• Title/Summary/Keyword: teaching

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Exploration of Experienced Science Teachers' Personal Practical Knowledge of Teaching Socioscientific Issues (SSI)

  • Lee, Hyun-Ju;Chang, Hyun-Sook
    • Journal of The Korean Association For Science Education
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    • v.30 no.3
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    • pp.353-365
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    • 2010
  • This study explored the accumulated personal practical knowledge of six experienced science teachers in teaching SSI. The guiding research questions were: 1) how did they develop their understanding of SSI and their goals for teaching SSI over many years, and 2) what are the practical issues that the teachers have experienced while addressing SSI in science classrooms. The data source included individual interviews with six science teachers. Each interview lasted 50-70 minutes long and was audio-taped. Data was analyzed based on the methods suggested by Miles and Huberman (1994). Results indicated that, although their motivations for teaching SSI were personal and different, two major categories emerged. One group of teachers was mainly motivated by SSI itself, and the other group was motivated by the teaching aspects that SSI brings. The SSI-oriented group was very sensitive to SSI as it occurs in contemporary society. The teaching-oriented group paid more attention to the educational benefits that addressing SSI could bring to students. Their motivations for teaching SSI influenced how they set up their purposes for teaching, and their purposes for teaching guided them to use appropriate teaching strategies to make their SSI teaching more effective. All of their practical concerns were also connected to their basic motivations for teaching SSI.

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 the Variables That Predict Science Teaching Efficacy of Teachers of 0 to 2-year-olds and 3 to 5-year-olds in Childcare Center (어린이집 영아반 및 유아반 교사의 과학교수효능감에 영향을 미치는 변인 연구)

  • Kim, Min Jeong;Kim, Ji Hyun
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.97-114
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    • 2015
  • This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

Development of Teaching Model for Teaching Demonstration of Pre-service Fisheries and Marine School Teachers through Class Consulting (수해양계 예비교사의 수업시연을 위한 수업컨설팅 수업모형 개발)

  • KANG, Beodeul
    • Journal of Fisheries and Marine Sciences Education
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    • v.29 no.3
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    • pp.847-856
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    • 2017
  • The purpose of this study was to develop a teaching model to improve teaching demonstration competence of pre-service Fisheries and Marine teachers through class consulting. The results were as follows: First, the results of a survey on perception of 19 pre-service teachers showed that most of them did not know exactly about the teaching demonstration. Second, a teaching model through class consulting was developed in four stages: Preparation for class, doing lesson, watching lesson, reflecting class. Third, the developed lessons model was applied for 6 weeks, but it was hard to expect much change just for 6 weeks. If discussions about the content of the lesson plan are haven during prior class consulting, this will be helpful for pre-service teachers in making the real teaching plan. The class performer have to write a report on class analysis because it is necessary to try systematic analysis on teaching demonstration.

The Comparative Study on the Effects of Three kinds of Teaching Model (Deductive, Inductive and Analogical Teaching Models) in Boiling Point Elevation (끓는점 오름의 학습에서 세 가지 수업모형의 효과 비교 - 연역식, 귀납식, 비유를 사용한 수업모형)

  • Kim, Do-Wook
    • Journal of The Korean Association For Science Education
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    • v.12 no.1
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    • pp.35-46
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    • 1992
  • The purpose of this study was to investigate the most effective teaching model in the study of boiling point elevation. The teaching models were classified into three group-deductive, inductive and analogical teaching models. Learning materials, based on three teaching models respectively, were applied to 11th grade students, and the effect of teaching models were investigated and analyzed. The average achievement score(4.24) of the group treated with the analogical teaching model was higher than those(3.06 respectively) of each group treated with inductive or deductive teaching model(p<0.001). Most students answered that the analogical teaching model was helpful and interesting one for the comprehension of scientific concept.

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Relationships between Teaching Professional Rank, Course Taking, Teaching Experience and Knowledge of Algebra for Teaching

  • Huang, Rongjin;Li, Yeping;Kulm, Gerald;Willson, Victor
    • Research in Mathematical Education
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    • v.18 no.2
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    • pp.129-148
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    • 2014
  • In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

The Effects of Kindergarten Teachers' Efficacy Belief on Mathematics Education Practices (유아 교사의 수학교수 효능감에 따른 수학수업실제에 관한 연구)

  • Chung, Chung Hee
    • Korean Journal of Child Studies
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    • v.22 no.4
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    • pp.225-241
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    • 2001
  • This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

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Beginning Elementary Teacher' Characteristics of their Teaching Skills in Science Classes (초등학교 신규교사의 과학수업에서 나타나는 수업기술의 특징)

  • Yang Il-Ho;Jeong Jin-Woo;Cho Hyun-Jun;Choi Hyun-Dong;Oh Chang-Ho
    • Journal of Korean Elementary Science Education
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    • v.24 no.5
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    • pp.583-594
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    • 2005
  • The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.

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The Relationship among Practical Teaching Competence, Theoretical Teaching Competence, and Teaching Efficacy of Practical Arts (Technology and Home Economics Education) Teachers (실과(기술·가정) 교사의 실천적 교수역량, 이론적 교수역량과 교수효능감의 관련성 분석)

  • Kim, EunJeung
    • Family and Environment Research
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    • v.57 no.3
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    • pp.383-393
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    • 2019
  • This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher's age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching.

The Effect of Early Childhood Teachers' Happiness, Attitudes toward the Teaching Profession and Multicultural Variables on Multicultural Teaching Activities (유아교사의 행복감 및 교직에 대한 태도, 다문화교수변인이 다문화 교수활동에 미치는 영향)

  • Oh, Jae-Yeon;Nam, Min-Woo
    • Korean Journal of Childcare and Education
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    • v.12 no.3
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    • pp.41-60
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    • 2016
  • The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.