• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.155-165
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• 2010

The purpose of this study is to look into self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class, and investigate correlations among them. For this study, the survey was carried out on 338 elementary school teachers, and the interview was conducted with 5 of them. The results of this study are as follows; Self-concept of elementary school teachers about inquiry instruction in science class was more positive than usual. And the teachers who were male, older and majored in science education showed more affirmative self-concept about inquiry instruction in science class. Teaching anxiety of elementary school teachers about inquiry instruction in science class was less than usual. And the teachers who were male, older and majored in science education showed less teaching anxiety about inquiry instruction in science class. The correlation of self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class was an negative interrelation. This presents that the teachers, who have more positive self-concept about inquiry instruction in science class, have less teaching anxiety than those who have more negative one. Consequently, teacher training and retraining programs should be developed and conducted by grasping teachers' self-concept and their anxiety, to reduce anxiety about inquiry instruction in science class.

• 한국수학교육학회지시리즈A:수학교육
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• 제59권3호
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• pp.237-254
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• 2020

본 논문은 수업을 위한 수학적 지식과 수업의 질에 대한 상관관계를 보고하는 연구이다. 선다형 평가 문항 유형의 설문지를 이용하여 교사들의 수업을 위한 수학적 지식을 수집하였고, 촬영된 그 교사들의 수업을 수학 수업 분석 도구를 이용하여 수업의 질을 평가하였다. 두 점수들의 상관관계를 통계적으로 분석하여, 유의미한 양적 상관관계가 있음을 보고한다. 또한, 수집된 수업 영상과 교사들의 인터뷰 자료의 분석을 통해 수업을 위한 수학적 지식이 중재하지 못하는 수업의 질과 관련된 요소를 찾아내었다. 이러한 결과를 기반으로 수학 교사 교육에 대해 논의한다.

• Educational Technology International
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• 제6권2호
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• pp.23-41
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• 2005

One of the main factors that determine the quality of instruction is the teaching ability of the instructor administering the class. To evaluate teaching ability, methods such as peer review, student feedback, and teaching portfolio can be used. Among these, because feedback from the students is directly associated with how well the students feel they have learned, it is essential to improving instruction and teaching ability. The principal aim of instruction evaluation lies in the evaluation of instructor's qualification and the improvement of instruction quality by enhancing professionalism. However, the mandatory instruction evaluations currently being carried out at the term's end in universities today have limitations in improving instruction in terms of its evaluation items and times. To improve the quality of instruction and raise teaching abilities, instruction evaluations should not stop at simply being carried out but also be utilized as useful data for students and teachers. In other words, they need to be used to develop teaching and improve instruction for teachers, and consequently, should also exert a positive influence on students' scholastic achievements and learning ability. The most important thing in evaluation is the acquisition of accurate information and how to utilize it to improve instruction. The online instruction diagnosis item pool is a more realistic feedback device developed to improve instruction quality. The instruction diagnosis item pool is a cafeteria-like collection of hundreds of feedback questions provided to enable instructors to diagnose their instruction through self-diagnosis or students' feedback, and the instructors can directly select the questions that are appropriate to the special characteristics of their instruction voluntarily make use of them whenever they are needed. The current study, in order to find out if the online instruction diagnosis item pool is truly useful in reforming and improving instruction, conducted pre and post tests using 256 undergraduate students from Y university as subjects, and studied the effects of student feedback on instructions. Results showed that the implementation of instruction diagnosis improved students' responsibility regarding their classes, and students had positive opinions regarding the usefulness of online instruction diagnosis item pool in instruction evaluation. Also, after instruction diagnosis, analyzing the results through consultations with education development specialists, and then establishing and carrying out instruction reforms were shown to be more effective. In order to utilize the instruction diagnostic system more effectively, from planning the execution of instruction diagnosis to analyzing the results, consulting, and deciding how those results could be utilized to instruction, a systematic strategy is needed. In addition, professors and students need to develop a more active sense of ownership in order to elevate the level of their instruction.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권2호
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• pp.197-208
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• 2011

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권4호
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• pp.517-529
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• 2013

The purpose of this study is to investigate pre-service teachers' perceptions and their difficulties of mathematics instruction. Pre-service teachers have positive perceptions about teaching students and teaching profession through teaching practicum. In addition, they have perceived that teaching practicum can enhance teaching methods for their students. Especially, they suggested that cooperating teachers' instruction and mathematics teachers and their colleagues' classroom observation are important factors to improve their teaching methods. In other hands, they have difficulties in application of questions encouraging mathematical thinking, attention concentration considering students' interest and planning and performing for mathematics instruction class according to levels of students' study abilities. Based upon this study's findings, teacher education institutes should make efforts to alleviate difficulties in mathematics instruction through effective teaching practicum such as regular reflection activities for their classes, programs development associated with schools, pre-training and education programs for guidance teachers.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.350-363
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• 2010

Recently there has been increasing emphasis on pedagogical content knowledge (PCK) for fostering science teachers' teaching professionalism that needs to be done from teacher training courses systematically. We investigated what were the PCK factors considered in planning instruction and the difficulties encountered in implementing it by pre-service teachers. In this study, 26 sophomores at an university of education in Gyeonggi province were asked to perform teaching demonstrations using scientific instruction models. They were also requested to write reflective journals and interview. Analyses of the results revealed that many pre-service teachers considered the teaching strategies such as the instruction organization and implementation when planning instruction. They had also regard to the learners' cognitive affective aspects, whereas the pre-knowledge of them was not properly considered. Especially, the curriculum and assessment were almost disregarded. Most of the difficulties encountered in planning instruction and implementing it were appeared in terms of the teaching strategies. For example, they had difficulties in considering the characteristics of each stage presented by the instruction models when planning instruction and implementing it. The frequencies of the difficulties in implementing experiment were especially higher than those of the other PCK factors. Educational implications of these findings are discussed.

• 수산해양교육연구
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• 제17권3호
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• pp.373-382
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• 2005

The aim of this study is to analyze critically the meaning of 'good instruction'. In this article, the researchers emphasized the activities of teaching and learning as two essential elements of good instruction. The antecedent studies on good instruction have limitations in that they regarded good instruction as an instrument rather than valuable activity itself. This study consisted of three parts. Firstly, the researchers tried to clarify the meaning of good instruction underlying antecedent studies on instruction. Secondly, the researchers tried to analyze characteristics of good insturction suggested by antecedent studies. Thirdly, the researchers attempted to define a new meaning of good instruction. A new meaning of good instruction should be defined in accordance with characteristics of three commonplaces composing instruction such as teaching activity, learning activity and good interactions between teacher and learner. Good instruction can be defined as followings. Good instruction means an instructional activity which can change the student's meanings of experience as a result of interactions among teacher, learner, and educational materials.

• 한국문헌정보학회지
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• 제57권2호
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• pp.321-347
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• 2023

본 연구의 목적은 대학도서관 교육 담당 사서가 경험하는 교수 불안(Teaching anxiety)에 대해 파악하고 이를 완화하기 위한 지원 방안을 제안하는 것이다. 연구의 목적을 달성하기 위해 전국의 A그룹 대학도서관 사서 중 교육 담당 사서를 대상으로 설문조사를 수행하였다. 총 138부의 유효한 응답 결과를 분석한 결과 전체의 84.8%에 해당하는 사서가 교수 불안을 경험한 적이 있다고 응답하였다. 교수 불안은 근무 경력, 교육업무 경력, 교육 빈도, 교육업무 비중, 교육 역할 인식 등에 대해서는 차이가 없는 것으로 나타났으나 교육 역할 진입 전 느끼는 감정과 준비도에 대해서는 유의한 차이가 있는 것으로 나타났다. 대학도서관 교육 담당 사서의 교수 불안을 완화하는 방안으로 문헌정보학 학부 과정부터 이용자 교육에 대한 교과 과정 개설과 상급 기관 또는 협의회 차원의 가이드라인 마련, 사서 전문 교육훈련 기관의 커리큘럼 다양화 등을 제안하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권2호
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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.

• 영어어문교육
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• 제12권1호
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• pp.159-181
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• 2006

The purpose of this paper is to examine the effectiveness of presentation-based instruction and to suggest a model of instruction targeted to the Korean intermediate level students learning English as a foreign language (EFL). To achieve this objective, the author examined how the acquisition of practical English through oral presentation would enhance the students' learning motivation, language abilities, and communicative competence in concrete situations. It was confirmed that the trained leader and systematic teaching and learning are needed to maximize the effects of presentation-based instruction. In doing so, the author compared and analyzed the collected data in order to support the validity of this teaching method. It was further pointed out that the teacher should have a close look at the roles of the presenter and learner in an effort to work out the usefulness of such an instruction model. The method of presentation in classroom settings would be a practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence. As a result, it would be an effective teaching method to meet the nation's long-standing demands for EFL education.