• Korean Journal of Childcare and Education
• /
• v.9 no.6
• /
• pp.223-241
• /
• 2013

The purpose of this study was to examine the influence of teacher efficacy and stress coping strategies on job satisfaction of teachers in early childhood education and care. 189 teachers were recruited from 8 day care centers and 10 kindergartens in Seoul, Kyunggi, Kyungbuk, and Chonbuk provinces in Korea. Data were analyzed through frequencies, Pearson's correlations, and the stepwise regression analyses using PASW 18.0. The findings are as follows. First, the result showed that teachers in ECEC were most likely to be satisfied with their job characteristics most among the 4 subcategories in job satisfaction. They also perceived their the ability of discipline high for teacher efficacy, and used the direct coping strategy most as a stress coping strategy. Second, the teachers' ability to create a positive learning atmosphere affected job characteristics, the ability to participate in decision-making affected the relationship with director and colleagues, working environment, welfare and salary the most. Third, the direct coping strategy had the most impacts on all subcategories of job satisfaction. The results of this study may provide basic data for finding effective way to increase job satisfaction of teachers in ECEC.

• Journal of the Korean earth science society
• /
• v.31 no.5
• /
• pp.500-520
• /
• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.2
• /
• pp.203-222
• /
• 2020

Because the role of the teacher is important for the education to actualize the goals of the curriculum, the interest about the teacher's knowledges has been addressed as an important research topic. Among them, the pedagogical content knowledge is the knowledge that can emphasize the professionalism of the teacher. In this study, I analyzed the elementary pre-service teachers' the problem solving strategies that they imagined the methods that elementary school students can think about fraction division. Pre-service teachers who participated in this study were completed all of the mathematics education courses in the pre-service teachers' education courses. The research was conducted using the four type-problems of fraction division. The results showed that elementary pre-service teachers responded in the order of equal sharing problem-measurement division-partitive division-context of determination of a unit rate problem. They presented significant responses not only with typical algorithms but also with pictures or expressions. On the basis of this research, we have to take an interest in the necessity of sharing and recognizing various methods of fraction division in pre-service teachers education.

• Journal of the Korean Chemical Society
• /
• v.62 no.5
• /
• pp.386-397
• /
• 2018

In this study, we investigated the characteristics of the PCK components in the chemistry units of middle school science teacher's guidebooks developed under the 2009 Revised National Curriculum. The analysis of the results revealed that the sub-components of topic-specific strategies, vertical articulation, and lesson objectives were systematically handled in most teacher's guidebooks. However, subject-specific strategies, assessment methods, and curricular changes were mainly dealt with only in the general guidelines. Experiments and inquiries, assessment questions, and assessment dimensions were lack of constructivist approaches in the aspect of presented contents or forms. Horizontal articulation and knowledge of students were either lacked in relevant content or presented in the form of simple presentation. Concepts and theories accounted for the largest proportion of teachers' guidebooks, but some of them were beyond appropriate levels. On the bases of the results, the implications for the development of the teacher's guidebooks are discussed.

• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.3
• /
• pp.399-424
• /
• 2014

Although teacher preparation programs are important for prospective teachers to build a foundation of teaching expertise, there has been lack of research in this area. This paper analyzed in what ways prospective teachers' ability in describing and commenting on elementary mathematics instruction has been changed while they were taking in the course of teaching elementary school mathematics. The results of this study showed that in late description the teachers tended to notice the core flow of a lesson and the use of instructional strategies appropriate to the mathematical content to be taught. They also tended to comment on instructional strategies and mathematical discourse from the teacher's perspective and evaluated them without alternative approaches. A noticeable change occurred in late comments wherein prospective teachers considered both the teacher and students, supported their comments by theories they had learned through the course, and interpreted the classroom events they had noticed. Building on these results, this paper closes with implications of teacher education programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Education of Primary School Mathematics
• /
• v.6 no.2
• /
• pp.55-64
• /
• 2002

According to changing the society rapidly in the 21s1 century, the self-regulated learning ability is considered as an ability of which people should carry on their lives. The purpose of this study was to investigate prospective elementary school teachers in mathematics teaching method class in terms of the following areas: (1) the degree of their abilities shown the lower level factors of motivated strategies for learning such as self-efficacy, intrinsic value, anxiety, cognitive strategy use, and self-regulation (2) relations between factors of motivated strategies for loaming and performance of prospective elementary school teachers The results show that the prospective elementary school teachers showed above the mean value of the motivated strategies for learning and there are positive relations among lower level factors of motivated strategies fur learning except anxiety, positive relation between motivated strategies for learning and achievement. In order to help the prospective elementary school teacher to improve their motivated strategies fur learning in their elementary mathematics teaching method lecture, several methods such as mathematical connections to real world problem, history of mathematics and interview with mathematicians and application of feller's ARCS model to elementary mathematics education are suggested.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.3
• /
• pp.258-266
• /
• 2011

This study was carried out to P University of Education 111 students who participated in science materials study course 1 in spring semester 2011. Students have taken the course pre-service teachers of elementary school classes to target elementary school earth science field, they selected one of the sections to create a class and the students have fulfilled 15-minute classes in respectively from the first week of May 2011 to until end of that course. In this class, colleagues evaluated the classes and we used evaluated scores to determine level of instructional motivation strategy. The obtained results from this study are as follows; First, motivational strategies used by preliminary elementary school teacher were questions, presentation of pictures and photographs, storytelling, presentation of contradictory concepts and phenomena, pilot experiments Second, among preliminary elementary teachers' motivational strategies for teaching in the field of the earth storytelling, presenting contradictory phenomena and concepts, pilot experiment, presentation of contradictory concepts, questions got higher scores in the order. Third, storytelling received the highest scores by the evaluators. So we can consider storytelling as a good strategy for the next class. In particular, storytelling used by animism were more effective. Fourth, preliminary elementary school teachers used life knowledges and dairy experiences as instructional motivation.

• Korean Journal of Child Studies
• /
• v.31 no.3
• /
• pp.17-32
• /
• 2010

In this study, I examined the direct or indirect paths among the intra-personal factors as well as extra-personal factors affecting on children's peer competence. Subjects were 514 5-year-old children, their mothers, teachers. The teachers rated each children using Peer Competence Scale (Park, 2001) and completed emotion regulation and Student-Teacher Relationship Scale. The mothers responded to a questionnaire, including Parental Involvement Checklist (Cohen, 1989), parenting behaviors, and Children's Temperament. The data were used for path analysis with Amos 6.0 program. Results of this study were : (1) Children's temperament have an influence on children's peer competence through children's emotion regulation via mothers' parenting behaviors. (2) Children's temperament have an influence on children's peer competence through teacher-child relationship. (3) Mothers' parenting behaviors have an influence on children's peer Competence through mothers' management strategies of peer relations.

• Hwankyungkyoyuk
• /
• v.14 no.2
• /
• pp.68-75
• /
• 2001

The purpose of study is to provide fundamental data for the improvement of the teacher inservice training for environmental education through analysis of current inservice training programmes. The subject of analysis are documents on training programmes which was conducted after 2000 by 10 training organizations. Based on the results of this study, inservice training programmes is classified with 6 organizations which consist of education training institute, education & scientific research institute, national · public organizations, colleges of an attached organizations, civil organizations, teacher research society. The strategies for improvement of proposed in this study can be summarized as follows: First,'60 hours training programmes for general competencies improvement of environmental teacher' have to reconsider about scarcity areas to analysis of programmes. Second, this training programmes need to establish in training programmes of nothing region for increase in training opportunity of teachers. Third,'the core training programmes'is continued to be complementing about this programmes and need to establish about training programmes of teaching method of environmental education, environmentally value and attitude, etc

• International Journal of Computer Science & Network Security
• /
• v.21 no.5
• /
• pp.192-198
• /
• 2021

Trustless, depression, happiness is a normal human emotion that everyone experiences at times. People face problems and hard circumstances every day due to an environment, social life, or traumatic developments in their lives. This study focused on a particular type of inconsistency patterns of behavior that experiences' students during the school time. Some students find depression interferes with their learning and test taking to such an extent that their grades are seriously affected. This study examined the awareness and readiness of a sample of Saudi Arabian high school teachers to recognize, understand, and respond to the ways in which students may respond to testing situations with depression. Findings suggest teachers learn from experience to use both direct and indirect ways to identify students with depression; employ test preparation and test taking strategies to help students reduce depression; and reach out to parents for additional assistance where teacher strategies are not sufficient.