• Title, Summary, Keyword: Relation with teachers

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Prospective Elementary School Teachers' Conception on Good Mathematics Instruction (예비 초등 교사의 좋은 수학 수업에 대한 인식)

  • Pang, Jeong-Suk
    • The Mathematical Education
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    • v.51 no.2
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    • pp.145-160
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    • 2012
  • Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

The Effect of Solid Geometry Activities of Pre-service Elementary School Mathematics Teachers on Concepts Understanding and Mastery of Geometric Thinking Levels

  • Patkin, Dorit;Sarfaty, Yael
    • Research in Mathematical Education
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    • v.16 no.1
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    • pp.31-50
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    • 2012
  • The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.

Study of investigation the present states of operating teaching and learning methode in relation to vocation inquiry section (직업탐구 영역 관련 교과의 교수·학습 방법 운용 실태 조사 연구)

  • Lee, Yong-Soon;Lee, Byung-Wook;Bae, Dong-Yoon
    • 대한공업교육학회지
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    • v.30 no.2
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    • pp.23-32
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    • 2005
  • The purpose of this study is to investigate and analyze the actual state of teaching and learning methods which are applied to the vocation inquiry section-related subjects of the College Scholastic Ability Test(CSAT) by the teachers who teach specialized subjects of vocational high schools. In order for us to get the background and feature of establishment in the area of vocation inquiry section of the CSAT, previous studies and literature was analyzed and sample survey on the 600 teachers who teach the vocation inquiry section-related subjects was made. The result of this survey is as shown below; First, the teachers who are in charge of vocation inquiry section-related subjects understand that theory and practice is in the ratio 60.76:39.24 and ratio of theory is higher than that of practice. Second, teaching and learning method which is the most relevant to the vocation inquiry section is in the order of lecture(83.9%), experiment & practice(50.4%), computerized learning(41.1%). Third, teaching and learning method which is the most used by the teachers who are in charge of vocation inquiry section-related subjects is in the order of lecture(85.8%), computerized learning(50.1%), experiment and practice(44.4%). Forth, the most desirable teaching and learning method which the teachers who are in charge of vocation inquiry section for this subject believe is in the order of lecture(62.7%) experience & practice(47.7%), computerized learning(44.4%). In light of this result, even though there were not so much difference among the teaching-learning methods which are the most consistent with the contents of the subject in relation to the vocation inquiry section, the most used teaching-learning method by the teachers who teach vocation inquiry section-related subjects and the most desirable teaching-learning method which the teachers who are in charge of vocation inquiry section believe, the most used teaching-learning method by the teachers who are in charge of the vocation inquiry section is lecture. Therefore, it is necessary for us to reinforce the contents in relation to the practice & experiment so that the experience and application can be accumulated and improved through practice which is the specialty of the course of the study in the vocational high school and various teaching and learning method should be developed in consideration of contents of the subject, capability & quality of the learners and status of a classroom.

A Study on Teachers' Knowledge of Mathematics -With Respect to the Concept of Function- (교사의 수학적 지식에 대한 연구 -함수 개념과 관련하여-)

  • 김원경;김용대
    • The Mathematical Education
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    • v.41 no.1
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    • pp.101-108
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    • 2002
  • The purpose of this study is to estimate teachers' knowledge of mathematics via the concept of function. For the purpose, a survey was done to measure their knowledge of mathematics. The result obtained from the survey was as follows With respect to the knowledge on concept of friction, they understood the function as ordered pairs and graph rather than as relation and expression. This study reached the following conclusions from the result : They have the more static cognition than the dynamic one on the concept of unction.

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Changes of the Elementary Science Teaching with the Influence of the National Assessment of Educational Achievement

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.32 no.5
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    • pp.504-513
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    • 2011
  • In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

Elementary Student's and Teacher's Views on Life Phenomenon (초등학교 학생과 교사의 생명 현상을 보는 관점)

  • Lee, So-Hee;Shin, Young-Joon
    • Journal of Korean Elementary Science Education
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    • v.26 no.1
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    • pp.108-116
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    • 2007
  • The purpose of this study was to examine the views of elementary students and teachers in relation to life phenomenon. Students seemed to strongly agree with the notion of vitalism as well as with organicism. However they clearly disagreed with the notion of mechanism. Contrary to our supposition, their viewpoints on lift phenomenon were highly affected by their relative levels of academic achievement in science subject areas, rather than by their religious affiliations. One possible explanation for this outcome is that elementary schoolers have not firmly established religious views, though they might indeed have a religious affiliation. High-achieving children in science subject areas seemed to agree with both vitalism and organicism (p<.01), and it is suggested that those students must have had more opportunities to encounter related cases in modem science or life ethics. Teachers agreed with all three views, showing the highest rate of approval in organicism. Though they appeared to agree with mechanism, they were strongly opposed to radical mechanism generally arguing that 'organism and machines were essentially the same'. Student responses indicated that TV had a bigger influence on their viewpoint on life phenomenon than teachers did. This means that children held certain views about the relative significance and influences of teachers vis-a-vis TV in daily life, and is also reflective of a perception amongst students that teachers do not how the significance of viewpoints on lift phenomenon.

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The Relationship between Novice Early Childhood Teacher's Emotional Intelligence and Teacher-Child Interaction in the Mediating Effect of Emotional Labor (초임 유아교사의 정서지능, 교사-유아 상호작용 간의 관계에서 정서노동의 매개효과)

  • Kang, Su Kyoung;Kim, Min Jeong;Chung, Mi Ra
    • Korean Journal of Childcare and Education
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    • v.12 no.2
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    • pp.183-200
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    • 2016
  • This study examined the mediating effect of emotional labor in the relations between teachers' emotional intelligence and teacher-child interaction of novice early childhood teachers. The sample consisted of 248 novice early childhood teachers in Gyeonggi Province. The structural equation modeling was conducted using AMOS to test the fit of a hypothesized structural model. The mediating effect of emotional labor was verified by the bootstrapping approach. The results were as follows: First, teacher-child interaction was positively associated with teachers' emotional intelligence and deep acting in emotional labor was negatively associated with surface acting in emotional labor. Next, surface acting in emotional labor had a mediating effect on the relations between emotional intelligence and teacher-child interaction. Finally, deep acting of emotional labor had a partial mediating effect on the relationship between emotional intelligence and teacher-child interaction. Based on these findings, ways to enhance teachers' emotional intelligence in relation to the novice teachers' emotional characteristics, and to improve recognition on emotional labor were discussed.

The Difference in Awareness among Parents of Preschoolers, Parents with School-Aged Children, Child Care Teachers and Elementary School Teachers Regarding the Readiness of Children to Attend Elementary School (초등학교 학교준비도에 대한 유아기자녀 부모, 학령기자녀 부모와 유아교사, 초등교사의 인식차이)

  • Bang, So-Young;Hwang, Hye-Jung
    • Korean Journal of Child Studies
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    • v.34 no.2
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    • pp.139-160
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    • 2013
  • The purpose of this study was to examine the difference in perception among parents of preschoolers, parents of school aged children, teachers of child care centers and elementary school teachers regarding testing on the level of preparation for attending elementary school. Firstly, the results of the study revealed that elementary school teachers had notions regarding the level of preparation for entering school that were more specific than day care teachers and parents. Second, it was shown that effort and a sense of responsibility were most important for the improvement of the level of preparation for elementary school level studies. Third, the results of this study revealed that many respondents thought that there needs to be some form of testing of the level of preparation for school and the respondents further stated that this testing needed to be conducted by child care center teachers or experts in the field. Finally, it was shown that such a test of the level of preparation for school attendance should be developed by including questions on different areas of the intelligence, adaptability, function, tendencies and regulations in relation to the needs of preschoolers.

The Effects of Household Chaos on Preschoolers' Self-control: The Moderating Effects of Teachers' Limit-setting Style (가정환경 혼돈이 유아의 자기통제력에 미치는 영향: 교사 제한설정방식의 조절효과)

  • Kang, Dong Youn;Park, Ju Hee
    • Korean Journal of Childcare and Education
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    • v.16 no.1
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    • pp.75-98
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    • 2020
  • Objective: This study aimed to examine the influences of household chaos on self-control of young children and to investigate whether teachers' limit-setting styles had moderating effects. Methods: The participants were 184 children (83 boys and 101 girls), at age 3 -5, their mothers and teachers working at daycare centers located in Seoul and Gyeonggi-do. The data were analyzed by descriptive statistics, Pearson's correlation, and hierarchical regression. Moderating effects were examined using the Mplus8.0 program. Results: The results indicated that household chaos as well as teacher's permissive and logical limit-setting styles had significant effects on self-control of preschoolers. The lower the level of household chaos was, the higher the level of self-control of preschoolers was. The level of self-control was more likely to be high when teachers used logical limit-setting with detailed explanation to children whereas it was lower when they used more permissive limit-setting. In addition, teachers' logical limit-setting moderated the relation between household chaos and self-control of preschoolers. That is, the effects of household chaos on preschoolers' self-control were mitigated when the level of logical limit-setting was high compared to when it was low. Conclusion/Implications: The results suggested that both household chaos and teachers' limit-setting styles play important roles in increasing self-control of preschoolers.

A Study on Group Theoretic Approximation Model for Gwaeyul of Geomungo (거문고 괘율에 관한 군론적 근사화 모형 개발 연구)

  • Shin, Hyunyong
    • Communications of Mathematical Education
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    • v.28 no.3
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    • pp.367-374
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    • 2014
  • Recently, interdisciplinary relation is emphasized on and various models are proposed. Since group theory is one of the important areas of modern mathematics, all the mathematics teachers for secondary school are familiar with it. Group theory, the theory of symmetries, are effectively applied to music or arts. In this paper, we understand the approximation model for gwaeyul of geomungo group theoretically to show the relation between mathematics and music(Korean music, in particular). This paper, in fact, proposes a group theoretic approximation model for gwaeyul of geomungo. The materials like this will be of help to teachers who try to integrate mathematics to other areas.