• Journal of Christian Education in Korea
• /
• v.63
• /
• pp.183-219
• /
• 2020

The purpose of this study is to find out what their professionalism is and how their expertise grows among Christian alternative school teachers. Professionalism refers to the broad expertise such as specific knowledge, skills, and attitudes needed for a particular profession. The teacher expertise is also closely related to the life cycle of a teacher. The present study collected and analyzed the data using a mixed research method that combined a survey and interview. The survey, which involved 276 Christian alternative school teachers, asked about the current teacher's interest, the importance and retention of each element of professionalism, and, in addition, the level of external efforts and help in developing professionalism. The in-depth interview was conducted on 7 Christian alternative school teachers and identified the meaning of teacher professionalism, teacher quality and competencies, and environment for the professional growth. The results reveal that the professionalism recognized by Christian alternative school teachers is rather complex. It includes communication and relationship, calling and identity in addition to the curriculum and instruction expertise that reconstructs the curriculum from a Christian perspective. It is further found that teachers' decision to respond to the calling, subsequent continuous self-development, the teacher community that embodies such calling and efforts, and the school environment where autonomy and responsibility coexist, are equally important for their professional growth. Thus, in order to promote the professionalism of Christian alternative school teachers more effectively in the future, it would be necessary to provide programs that take the teacher's whole life cycle into account and are also directed to teachers themselves rather than to institutions. Considering the emphasis on the expertise in communication and relations, pre-service teacher education should focus not only on developing subject matter expertise, but also fostering communication and relational skills with students and other school community members.

• School Mathematics
• /
• v.10 no.4
• /
• pp.515-535
• /
• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Journal of the Korean earth science society
• /
• v.24 no.3
• /
• pp.117-127
• /
• 2003

This qualitative research investigated how to improve preservice and in-service teacher education programs through in-depth interviews with 10 exemplary science teachers. Data from interviews were used to analyze how the teachers perceived current situations of teacher education and what they suggested as an improvement plan. In terms of preservice teacher education, exemplary teachers argued that teacher education programs should (1) ensure the teacher education program's identity and goals, (2) provide preservice teachers with practical knowledge by translating theory into practice, and (3) secure faculty members who majored in science education. In light of in-service education, the teachers contended that (1) teachers should acknowledge the continuing processes of their own professional development, (2) the content and method of in-service training should incorporate teachers' practical needs in the classroom, and (3) the teaching community should implement a clinical supervision to improve their classroom practices. The central role of teacher (re)education in a successful classroom reform is also discussed.

• Journal of The Korean Association For Science Education
• /
• v.15 no.3
• /
• pp.241-249
• /
• 1995

There were many studies on the science teacher. Also, there were many researches on the science teacher education. What seems to be needed is more analysis and synthesis of these results. In this study, the results of preceding-research were analyzed and categorized. The study subjects were preceding-researches published on the 'Journal of the Korean Association for Research in Science Education' and the 'Science Education' of America. The results of this study were as follows : The trend of research on science teacher and teacher education became more various and diverse. The domain of research were categorized in three : (1) Teacher Character(of Cognitive and Affective), (2) Teacher Education(of in-service and pre-service ), (3) Professional Practice (of Teaching). The implication of this study was that it was more necessary to investigate on the teacher's teaching strategies.

• Journal of the Korean School Mathematics Society
• /
• v.11 no.1
• /
• pp.1-18
• /
• 2008

This study aims to provide answers to two questions regarding the supervision of pre-service mathematics teachers: 'Who should carry out the work of supervision?' and 'How can it most skillfully be done?' The answer to the first question seems to be that, for a variety of reasons, university teachers and mentors appear best suited to do the supervision in a cooperative relationship with pre-service teachers. The assumption that seems to underlie the collaborative supervision is that field-based experiences are necessary and useful components of professional development in pre-service teacher preparation programs. With respect to the second question, it is suggested that a non-judgemental approach should be considered, along with strategies and techniques for judgemental supervision, as a way to make math teacher supervision more meaningful and helpful for the improvement of teaching and long-term professional development. It is hoped that a continued exploration of models of teacher supervision and evaluation of their effectiveness will help pre-service math teachers, supervisors and mentors learn more about teaching and improve their own teaching.

• Korean Journal of Comparative Education
• /
• v.28 no.2
• /
• pp.77-95
• /
• 2018

This study introduces the Classroom Assessment Scoring System (CLASS) and explores the characteristics of CLASS for observing classroom. The CLASS is a standardized observation instrument that was largely developed for use in the USA. The CLASS attempts to provide a conceptual framework for categorizing classroom interactions and consists of three broad domains of quality (emotional supports, classroom organization, instructional supports). We simulated this method to the elementary school classes. The professional-teacher makes the best use of student's initiation behaviors, and the novice teacher focused on the leading the contents of subject. The novice teacher tyr to make more positive climate and to present more frequent feedback to students than professional teacher's classroom. The professional teacher would like to reveal the student's opinions, questions and subtle emotional state. The CLASS can be used to collect data on a wide range of specific aspects of the teaching and learning process at any given time.

• Journal of the Korean earth science society
• /
• v.36 no.5
• /
• pp.484-499
• /
• 2015

This study explores the impact of a STEM integration teacher professional development program focusing on teachers' perception of engineering and their attitudes toward integrating engineering into teaching. A total of sixty-eight teachers from ten schools participated in the program for five days. Data are collected from three main sources including (1) pre and post concept maps probing teachers' perceptions about the engineering discipline, (2) a pre and post survey measuring teachers' self-efficacy of teaching science/mathematics within the engineering context, and (3) engineering integrated science and (or) mathematics lesson plans and teaching reflections. This study utilizes both qualitative and quantitative research methods depending on the data we have collected. The results show that both science and math teachers thought that integrating engineering into teaching provided valuable outcomes, i.e., promoting students' learning about engineering and improving their interest in science or math through real-world problem solving exercises. Participants also felt more comfortable about integrating engineering in their teaching after the program. The results also imply that the teachers' understandings of engineering become more concrete after the program. This study also provides an overview of the challenges and advantages of teaching engineering in K-12 science and mathematics classrooms.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.4
• /
• pp.481-495
• /
• 2006

In this paper we analyze creative mathematical competition for Russian mathematics teachers, and try to find out some suggestions for developing mathematics teacher's professional abilities. For these purposes we analyze problems and result data on the creative mathematical competition(for example, mean, distribution, reliability, discrimination, difficulty), and extract some meanings related with expanding teacher's professional abilities and activating studies related with mathematical pedagogy.

• Korean Journal of Child Studies
• /
• v.28 no.4
• /
• pp.155-168
• /
• 2007

The subjects of this study of variables influencing job satisfaction were 153 public and 191 private kindergarten teachers in Seoul and Gyeonggi Province. Results showed that empowerment, workloads, and job satisfaction indexes (compensation, innovation, autonomy, and future growth) of public kindergarten were higher than private kindergarten teachers. Extrinsic job satisfaction correlated with professional growth and teacher empowerment for public kindergarten and with status for private kindergarten teachers intrinsic job satisfaction correlated with decision-making for public and with status for private kindergarten teachers. The strongest predictor of job satisfaction for public kindergarten was professional growth and status for private kindergarten teachers.

• Research in Mathematical Education
• /
• v.14 no.4
• /
• pp.323-332
• /
• 2010

It is the development of a mathematics teachers' teaching knowledge that manifests a mathematics teacher's professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.