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Assessment of Korean Preservice Elementary Teachers' Science Teaching-anxiety and Science Teaching-efficacy

  • Choi, Sung-Youn;Kim, Sung-Won
    • Journal of The Korean Association For Science Education
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    • v.28 no.7
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    • pp.713-723
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    • 2008
  • Science teaching-anxiety and science teaching-efficacy are influential factors in teachers' teaching practices and behaviors. In order to encourage elementary teachers to do better teaching practice, this study identified factors that have caused teachers' science teaching-anxiety, developed an instrument measuring science teaching-anxiety, and investigated the relationship between science teaching-anxiety and science teaching-efficacy. In addition, we attempted to suggest practical implications to enhance teachers' confidence in science teaching. The guiding research questions were 1) which factors affect science teaching-anxiety level of the preservice elementary teachers, and 2) how each factor of science teaching-anxiety is related to science teaching-efficacy. The subjects were 133 Korean preservice elementary teachers (57.1% were female) in a large city. The data sources included teachers' responses to three paper and pencil questionnaires: State-Trait Anxiety Inventory (STAI), Science Teaching-Anxiety Questionnaire (STAQ), and Science Teaching Efficacy Belief Instrument (STEBI-B). To clarify the science teaching-anxiety, we specified it into six factors: trait anxiety about nature of science and science teaching, state anxiety about instruction, science activities, student assessment, and professional responsibilities. The results indicated three significant aspects of science teaching anxiety and efficacy. First, their level of anxiety about professional responsibility and science teaching was relatively high among six factors. Second, there was a negative correlation between science teaching-anxiety and science teaching-efficacy. Third, trait anxiety about science teaching is the most influential factor for science teaching-efficacy while state anxiety about instruction and professional responsibilities were followed.

The Identification and Comparison of Science Teaching Models and Development of Appropriate Science Teaching Models by Types of Contents and Activities (과학수업모형의 비교 분석 및 내용과 활동 유형에 따른 적정 과학수업모형의 고안)

  • Chung, Wan-Ho;Kwon, Jae-Sool;Choi, Byung-Soon;Jeong, Jin-Woo;Kim, Hyo-Nam;Hur, Myung
    • Journal of The Korean Association For Science Education
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    • v.16 no.1
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    • pp.13-34
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    • 1996
  • The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching models, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching models and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.

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Comparison of Motivation of Choosing a Teaching Profession, Teacher Efficacy, and Satisfaction of Teaching Class by Motivation of Choosing a Teaching Profession Group among Pre-Health Education Teachers (예비 보건교사의 교직선택 동기, 교사효능감, 교직수업 만족도 연구: 교직선택 동기 그룹별 비교를 중심으로)

  • Kim, Bo Kyung;Joung, Sunei
    • The Journal of Korean Society for School & Community Health Education
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    • v.19 no.1
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    • pp.61-70
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    • 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.

Development of Teaching Materials(CD-Rom) and Its Applications to Classroom in Area of Human Development and Family Relationship in Middle School Home Economics -Through Practical Reasoning Teaching Model- (중학교 가정과‘인간발달과 가족관계’영역의 교육자료(CD-Rom) 개발 및 현장 적용 연구 -실천적 추론 수업을 중심으로-)

  • 유태명;장혜경;유지연;김주연;김항아;김효순;신창중
    • Journal of Korean Home Economics Education Association
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    • v.12 no.3
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    • pp.115-127
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    • 2000
  • The purpose of this study is to develop lesson plans. teaching guide, and teaching materials applying practical reasoning teaching model in the area of ’human development and family relationship’in middle school home economics. The practical reasoning teaching model consists of five factors: Desired results, Awareness of context, Alternative approaches, Consequences of action, and Action. This study based on practical reasoning has following process: Curriculum development. Developing lesson pan, teaching material, an teaching guide, Experimental teaching and evaluation. Feedback, Production of CD-Rom. Teaching guide includes lesson plan, workbook multimedia materials and teaching resources. Especially teaching guide in CD-Rom can be used effectively in the actual teaching. In the classroom, this teaching model accomplished active and interesting participation of teachers and students. It is proposed that practical reasoning teaching model should be applied to other areas of home economics. In addition various teaching materials based on practical reasoning need to developed.

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The Effect of Preschool Teachers Creativity on Creativity-fostering Teaching: Focusing on Mediating Effect of Teaching Efficacy (유아교사의 창의성이 창의적 교수 행동에 미치는 영향: 교수효능감의 매개효과를 중심으로)

  • Kim, KyoungEun
    • Korean Journal of Childcare and Education
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    • v.16 no.2
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    • pp.47-65
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    • 2020
  • Objective: This study investigated the relationship between preschool teachers' creativity, teaching efficacy, and creativity-fostering teaching and examined the mediating effect of teaching efficacy. Methods: A total of 202 preschool teachers participated in this study. The Creative Behavior Inventory (CBI), Teaching Efficacy Scale, and the Creativity-Fostering Teacher Behavior Index (CFTI) were used for the survey. A hypothesized model and alternative model were tested using structural equation modeling. Collected data were analyzed using 18.0 PSAW and AMOS. Results: The results showed that preschool teachers' creativity was positively associated with their teaching efficacy and creativity fostering teaching. Preschool teacher's teaching efficacy positively related to their creativity fostering teaching. Preschool teachers' creativity had a significant positive direct effect on creativity-fostering teaching and also an indirect effect on creativity-fostering teaching via teaching efficacy. Conclusion/Implications: Implications to foster creativity in preschool and kindergarten are discussed, highlighting the necessity for teacher education to promote teaching efficacy as well as teacher's creativity and creativity-related activities.

The Effects of Constructive Teaching Belief, Mathematics Teaching Efficacy and Pedagogical Content Knowledge of Mathematics on Teaching Intention for Mathematics of Early Childhood Teachers (유아교사의 구성주의 교육신념, 수학교수효능감 및 수학교과교육학지식이 수학교수적극성에 미치는 영향)

  • Seo, Jeong Min;Lee, Jeong Hwa
    • Korean Journal of Childcare and Education
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    • v.13 no.1
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    • pp.185-200
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    • 2017
  • Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

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.

Analysis of Teaching Behavior Based on the Learner-Centered Teaching Competency (학습자 중심의 교수역량에 근거한 교수행동 분석)

  • Park, Sung-Mi;Sim, Mi-Ja
    • Journal of Fisheries and Marine Sciences Education
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    • v.23 no.3
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    • pp.374-387
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    • 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.

A study on the perception of Korean EFL learners on team teaching in secondary English classroom (중등영어교육 현장에서 협동수업에 대한 학습자 인식 연구)

  • Lee, Jong-Bok;Park, Hyeon-Woo
    • English Language & Literature Teaching
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    • v.15 no.3
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    • pp.353-380
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    • 2009
  • The purpose of this study is to analyze the preconceptions Korean EFL learners have about team teaching in the field of English education at a secondary level. Team teaching is a method of teaching where a Korean English teacher works in co-junction with a native English speaker. Generally speaking, when we discuss teaching methods for a foreign language, the most important objective is to improve our communication skills. The purpose of this study is to examine the effect on communication skills when team teaching is employed, and to find ways to maximize the benefit when team teaching. The underlying issues are; firstly, what are the precedent conditions for team teaching? Secondly, what are the best teaching methods and preparations for teaching materials for improving the effectiveness of team teaching? Third, how do the programs for team teaching with native teachers assist in improving the student's communication skills? Ideally, this study will assist in overcoming the fear that foreign language learners have when communicating with real native speakers.

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Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students (간호학생이 인식하는 좋은 수업과 바람직한 교수행동)

  • Ko, Ilsun;Kim, Jinsook;Lee, Jungmin
    • The Journal of Korean Academic Society of Nursing Education
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    • v.25 no.4
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    • pp.496-507
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    • 2019
  • Purpose: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students. Methods: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015. Results: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students' perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently. Conclusions: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty's awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty.