
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• 2011

Recently, increasing demand for teacher professional development and significant advances in information and communication technologies has led to a proliferation of online professional development. In spite of online professional development's popularity and advantages, research indicates that there is a concern of considerably high dropout rates of online learners. Therefore, to reduce the dropout rates of the learners, this paper is designed to help teachers identify professional development opportunities that are tailored to their needs as well as successfully complete these learning experiences. To achieve the purpose of the study, the paper explores the considerations for evaluating the characteristics of online learners and online professional development. Using these evaluations, this paper provides practical strategies for helping elementary and secondary education teachers successfully complete online professional development without dropping out an online course.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.69-83
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• 2013

This study aims towards developing design guidelines for teachers' professional development programs (PDP) that help to improve self-regulated learning skills through OER (Open Educational Resources). To achieve the research objective, first, literature review and case studies about famous OER collections were conducted, and from these reviews, twenty-six guidelines according to ten categories suggested by Zimmerman & Martinez-Pons were derived and finalized into fifteen items in nine categories through review of five experts. Based on the guidelines, a prototype of a teacher's PDP was implemented and evaluated by seven teachers. Results of the usability evaluation proved that the design strategies implemented in the prototype might contribute to improving teacher's self-regulated learning skills and helped to find the teacher's needs based on their PDP.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.494-502
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• 2005

This study investigated the current science teaching evaluation system implemented in schools and directions for improving teaching evaluation using literature review, survey, and teacher interview. The first part of this paper analyzed the types, roles, and major issues of the current science teaching evaluation. In-service teachers argued that the current teaching evaluation system was discredited because of the bureaucratic procedures of teacher performance review, showcase classrooms, teachers' views on classroom as their own personal space, low ratio of teaching component in the current teacher evaluation, untrained evaluators, and the absence of professional teaching standards. The second part of the paper investigated the need for a formative teaching assessment, an ideal type of teaching assessment, and the role of participants in the teaching evaluation processes. The way forward, therefore, is to start not at the level of the administrative superstructure but at the level of teachers who will assume responsibility for developing standards of practice as the basis for evaluating their own work and improving their own professional learning to provide quality assurance.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.551-557
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• 2021

The purpose is qualitative study on the search for professionalism in the teaching profession among students who are completing the nursing teaching profession. The participants of this study consisted of 14 students who are completing teaching positions at University H located in S city and University M located in province K. For data collection, a group was formed on the professions of public health teachers, and interviews and self-reports were prepared. The collected data were analyzed by Colaizzi's phenomenological method. As a result of analyzing the professionalism of nursing students' health teachers, 29 meaningful statements were derived from 3 categories, 7 topics, and theme clusters. The three categories were derived as 'recalling the first meeting with the health teacher', 'professional intuition of the public health teacher in the conventional wisdom', and 'professional intuition as a teacher'. The results of this study were provided to understand the professional intuition of public health teachers, and it was possible to confirm the opportunity to have various social participation as nurses. In addition, it is expected that it will be used as basic data for students' career guidance and counseling.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.201-217
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• 2024

This introductory review study sought to conceptualize elementary school teachers' pedagogical content knowledge in science teaching (science PCK) by reinterpreting 11 science PCK research papers published in the Korean Journal Database from 2012 to 2023 based on the synthesized perspective of the model of teacher professional knowledge and skill (Consensus Model) proposed at the first PCK Summit in 2012 and the Revised Consensus Model (RCM) proposed at the second PCK Summit in 2016. Elementary teachers' science PCK was mainly analyzed based on Magnusson et al.'s (1999) PCK elements and described as the form of enacted PCK or personal PCK at the subject or discipline level. Personal PCK studies, which involved emotional factors, included the features of collective PCK from the RCM perspective. It was inferred that elementary school teachers' science PCK needs to be conceptualized by comprehensively considering the enacted PCK through individual teacher experiences and the collective PCK and personal PCK defined by experts.

• Research in Mathematical Education
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• v.18 no.3
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• pp.223-234
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• 2014

Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher's instructional practices, over the course of a year, to promote students' mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students' mathematical reasoning, and how the teacher prompted students to respond to and develop one another's mathematical ideas. Findings show that the teacher solicited students' reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students' reasoning, and building on those ideas leading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.