• Journal of the Korean Home Economics Association
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• v.34 no.3
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• pp.271-282
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• 1996

Different aspects of morality, namely, moral belief, moral judgement and moral behavior have been studied seperately. This study examined the development of these three aspects of morality in relation to internal attribution in one sample. A total of 371, third -and sixth- grade children from Masan city were responded to questionnaires on moral belief, moral judgement, and attibutional tendency. In addition, children's moral behavior was measured by the teachers' 5-item rating scale. As results, there were signigicant but low correlations among three components of morality. There were developmental differences in moral belief and moral judgement but there was no age difference in moral behavior. Compared to third graders, sixth graders were higher in moral judgement but lower in moral belief. Social experience as well as cognitive development on moral relativity could explain this paradoxical developmental trend in moral belief. There was a sex difference only on moral behavior : Girls were rated higher in moral behavior than boys. Internal attribution was significantly correlated with all three aspects of morality, .15 with moral belief, .45 with moral judgement, .14 with moral behavior, respectively. There was a significant developmental difference but no sex difference in attributional tendency: Sixth graders reported higher internal attribution than third graders. However, there was no developmental difference in correlations among internal attribution and three aspects of morality. Most importantly, internal attribution explained morality better than either age -or sex- variable. It was suggested that educational programs on morality need to focus on the internalization of it.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Hwankyungkyoyuk
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• v.16 no.1
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• pp.25-33
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• 2003

This study aimed to discern the educational meaning of nature experience activity in a nonformal educational program in Korea, focusing on the interaction between a teacher and learners. To achieve this objective, an ethnographic research method was employed using an environmental educational program for children in a nonformal setting. The results of study are as followings. Firstly, the teacher's belief-"young ecologist" shaped its own characteristics of the program. Secondly, the children had a understanding that they learn something about nature(e.g. learning by seeing, dlscovering, recollecting, and awakening). The analysis of teachers' ideas and learners' attitude toward nature experience shows that there exists a gap between the teachers' expectations and the actual ecological changes in the learners' ideas. However, the educational meaning of nature experience can be understood by the unique type of interaction between a teacher and learners. In conclusion, on the basis of this study, it is suggested that educators should be aware of the fact that nature experience can conttribute significantly to the education of children not just from the encounter with nature but also philosophically with regard to our connectedness with nature. Bringing nature into educational contexts can help children to take part in thoughtful perspectives of learning and to devise their own appropriate nature experience.

• Research in Mathematical Education
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• v.11 no.2
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• pp.127-141
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• 2007

This paper compares and analyzes mathematics teachers' understanding of students' mathematical comprehension after experiences with the Cognitively Guided Instruction (CGI) or the Development of Mathematical Ideas (DMI) teaching strategies. This report sheds light on current issues confronted by the educational system in the context of mathematics teaching and learning. In particular, the declining rate of mathematical literacy among adolescents is discussed. Moreover, examples of CGI and DMI teaching strategies are presented to focus on the impact of these teaching styles on student-centered instruction, teachers' belief, and students' mathematical achievement, conceptual understanding and word problem solving skills. Hence, with a gradual enhancement of reformed ways of teaching mathematics in schools and the reported increase in student achievement as a result of professional development with new teaching strategies, teacher professional development programs that emphasize teachers' understanding of students' mathematical comprehension is needed rather than the currently dominant traditional pedagogy of direct instruction with a focus on teaching problem solving strategies.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.4
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• pp.611-620
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• 2010

The purpose of this study was to analysis of the image of elementary school teachers on special class. The Q-methodology was used as a research method which is useful for analyzing subjectivity like as human value, attitude, belief and image. P-sample as subjects of this study was collected from 40 elementary school teacher in Busan. A data was analyzed using QUANL PC program. As a result of research, the image of elementary school teachers on special class was classified as 4 type. The 1 type was labeled the practical proponent type. The 1 type teachers highly estimate the educational importance of the special class and thought it as a place that educational possibility of children with disabilities can come true. The 2 type was labeled the passive bystander type. They are quite indifferent to the special class, and are skeptical about the educational achievement of children with disabilities. The 3 type was labeled the ideational positive type. They admit the importance of the special class, but thought that the image about the special class highly depends on the ability of the teachers who take responsibility for it. The 4 type was labeled the realistic opponent. They criticize the special class for not being the place that inclusion education for children with disabilities comes true and they are dissatisfied with the fact that ordered-curriculum for children with disabilities isn't applied at all.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.549-569
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• 2015

Reflecting on own beliefs about teaching and learning, developed during "the apprenticeship of observation", is a central task for pre-service years. This case study analysed a lesson observation course which could identify, challenge pre-service teachers' folk pedagogy about classroom communications and induce to change of beliefs about teaching and learning. Our analysis shows that targeting and refuting pre-service teachers' specific belief may be an effective strategy for teacher educators to foster new teaching practice.

• Educational Technology International
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• v.13 no.2
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• pp.257-281
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• 2012

This study aims to examine individual perceptions and lived experiences of the Net generation of student teachers and the previous generation of teachers about their technology use in education. The participants of this study include 106 pre-service teachers and 50 in-service teachers from one teacher education university in Korea. Employing a mixed methodology, we first empirically examined the participants' perceptions toward multiple variables related to technology use in education, namely (a) past ICT experiences in schools, (b) personal computer use, (c) constructivist belief, (d) computer efficacy, (e) attitude toward computer in education, and (f) prospective computer use. In addition, we conducted face-to-face interviews with selected participants for the in-depth investigation of their lived experiences about technology use, beliefs, and attitude. Results indicate that there are significant differences between in-service and pre-service teachers in their prior experiences with technology in schools. However, the pre-service and in-service teachers did not differ significantly in their beliefs, attitude and other technology-related variables, which may indicate the danger of generational determinism in the Net Generation debate. The analysis of interview narratives revealed two major themes about the interplay of one's agency and structural changes in the participants' lived experiences with technology use in education: (a) transition from negative past experiences to opportunities for positive computer use, and (b) attitudes formation and change through apprenticeship experiences and structural influences. In conclusion, this study suggests that the Net Generation debate should move beyond dichotomous or techno-centric thinking. There is a critical need to pay more attention to develop deeper understandings of the fundamental diversity existing within the generation itself. Implications for teacher education are also discussed.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.373-388
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• 2013

This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.196-203
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• 2020

Robotics has been increasing its role among factors affecting teachers' technological, pedagogical, and content knowledge(TPACK) in education. This paper reviews these factors and analyses each to identify those most influential: teachers' individual (gender, teaching experiences), professional development(PD) for technology integration, psycho-philosophical characteristics (attitude toward technology integration, constructive belief), and school characteristics.Those having the most significant influence on teachers' TPACK of robotics were PD for technology integration from individual characteristics, attitudes toward technology integration, educational belief from psycho-philosophical characteristics, and schools' atmosphere and support from school characteristics.Thisreview confirmed that PD for technology integration and school atmosphere are the two most influential factors among all factors considered. Practical implications on precautions for effective integration of robotics in education were identified.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.223-252
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• 2011

The purpose of this study was to examine the effect of a professional development program developed to provide an opportunity for early childhood teachers to build a firm educational belief as teachers, to have an insight into their own abilities, to keeping on reflecting on themselves and to make a prolonged effort for self-development in pursuit of an ideal life as early childhood teachers by making portfolio. And it's additionally meant to give some suggestions on the efficient implementation of the program in the future. The subjects in this study were 26 early childhood education majors. The program was provided during an eight-week period of time, and both of the collected quantitative and qualitative data showed that the program produced positive effects. The findings of the study indicate that the professional development program for preservice early childhood teachers that used career portfolio could be one of good ways to facilitate the professional development of preservice early childhood teachers and to overcome a lot of problems with education of early childhood teachers, which is lately one of primary social issues.