• Title, Summary, Keyword: Improvement on teaching

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An Exploration on Elements of e-Teaching Portfolio for Enhancing Teaching Expertise in Higher Education (대학 교수자의 수업전문성 향상을 목적으로 하는 e-티칭 포트폴리오의 구성요소 탐색)

  • Lee, Eun-Hwa
    • Journal of Fisheries and Marine Sciences Education
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    • v.20 no.2
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    • pp.236-248
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    • 2008
  • This study has explored the elements of e-teaching portfolio for enhancing teaching expertise in higher education. This study is carried out through the literature review and expert's focus group interview. As the result of this study, seven elements of e-teaching portfolio for enhancing teaching expertise in higher education have been found. First, 'personal background' include curriculum vitae, course responsibility, and other educational activities. Second, 'teaching philosophy' include the principals on teaching and learning, statements of teaching philosophy. Third, 'learning environment' include the characteristics of students, the previous learning contents, and physical environment. Forth, 'course contents and methods' include teaching strategies and instructional materials, Fifth, 'instructional evaluation' includes the principals of evaluation and the examples of learning outcomes. Sixth, 'endeavor for improvement of instruction' include evidence of activity for teaching improvement and instruction feedback from peer and students. And e-teaching portfolio also includes research career and awards history element.

A Study on Utilization of Teaching-Learning Portfolio for Improvement of Teaching Competency of Pre-Service Mathematics Teacher (중등예비수학교사의 수업능력 향상을 위한 교수-학습 포트폴리오 활용방안 연구)

  • Kang, Hyun-Young
    • School Mathematics
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    • v.16 no.3
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    • pp.567-584
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    • 2014
  • Recently professional development of teaching competence is emphasized for mathematics teachers. It is necessary to teaching experience in pre-service mathematics teacher for development of teaching competence. It need to systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. That is, Theory of teaching practice for reflect thinking and practical knowledge of teaching and systemic guidance on theory and practice of teaching practice. Therefore, the aim of this study is to develop an component and application procedure of Teaching and Learning portfolio for improvement teaching component of pre-service mathematics teacher. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching and Learning portfolio for improvement teaching component.

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A Study on Utilization of Teaching Portfolio for Effective Teaching Practicum of Pre-Service Mathematics Teacher (중등예비수학교사의 효과적인 교육실습을 위한 수업 포트폴리오 활용방안 연구)

  • Kang, Hyun-Young
    • Journal of Educational Research in Mathematics
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    • v.26 no.2
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    • pp.225-246
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    • 2016
  • Teaching competence is the best part of mathematics teachers's competence. It need to make instruction plan by oneself, systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. So teaching practicum is the necessary process to teaching experience. Therefore, the aim of this study is to develop an component and application procedure of Teaching portfolio for improvement teaching component of pre-service mathematics teacher in teaching practicum. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching portfolio for improvement teaching component in teaching practicum.

A study on the training program for elementary English conversation instructor's improvement of teaching professionalism (초등영어회화 전문강사의 수업 전문성 신장을 위한 연수방안 연구)

  • Huh, Keun
    • English Language & Literature Teaching
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    • v.17 no.4
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    • pp.395-411
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    • 2011
  • The purpose of this study was to explore the elementary English conversation instructors' perception on their professionalism and the needs of teacher training program. The survey data were attained from 136 elementary English conversation instructors. Descriptive statistics were employed to discuss the result of the survey response. The results of this study revealed that the elementary English conversation instructors perceived the need of in-service training program for their professionalism improvement, especially in teaching techniques for four language skills. The result also revealed that the instructors need to be more equipped with the knowledge of elementary learners' developmental psychology and L2 learning process. The study concludes with several suggestions for elementary English conversation instructors' improvement of teaching professionalism and in-service training program.

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A Study on Methodology for Teaching Improvement on the University (대학교 수업개선을 위한 방법론에 관한 연구)

  • Song, Eun Jee
    • The Journal of Korean Institute for Practical Engineering Education
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    • v.4 no.1
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    • pp.45-50
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    • 2012
  • The Knowledge-Based Society in $21^{st}$ century requires innovation in colleges' roles and characteristics. The recent colleges stress researches on industry and school in industrialized society; they try to improve the quality of higher education and to have responsibility of instructing vocational education. However, professors do not have enough opportunities to consider about teaching methods. Thus, during the class, they often fail to demonstrate their actual experience. This is because they have not gained enough chances to improve professionalism of lecture. Therefore, colleges have to provide more opportunities to professors to improve their abilities of teaching. This paper proposes mentoring programs, portfolio, and micro-teaching for improvement of lecture.

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A Study on the Improvement of Teaching Competence of Pre-service Science Teachers based on the Teaching Evaluation and Reflective Journal Writings on Science Class (수업 평가와 반성 저널쓰기를 통한 예비 과학교사들의 수업 수행 능력 개선에 대한 연구)

  • Kim, Hyun-Jung;Hong, Hun-Gi;Jeon, Hwa-Young
    • Journal of The Korean Association For Science Education
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    • v.30 no.6
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    • pp.836-849
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    • 2010
  • The purpose of this study is to analyze changes of competency observed in teaching of pre-service science teachers through the teaching evaluation and reflective journal writings on science class during the period of student-teaching at high school. To do this, we videotaped all the science classes of six pre-service teachers participating in this study, evaluated their class teachings, and collected moving video clips recorded in their classes, reflective journals, interviews, instructional materials, and teaching evaluation they have provided. From the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, sixteen evaluation elements were selected and used for the analysis. According to our results, all preservice teachers show improvement of teaching performance in most of the class evaluation elements as the number of science classes increases. They presented the lowest improvement in the 'to design meaningful learning program,' which was one of the sixteen elements. However, there are substantial individual differences in the pre-service teachers' teaching competence on each evaluation element. Although they thought that 'understanding of scientific concepts' is the most important part of a science class in the beginning of student-teaching training, they showed changes in recognition that 'interaction and respect' and 'managing student behaviors' are also important in the end. They have recognized that writing a reflective journal, based on the video clips recorded in class and teaching evaluation, helps improve their teaching competency. In addition, improvement in teaching competency has influence upon career-orientation towards the school teacher in the future.

Expansive Application of the POCoM (Practical On-site Cooperation Model) for Practical Improvement of Science Teaching (과학수업의 실제적 개선을 위한 POCoM (Practical On-site Cooperation Model)의 확장 적용)

  • Park, Jongwon;Kim, Youngmin;Jeong, Jin-Su;Park, Young-Shin;Park, Jongseok
    • Journal of Science Education
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    • v.41 no.3
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    • pp.365-381
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    • 2017
  • Based on the previous study (Park et al., 2015) which indicated positive results in the improvement of science teaching through the POCoM (Practical On-site Cooperation Model) application, this work concentrates on expanding the POCoM to more various teaching settings. To do this, 18 cyclic applications (72 teaching classes in total) of the POCoM were divided into (1) the first cycles and the second cycles conducted after the first cycles, (2) classroom teaching and laboratory teaching, and (3) cycles by our research team and cycles by other experts team. The comparison between the two parts were conducted using the improvement rates, the number of KTOP (Korean Teaching Observation Protocol) items which improvement was needed, and the change of these numbers according to teaching sequence. As results, no difference regarding the improvement was observed between classroom and laboratory teachings, and also between the first and the second cycles. When other experts team applied the POCoM, the number of KTOP items which improvement was needed was larger and the improvement rate was lower than those in the cycle by our research team. Nevertheless, these differences were not statistically significant, and also, it was expected that, if other experts team tries to improve science teaching through 6 teachings, the improvement by the other experts would be nearly the same with the improvement by our research team through 4 teachings. In conclusion, it is confirmed that the POCoM can be used in various teaching settings with the almost the same potency. Lastly, the necessity and possibility of the more detailed and qualitative analysis about the POCoM application are discussed.

The Effects of POE Model on Science Process Skills and Academic Achievement in Domain 'Earth and Space' of Elementary School Science (초등과학의 '지구와 우주' 분야에서 POE 수업모형 적용이 과학탐구능력 및 학업성취도에 미치는 영향)

  • Lee, Sang-Bong;Lee, Yong-Seob
    • Journal of the Korean Society of Earth Science Education
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    • v.3 no.2
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    • pp.132-140
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    • 2010
  • The purpose of this research is to explore the effects of the POE(Prediction-Observation-Explanation) teaching-learning model on the academic achievement and the capability of scientific inquiry of elementary school students. POE teaching-learning model is a three stage process modeling scientific inquiry : Prediction, Observation, and Explanation. This research is to see the effectiveness of the POE method in earth science class by applying this simple practical strategy out of various methods in science teaching with the purpose of improving the capability of scientific inquiry and the academic achievement of learners. The findings of the study are as follows: First, the POE strategy in science teaching-learning was found effective for the improvement of learners' scientific inquiry capability. Second, the POE strategy in science teaching-learning is effective for the improvement of learners' academic achievement in science. The findings mentioned above suggest that using the POE strategy in science class of elementary science education has significant effects on improvement of scientific academic achievement and scientific inquiry capability of learners compared with the general science teaching-learning strategy. It also shows to be highly recommendable for use in science class.

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A Study on the Improvement of Teaching Mathematics via the Use of the Mathematical History based on the Learning Stages (학습 단계별 수학사 활용 학습을 통한 수학 수업 개선)

  • Lee, Jeong-Jae;Yun, Sang-Hyun;Choo, Shin-Hae;Shim, Soo-Jeong
    • Education of Primary School Mathematics
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    • v.10 no.1
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    • pp.57-70
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    • 2007
  • This study is aimed at the improvement of the teaching mathematics via the use of the mathematical history based on the learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. General questions of this study are as follows according to the purpose of this study: First, we develop materials to use the teaching and learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. Second, we search the effective methods for using materials which are developed in this study. Third, we apply materials to the teaching and learning mathematics. To answer the problems, 1 class students of the 4th grade in Gwangju participated in this study. Teaching and learning which uses mathematical history based on the learning stages is performed. The following results were obtained in this research. First, the teaching and learning using materials which is related to mathematical history is effective in improvement of students' mathematical ability. Second, the teaching and learning using material which is related to mathematics history is effective in improvement of students' mathematical attitude. In special, mathematical attitude of students who are involved in learning using materials which is related to mathematical history is more positive than that of general students using traditional teaching methods. Lastly, generalization of newly developed materials should be done to get more development and upgrade.

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Meaning of improving early childhood music classes by teaching in small group mentoring - Early childhood music teaching activities based on musical concepts; using microteaching analysis - (소그룹-멘토링을 활용한 유아음악 수업개선의 의미 탐색 - 음악적 개념에 기초한 유아음악 수업활동에 대한 마이크로티칭 분석을 중심으로 -)

  • Chang, Eun-Ju;Jo, Hye-Seon
    • Journal of Digital Convergence
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    • v.14 no.8
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    • pp.503-513
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    • 2016
  • The purpose of this study is to explore the meaning(significance) of improving early childhood music teaching classes while analyzing microteaching in small group mentoring process. Improvement on teaching was carried out in the form of fellow teacher mentoring made up of small groups of 4 members through microteaching analysis, and the research findings are as follows. First, it was discovered that a clear understanding of musical concepts and theories must take precedence for desirable teaching of early childhood music. Second, it could be confirmed whether musical concepts are well integrated with actual early childhood music teaching activities through small group mentoring. Third, in the process of small group mentoring using microteaching analysis, sympathy was found to be highly important in the improvement on early childhood music teaching by research participants.