• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.546-564
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• 2008

The purpose of this study was to examine the types and characteristics of the knowledge constructed by pre-service secondary science teachers. Data included 26 student-teachers' narratives regarding their experiences in teaching high school students who were enrolled in extra-curricular science classes. It was revealed that the pre-service teachers awoke to the importance of subject matter knowledge, and learned it themselves in the situation of their own teaching. Especially their concern about science content knowledge was strongly associated with the matter of didactic transposition of the knowledge. The result also showed that the pre-service teachers constructed knowledge about the relationship with students as well as pedagogical knowledge to help students learn, and that they newly realized the nature of science in the context of teaching science. In addition, the teaching experiences allowed for the student-teachers to develop knowledge of oneself as a teacher and knowledge about science education in schools. It was believed that the knowledge constructed personally by the pre-service teachers from their teaching experiences could be a platform for the development of teacher expertise. Implications of the present study for science teacher education and relevant research were discussed.

• Research in Mathematical Education
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• v.17 no.1
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• pp.47-61
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• 2013

This paper aims to explore whether Learning Study improves teachers' subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.

• The Mathematical Education
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• v.41 no.1
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• pp.35-44
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• 2002

The purpose of this study is to estimate teachers'conceptions of mathematics through the conception on compositions of mathematical knowledge, the conception on structure of mathematical knowledge, the conception on status of mathematical knowledge, the conception on mathematical activity, and the conception of mathematics learning. This study reached the following conclusions: Most of teachers has more internal viewpoint than external viewpoint on the compositions, structures and status of mathematical knowledge, mathematical activity and mathematics learning.

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

• Nutrition Research and Practice
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• v.14 no.5
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• pp.532-539
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• 2020

BACKGROUND/OBJECTIVES: The aim of this study was to assess the effect of nutrition education received by fourth- and fifth-grade teachers in state schools in Famagusta, Northern Cyprus, on their students. SUBJECTS/METHODS: The aim of this study is to assess the effect of nutrition education received by fourth- and fifth-grade teachers (n = 27) in state schools in Famagusta on their students. Participants (n = 718) were selected through a regional pilot scheme. The teachers were instructed on nutrition by the researcher and provided with a researcher-prepared nutrition education book "I Am Learning about Healthy Nutrition". Before receiving their nutrition education, the teachers were pretested to assess their baseline nutrition knowledge. Following receipt of their nutrition education, a posttest, which included the same questions as those in the pretest, was administered to the teachers to assess the effectiveness of the training session. Similarly, students were asked pretest researcher-prepared questions to evaluate their baseline nutrition knowledge level. The teachers were then given a period of three to four weeks to instruct the students in nutrition education. Following this instructional period, a posttest that included the same questions as those in the pretest was administered to the students. RESULTS: The results showed that there were significant differences between the pre- and posttest scores of both teachers and students; in both groups, the nutrition knowledge level increased (P < 0.05). CONCLUSIONS: These results show that the provision of nutrition education training to teachers positively affected the nutrition knowledge level of both teachers and students.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.691-715
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• 2015

This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

• Journal of Korean society of Dental Hygiene
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• v.13 no.1
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• pp.38-44
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• 2013

Objectives : This study is to dental knowledge and awareness of special education teachers. Methods : This study is conducted with a total of 244 special education teachers in Dae Gu, Gyeong Buk, Gyeong Nam, Bu San city from 1st April to 30th April, 2011. Results : More healthy state of oral health reflected higher point of oral health behavior. In the correlation among the oral health knowledge, behavior and education, higher oral health knowledge reflected higher oral health behavior. In the obstacle factors against oral health education, 41.0% was in the lack of professionalism and understanding of oral health education. The majority method for oral health education was regular teaching and the oral health in charge of education was school nurse 67.1%. The most important point for improvement for oral health class enabled was oral health recognition of teachers about the importance of education. Conclusions : For improving the oral health of the disabled, it is needed to develop the educational program or awareness of oral health monitoring like applying fluorine by special education teachers and parents, including the necessity of various oral health education development suitable for the special education school to make awareness in the importance and necessity of oral health.

• Journal of the East Asian Society of Dietary Life
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• v.15 no.5
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• pp.623-631
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• 2005

The purpose of this study was to investigate the nutrition knowledge of day-care center teachers and their guidance activities during meal time. Self-administered questionnaires were completed by 302 day care center teachers from September to November, 2004. The average score of nutrition knowledge was $12.9\pm2.3$ out of possible 20 points. As the teachers older(p<0.01) and the teaching careers longer(p<0.05), the scores of the nutrition knowledge was significantly higher. Those who had dietitian license showed significantly higher scores than others(p<0.01). Guidance activities during meal time were evaluated by the 5-point Likert scale on 24 items and the average score turned out to be $4.3\pm0.4$. The score showed significant difference only according to the length of the teaching career(p<0.05). These findings suggested that nutritional guidance and nutrition education program for day care center teachers should be developed so that they can effectively manage meal service and provide good nutrition for young children.

• Research in Mathematical Education
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• v.18 no.3
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• pp.171-185
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• 2014

Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers' lack of relevant subject content knowledge. However, recent research findings have revealed that teachers' knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers' knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive reasoning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.441-448
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• 2024

The purpose of the study was to examine the effects of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational belief on mathematics teaching efficacy. The subjects were 187 pre-service early childhood teachers who enrolled in universities majoring early childhood education. We used self-reporting survey questionnaires to measure the major variables and utilized the SPSS 28.0 Program to analyze the collected data. Cronbach's alphas were calculated and the descriptive statistical analysis were conducted. To investigate the research questions, Pearson's correlation analysis and multiple regression analysis were done. As results, the higher the levels of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational beliefs, the higher their mathematics teaching efficacy. In addition, both pedagogical content knowledge in mathematics and constructivist educational belief were validated as the predictors of increased mathematics teaching efficacy of pre-service early childhood teachers.