• Journal of Science Education
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• v.38 no.3
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• pp.555-568
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• 2014

Even though identical science textbooks are used in elementary science classes, differences exist in teachers' teaching practices. The purpose of this study was to understand the relationships between elementary teachers' beliefs of science learning and their science teaching practices. An Likert-scale survey and interviews were performed on four elementary teachers to obtain information about the beliefs of teachers in science learning. In order to understand their teaching practices and the relationships between teachers' beliefs and their teaching practices, 2 classes per each teacher were recorded and instruction analyses were performed in the aspects of teaching contents, methods, and learning environments. The results showed that teacher A and B, who held traditional beliefs of science learning, taught their classes mainly based on teacher's explanation. While, teacher C and D, who held constructive beliefs of science learning, reorganized the contents of textbooks and applied various teaching methods and strategies in conducting their teaching practices. There were differences in teachers' beliefs of science learning and teaching practices. These differences in beliefs were related with their science teaching practices.

• Journal of Science Education
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• v.37 no.1
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• pp.117-130
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• 2013

The purpose of this study was to analyze the patterns and features of interaction in teacher interviewing with high school students' small group for biology learning. The interactions in variety between the students and between the students and the teacher were made as the interviews with each small group were repeated to feedback for biology learning. The patterns of interaction were categorized into four types by interactive level of interaction among group members and a teacher: leader representation without interaction among students and the teacher(LR, leader representation), interaction among a part of students and the teacher(PSI, partial students interaction), active interaction among students inside the group, but only interaction between the teacher and the leader student(SAI, students active interaction), and interaction between all of the students and the teacher(teacher-students active interaction). Even though complex patterns of interactions were made among the students at the initial stage of insufficient understanding on the study concept, the simple interaction processes were shown as students had gradually completed the understanding on the concept. It was displayed that the interaction in the small group for biology study provides the opportunity to confirm and understand the concept to the students who were poor at the understanding on the concept, and it can influence positively on the mutual creation of study concept.

• Journal of Korean Library and Information Science Society
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• v.38 no.3
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• pp.247-276
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• 2007

The purpose of this study is to analyze the survey and prove the role and impact of teacher librarian's professionalism on the School Libraries Revitalization. The samples of the survey, consisted 96 school libraries in Kyungbuk Province, were revitalized before 2005 by School Library Revitalization Project of Ministry of Education and Human Resources, Korea. The samples were divided into two groups; the one group consisted of 47 libraries managed by teacher librarian, and the other group consisted of 49 libraries which were managed by class teachers who are not majored in Library Science. The questionnaires were mainly conducted by survey but interview, telephone, and e-mail method also used. The state of the art of the library management, including budget, acquisition, cataloging, collection management, circulation, information technology, and the services for the faculties and students between two groups were analyzed and compared. The results showed that teacher librarian group offers more user-tailored and intensive services than class teacher group.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.85-126
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• 1999

본 연구에서는 4세 영재아들이 유아교육 기관에서 일반 유아들과 생활하는 과정을 문화기술적(ethnographic) 연구방법을 통하여 분석해 보고자 하였다. 본 연구는 서울시에 위치한 유치원의 만 4세 남자 유아와 전주시에 위치한 어린이집에 다니는 만 4세 여자 유아를 대상으로 선정하였다. 1999년 4월 2일 - 1999년 6월 18일까지 14주 동안 진행되었다. 관찰은 1주일에 2-3회 1시간 정도씩 참여하였다. 교사와의 면담은 6차례에 걸쳐 총 2시간 10분 동안의 면담을 녹음하여 분석하였다. 부모와의 면담은 4차례에 걸쳐 실시되었으며, 영재아를 지도해 본 교사 6명에게 설문지를 실시하였다. 수집된 사례는 부호화하고 범주화 한 뒤 분석하였다. 본 연구는 결과를 요약하면 다음과 같다. 첫째, 유아교육기관에서 4세 영재아들은 풍부한 지식과 우수한 기억력, 부한한 상상력, 문제해결 능력과 논리적 추리 능력, 흥미와 집착, 다른 장난과 배회, 포기와 합리화의 특징을 가지고 있었다. 둘째, 4세 영재아들의 또래 친구들과 자기 중심적 사고와 자기 주장, 갈등과 화합, 놀이 주도자와 창안자의 관계를 갖고 있었다. 셋째, 부모들은 자녀에 대해 강력한 지지자, 정원사와 같은 신념과 양육태도를 가지고 있었다. 넷째, 교사들을 영재아 지도에 대해 놀라운 아이, 방해하는 아이로 인식하였으며, 논리적 설득과 중재, 제재와 격리의 방법으로 지도 하고 있었으며, 수용 혹은 지나친 인정, 그리고 방치하는 것에 대해 갈등을 갖고 있었다.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.268-275
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• 2021

In special education, the operation of curriculum for students subject to special education is a role given to special teachers and integrated class teachers, and there are prior studies that many teachers experience difficulties in operating the curriculum. In this study, it was intended to find out the direction of special education courses and appropriate support measures for the operation of special education courses by exploring the experiences of special teachers and integrated class teachers, difficulties and suggestions in operating the curriculum. Participants in this study were special and integrated teachers with more than 15 years of experience, and all interviews were conducted in one-on-one in-depth interviews. After all the interviews have been prepared in full-length versions, the analysis has resulted in six major subjects and twelve subtopics; each teacher has different curriculum operations, difficulties in applying the curriculum, insufficient support systems, professional qualifications, and daily concerns of teachers in integrated classes. In the discussion, the direction of operation of special education courses for students and appropriate support measures for the operation of curriculum were discussed, and the limitations of research were presented and proposed.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.27-46
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• 2022

The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.

• Journal of the Korean Chemical Society
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• v.64 no.4
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• pp.210-224
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• 2020

The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.

• Journal of the Korean Chemical Society
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• v.53 no.5
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• pp.585-608
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• 2009

The aim of this study was to research the characteristics of science teachers' thinking related to dissolution and diffusion. For this study, five science teachers who majored in chemistry or chemistry education were selected and interviewed. These teachers have been teaching on average for 2$\sim$6 years. From the study, it was discovered that the science teachers didn't recognize the necessity of sorting out diffusion from dissolution. The teachers divided in various mixing phenomena with diverse criteria. The science teachers had difficulty in sorting out diffusion from dissolution based on solubility and Gibbs' energy. The teachers didn't see the linkage between the contents that were divided into chapters, and didn't find omitted contents themselves in the chapters that introduced applicable principles. During the interviews, the teachers felt the need to understand the principles for understanding phenomena. But they did not have the ability to teach these principles after learning about the principles themselves. Therefore, it is necessary to develop teacher education programs, as well as a science curriculum, that helps in linking the knowledge between natural phenomena and principles.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.263-268
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• 2005

본 연구의 목적은 한국과 미국에서의 초임 과학 교사 전문성 발달에 영향을 미치는 주요 요인을 비교? 분석하는 것이다. 참여교사는 한국 수도권 지역과 미국 중서부지역에서의 초임 과학 중등교사 각각 네 명이다. 자료는 수업관찰 및 녹화, 반구조화된 면담을 통해 수집하였으며, 수업맥락을 이해하기 위한 수업관련 자료와 학생 활동 자료도 같이 수집하였다. 연구 결과는 다음과 같다. 첫째, 공통적으로 전문성 발달에 영향을 미치는 요인은 추구하는 교사상과 평가, 시험대비와 같은 학교 맥락이었다. 또한 한국 초임 교사들에게는 과학교과서와 행정적인 업무와 같은 맥락적인 요인이 전문성 발달에 영향을 미친 반면, 미국 초임교사들은 교생실습에서의 멘터 교사의 영향을 많이 받았다. 둘째, 참여교사들이 공통적으로 느낀 어려움이나 관심은 수업 관리와 교과 내용지식을 넓히는 것이었다. 셋째, 모든 참여교사들은 전문성 발달을 위해 많은 노력을 하고 있었으며, 추구하는 교사상이 현재와 미래의 교수실천에 중요한 역할을 하고 있었다. 넷째, 미국 참여교사들은 교생실습 때의 멘터 교사에 크게 영향을 받는 반면, 한국 참여교사들은 멘터 교사보다는 다른 여러 가지 요인들에 의해 영향을 받은 것으로 나타났다.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.1-18
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• 2008

This study aims to provide answers to two questions regarding the supervision of pre-service mathematics teachers: 'Who should carry out the work of supervision?' and 'How can it most skillfully be done?' The answer to the first question seems to be that, for a variety of reasons, university teachers and mentors appear best suited to do the supervision in a cooperative relationship with pre-service teachers. The assumption that seems to underlie the collaborative supervision is that field-based experiences are necessary and useful components of professional development in pre-service teacher preparation programs. With respect to the second question, it is suggested that a non-judgemental approach should be considered, along with strategies and techniques for judgemental supervision, as a way to make math teacher supervision more meaningful and helpful for the improvement of teaching and long-term professional development. It is hoped that a continued exploration of models of teacher supervision and evaluation of their effectiveness will help pre-service math teachers, supervisors and mentors learn more about teaching and improve their own teaching.