• Journal of Science Education
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• v.37 no.2
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• pp.389-404
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• 2013

This study aimed to explore elementary teachers' beliefs about science teaching, science learning and the nature of science and consistency among these beliefs. Data was collected by using an open questionnaire and semi-structured individual interview. Teachers' beliefs were classified as traditional beliefs and constructivist beliefs. Traditional beliefs were further divided into content knowledge-centered beliefs and procedural knowledge-centered beliefs. The result showed that a relatively large number of teachers among the total 30 teachers had traditional beliefs about science teaching, science learning, and the nature of science(respectively 60.0%, 66.7%, 83.3%). Most of traditional beliefs were identified as content knowledge-centered beliefs. The proportion of teachers with consistent beliefs for all three aspects was 40.0%, the proportion of those with consistent beliefs for two of them (those with related beliefs) was 53.3%, the proportion of those with different beliefs for them (those with divergent belief) was 6.7%. Most of the teachers with the consistent beliefs had the content knowledge-centered beliefs of traditional beliefs. Although constructivism has been widely emphasized in science education from the 1980's, the rate of the teachers with the consistent beliefs in constructivism was as low as 6.7%.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.117-130
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• 2004

The purpose of this study was to investigate the association between educational beliefs and teaching efficacy of early childhood teachers. The subjects were 291 early childhood teachers in Gwangju City and Jeonnam Province. The research showed that teachers' educational beliefs were significantly associated with teaching efficacy for the teachers who have more than five-year-teaching career. In addition, teachers who had maturational educational belief showed higher scores in general teaching efficacy throughout all educational level. Moreover, teachers who had maturational educational belief and interactional educational belief showed higher teaching efficacy scores in public and private kindergartens and private childcare centers.

• Educational Technology International
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• v.11 no.1
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• pp.69-92
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• 2010

The purpose of this study is to examine middle school teachers' use of technology and problem-based learning (PBL) in their teaching practice. Factors related to teachers' use of technology and PBL are also investigated including: teachers' computer and Internet skills, feelings of preparedness to use the Internet, attitudes toward the use of web resources, pedagogical beliefs, science teaching efficacy, and the use of general teaching strategies. Twenty-seven middle school science, math, and technology teachers participated in the study. Research results describe the participants as slightly proficient in computer and Internet skills, positive toward use of web resources, and neutral on feelings of preparedness toward use of computer and the Internet. Participants also tended toward constructivist pedagogical beliefs and used various teaching strategies. They, however, reported low science teaching efficacy. Teachers' use of computers and the Internet correlated with pedagogical beliefs and feelings of preparedness toward the use of computers and the Internet. The study also found the relationships between the use of PBL and teachers' computer and internet skills, pedagogical beliefs, and the use of general teaching strategies. Also discussed are meaningful implications for teachers' professional development, especially for the programs designed to facilitate the use of web-enhanced PBL.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.19-29
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• 2000

This paper is trying to answer the following two questions： "How does it likely to happen that the same content of mathematics is quite differently taught by classroom teachers\ulcorner" and "What would cause these differences in the teaching and learning of mathematics\ulcorner" According to scholars, teachers' beliefs about mathematics and the teaching and learning of mathematics should be first considered when the educational phenomena taking place in classroom are analyzed and interpreted. In this paper, through discussing the directions of reform movements of mathematics education, the definitions and characteristics of teachers' beliefs, and reviewing the previous research on teachers' beliefs, suggestions for the research on mathematics teachers' beliefs are presented.liefs are presented.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.377-411
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• 2021

This study aims to explore central and peripheral beliefs of mathematics teachers in the context of teaching and learning. For this purpose, this study analyzed teacher noticing of 8 mathematics teachers who are in-service in terms of mathematical beliefs using video-clips of math lessons. When the teachers in the video-clips seemed to have a teaching and learning problem, teachers who adopt noticing critized the classroom situation by reflecting his or her own mathematical beliefs and suggested alternatives. In addition, through noticing analysis, teachers' mathematical beliefs reflected in specific topics such as student participation in teaching and learning were compared to reveal their individual central and peripheral beliefs. Through these research results, this study proposed a model that extracts the central and peripheral beliefs of math teachers from the constraints of the teaching and learning context using noticing analysis. Additionally, it was possible to observe the teacher decision-making and expertise of mathematics teachers.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.175-200
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• 2013

This study focused on the relationships among teachers'playfulness, teachers'positive play beliefs, teaching efficacy on play and teacher's strategies of problem behavior guidance, and especially the mediating effects of teaching efficacy on children's play. Subjects were 151 early childhood teachers in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression, hierarchical multiple regression and the Sobel test. The main results of this study were as follows. First, teachers' playfulness and teachers'positive play beliefs had a positive influence on their proactive, positive reactive strategies of problem behaviors. On the other hand, teachers' positive play beliefs had a negative influence on their negative reactive strategies of problem behaviors. Second, teachers' playfulness and teachers'positive play beliefs had a positive influence on their teaching efficacy on play. Finally, the effects of teachers' playfulness on their proactive, positive reactive strategies of problem behaviors of preschoolers were totally mediated by their teaching efficacy on play.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.183-192
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• 2000

The purpose of this study is to investigate the effects of portfolio system on science teaching efficacy beliefs. From Chongju National University of Education, 83 subjects were selected. All of them are college sophomores, and 5 of them are males. The portfolio system developed by the researcher had been administered during the 1st semester of 1999. Korean Science Teaching Efficacy Beliefs Instrument (K-STEBI) was administered before and after portfolio instruction. Some parts of students portfolios were analyzed qualitatively in terms of elementary science teaching confidence. After portfolio instruction, students' science teaching efficacy beliefs increased statistically meaningfully. Elementary science teaching confidence and positive attitudes toward portfolio system also showed marked increase. Portfolio system seems to be effective in fostering pre-service elementary teachers' science teaching efficacy beliefs, and be a powerful tool for teacher education.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.1-18
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• 2021

The purpose of the study was to examine the psychometric properties of the personal teaching efficacy of the Mathematics Teaching Efficacy Beliefs Instrument and revise the scale for the use of Korean elementary school teachers. Data were collected from 299 elementary teachers. A Rasch analysis was used to evaluate unidimensionality and appropriateness of category use and item difficulty levels. Moreover, person separation and reliability as well as item separation and reliability were examined using the revised scale. Results suggested that the original personal teaching efficacy scale (13 items with five categories) had several problems in its psychometric properties. Thus, we revised the scale into eight items with four categories. The follow-up analysis results showed the revised scale provided sufficient psychometric properties for measuring Korean elementary school teachers' self-efficacy beliefs for teaching mathematics. Limitations and implications of the study were also discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.487-521
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• 2010

The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.15-25
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• 2015

This study examined pre-service secondary physics teachers' epistemological beliefs about scientific knowledge, science learning, and science teaching in two different science content topics, Lamarckism and the impetus theory. Two sets of open-ended questionnaires, for each of the topics respectively, were developed in the same format. The pre-service teachers completed the questionnaires at one month intervals. The beliefs were analyzed in two dimensions, knowledge justification and knowledge change for each belief area. The findings show that the majority of pre-service teachers held sophisticated epistemological beliefs about scientific knowledge regardless of content topics. On the other hand, more pre-service teachers exhibited sophisticated beliefs about science learning in the context impetus theory than Lamarckism. In the area of science teaching, the majority of pre-service teachers demonstrated a sophisticated view in knowledge justification but a naive view in knowledge change. When consistency across science topics and belief areas were examined, few pre-service teachers held consistent epistemological beliefs across all topics and areas. The difference in the levels of sophistication in belief areas showed that the pre-service teachers did not connect their epistemological beliefs about science knowledge to their ideas about science teaching and learning. This disconnection seems to make the consistency across topics and areas complicated. The difference in epistemological beliefs about science learning and teaching between two science topics need further inquiry. Implications for teacher education are offered.