• Educational Technology International
• /
• v.8 no.2
• /
• pp.73-91
• /
• 2007

The purpose of this study is to explore tools for systemic and integrated teaching analysis in recognition of problems derived from the existing teaching analysis which have been held fragmentarily and temporarily. In order to do so, a teaching analysis tools is identified by examining the current services of video-taping and analysis, which are the most representative teaching analysis methods among the Centers for Teaching and Learning (CTLs) in Korea, and by redefining teaching analysis through literature review. A teaching analysis is to be done to challenge teachers to change and grow by providing a motive to reflect on the act of teaching and carry out improvements, and it has to be held covering the general act of teaching and examined through diverse methods in systemic and multidimensional perspectives over a full period of teaching. In this study, an act of teaching is examined in four areas: planning, teaching skill, evaluation and reflection, and teaching analysis frameworks according to an act of teaching are suggested by periods of before, during, and after a term. Teaching analysis methods are also suggested by the frameworks.

• Journal of Fisheries and Marine Sciences Education
• /
• v.23 no.3
• /
• pp.374-387
• /
• 2011

The purpose of this study was to analyze teaching behavior based on the learner-centered teaching competency. For the study, the related literatures were reviewed focusing on the experiences and suggestions in developing of learner-centered teaching competency. In addition, interviews with 6 professors were conducted and their teaching design were analyzed. The keys of analysis were perspective of teaching behavior, self-monitoring of teaching behavior, consulting of teaching behavior based on the learner-centered teaching competency. The findings of this study were as follows; most of professors recognized correlations of teaching and learning. But, there were some barriers co-work of learners in teaching behavior.

• Journal of the Korea Society of Computer and Information
• /
• v.22 no.11
• /
• pp.125-133
• /
• 2017

Recently, as the programming education has become essential in school, discussion of how to teach programming has been important. This study performed a meta-analysis of the effect size depending on the teaching and learning method for the programming education. 78 research data selected from 45 papers were analyzed from cognitive and affective aspects according to dependent variables. The analysis from the cognitive aspect showed that there was no statistically significant difference in the effect size depending on whether or not the teaching and learning method was specified in the research paper. Meta-analysis of the research data where the teaching and learning method was designated displayed significances in CPS, PBL and Storytelling. Unlike the cognitive aspect, the analysis from the affective aspect showed that the effect size of the research data without the specified teaching and learning method was larger than those with specified teaching and learning method with a statistical significance. Meta-analysis of the data according to the teaching and learning method displayed no statistical significance. Based upon these research results, this study suggested implications for the effective programming education.

• The Journal of Korean Society for School & Community Health Education
• /
• v.19 no.1
• /
• pp.61-70
• /
• 2018

Purpose: The purpose of this study was to analyze the motivation of choosing a teaching profession, teacher efficacy, and satisfaction of teaching class of pre-health education teachers and compare the teacher efficacy, and satisfaction of teaching class by motivation of choosing a teaching profession group. Methods: The participants were 54 pre-health education teachers studying the teaching curriculum in 1 college located in S city. The collected data was analyzed with descriptive statistics, cluster analysis, ANOVA and Kruskal-Wallis using SPSS/WIN 21.0 program. Results: The average motivation of choosing a teaching profession, teacher efficacy, satisfaction of teaching class were above medium. After cluster analysis, 3 distinct groups emerged: motivation of choosing a teaching profession high group, motivation of choosing a teaching profession middle group, motivation of choosing a teaching profession low group. And the results showed significant differences in teacher efficacy, satisfaction of teaching class according to motivation of choosing a teaching profession group. Conclusion: The findings indicate that motivation of choosing a teaching profession affect the teacher efficacy, satisfaction of teaching class. Therefore It is necessary to identify the variables that influence motivation of choosing a teaching profession.

• The Mathematical Education
• /
• v.45 no.3 s.114
• /
• pp.295-313
• /
• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Journal of Practical Engineering Education
• /
• v.14 no.1
• /
• pp.49-59
• /
• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.

• East Asian mathematical journal
• /
• v.38 no.2
• /
• pp.143-164
• /
• 2022

Computer technology in mathematics teaching-learning is not for teaching computer but for improving mathematics teaching-learning with computer. It is shown the use of computer technology comparing with traditional approach provides students more opportunities in order to approach abstract structure. Computer activity provides not only understanding concepts of analysis and opportunity to investigate theory but also effective background in teaching analysis. We analyze students' computer usage level on analysis education by using computer usage level according to role of computer technology. We try to get an useful educational implication on analysis education applying MATLAB through qualitative research.

• English Language & Literature Teaching
• /
• no.5
• /
• pp.123-147
• /
• 1999

English textbooks play essential roles in the whole English education context, the analytic study on English textbooks is very important in English education tasks. The purpose of this study is to analyze the expressive functions in the middle school English textbooks on the basis of the 6th national curriculum characteristics and the textbook analysis theories. The results of the expressive language function analysis are as follow: the teaching contents designed for the expressive language functions are not varied, but concentrated on the specific teaching types, and the teaching contents for the expressive language functions are not graded according to the students' development principles stated clearly in the 6th curriculum. The results of the English textbook analysis on the basis of the expressive language function analysis show that the 6th curriculum has some problems in itself and the middle school textbooks do not conform to the 6th curriculum principles. Therefore we need to improve the teaching contents for language functions by means of developing various types of teaching language functions.

• Journal of Fisheries and Marine Sciences Education
• /
• v.29 no.3
• /
• pp.847-856
• /
• 2017

The purpose of this study was to develop a teaching model to improve teaching demonstration competence of pre-service Fisheries and Marine teachers through class consulting. The results were as follows: First, the results of a survey on perception of 19 pre-service teachers showed that most of them did not know exactly about the teaching demonstration. Second, a teaching model through class consulting was developed in four stages: Preparation for class, doing lesson, watching lesson, reflecting class. Third, the developed lessons model was applied for 6 weeks, but it was hard to expect much change just for 6 weeks. If discussions about the content of the lesson plan are haven during prior class consulting, this will be helpful for pre-service teachers in making the real teaching plan. The class performer have to write a report on class analysis because it is necessary to try systematic analysis on teaching demonstration.

• The Mathematical Education
• /
• v.42 no.4
• /
• pp.541-559
• /
• 2003

This paper considers learning and teaching of mathematical analysis in teachers college. It concentrates on showing a way how learning and teaching of mathematical analysis should be considered for mathematical teachers training. It is composed of five chapters including Chapter I as an introduction and Chapter Vasa concluding remarks. Chapter II deals with goal and contents of global mathematical analysis. The main Chapter, named Chapter III, demonstrates exhibition of contents, way of operations, and contents of teaching and learning of mathematical real analysis. Chapter IV shows an example of learning and teaching of mathematical real analysis concerning to fixed points and approximate solutions.