• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.1-25
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• 2007

The purpose of this study is to investigate the degree of mathematics teachers' recognition and understanding of mathematics education curriculum at the college of education. The subject of this study is 30 secondary school mathematics teachers who graduated from the department of mathematics education at the college of education. To accomplish this study, loather's knowledge is divided into two groups such as 'subject matter knowledge' (ready-made mathematics) and 'pedagogical content knowledge' (school mathematics and its teaching planning and methods). As a result, this study examines which subjects are required to achieve the pedagogical content knowledge in order to be a professional mathematics teacher.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.117-127
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• 2003

This qualitative research investigated how to improve preservice and in-service teacher education programs through in-depth interviews with 10 exemplary science teachers. Data from interviews were used to analyze how the teachers perceived current situations of teacher education and what they suggested as an improvement plan. In terms of preservice teacher education, exemplary teachers argued that teacher education programs should (1) ensure the teacher education program's identity and goals, (2) provide preservice teachers with practical knowledge by translating theory into practice, and (3) secure faculty members who majored in science education. In light of in-service education, the teachers contended that (1) teachers should acknowledge the continuing processes of their own professional development, (2) the content and method of in-service training should incorporate teachers' practical needs in the classroom, and (3) the teaching community should implement a clinical supervision to improve their classroom practices. The central role of teacher (re)education in a successful classroom reform is also discussed.

• 대학교육
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• s.104
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• pp.92-94
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• 2000

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.38-49
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• 2017

The purpose of this study was to find out how pre-service teachers who have gone through training have thought about teaching practice. Specifically, I analyzed the relationship between college curriculum and teaching practice, and what they had felt in teaching practice. The study included 20 third grade students in teacher's college. The results of this study were as follows: First, it was found that the content knowledge and the pedagogical knowledge of the subjects taught at the university were helpful for the teaching practice. Second, they were thought that teaching practice would be helpful just to watch the class. And pre-service teachers felt that class demonstration was a necessary part of becoming a teacher. Third, pre-service teachers said that it is necessary to have a lecture in the university that can have opportunity for class demonstration for teaching practice. And also they wanted to open a lecture to learn various teaching techniques and the newest teaching methods. Fourth, pre-service teachers said that it is important to form relationships with students in order to complete the lessons through the teaching practice. And they said that they felt that the education scene was more powerful and harder than they thought. In addition, they said that through this exercise, it became a moment to feel the importance of thorough preparation and experience. In this way, teaching practice is an essential process for pre-service teachers to become teachers and it can be seen that they have many influences. Based on these results, it is necessary to review and revise the curriculum of the training colleges in relation to the teaching practice.

• School Mathematics
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• v.8 no.3
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• pp.301-326
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• 2006

Teacher's competence in student assessment is an essential ability to mathematics teachers and should be improved qualitatively. This study suggests how college of education should make efforts in educating prospective teachers who will have competence in student assessment. First, $\ulcorner$Assessment of Mathematics Learning$\lrcorner$ must be set as a required subject. Second, the contents of the subject should be consisted to improve the competence of the prospective teachers in student assessment. Therefore, the contents based on the standards of teacher's competence in student assessment are suggested in this paper. Third, teaching methods should be practiced by using exemplary samples of teacher's assessment on students in addition to lecture.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2006.05a
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• pp.817-820
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• 2006

The IT education is the element which is important from information anger society which is changing quickly to be self-explanatory and the talented men who will work from IT field educates the role of the college agency for is becoming larger. But information - computer subject are not regular academic work still from the secondary school and the disciple of teacher appointment the teacher positivity from the now college of education which is coming to be narrow little by lit시e must dispose positive and spontaneously. Becomes the hazard IT powerful country which will reach and our country computer education for analysis it tries the appointment humble refusal for the curriculum and a computer teacher positivity of the hazard college of education and it analyzes, the reporter to propose field must be improved it.

• 대학교육
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• s.146
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• pp.79-86
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• 2007

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.37-46
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• 2017

Since 2018, the level of informatics education that is mandatory in junior high schools depends on the subject matter expertise of Informatics & Computer teachers. The purpose of this study is to analyze whether secondary teacher training institutes provide curriculum that guarantees the subjectivity of Informatics & Computer teachers. In order to achieve the goal, this study first compares curriculum courses for educating Informatics & Computer teachers of Korea secondary teacher training institutes with subjects based on the content system of J07-CS, the informatics education in Japan. Second, we compare the basic subjects offered by the Ministry of Education with the vocational subjects. Third, we analyzed the basic subjects of each university. As a result of the study, the number of informatics-related courses opened by Korean secondary teacher training institutions was insufficient compared to the number of subjects in J07-CS. Even though the standard of comparison was limited to basic subjects, the content elements were insufficient, and the ratio of the basic subjects of each university was low. In order to achieve the goal of informatics education from 2018, it is urgent to improve the curriculum of secondary education teachers.

• Communications of Mathematical Education
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• v.15
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• pp.53-58
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• 2003

본 연구는 교사양성 대학에 적합한 현대대수학 강좌운영의 실례를 소개하고자 한다. 이를 위하여 군, 환, 벡터공간 내용을 적절히 재구성한다. 갈로아 정리는 고차방정식 근의 가해성과 밀접한 관련이 있으므로 중 ${\cdot}$ 고등학교육과정과도 관련지을 수 있다. 그러나 근론과 환룐, 벡터공간의 이론적 배경을 바탕으로 체론의 갈로아 정리로 나아가는 과정에서 많은 학생들이 어려움을 토로하는 것이 현실이다. 이처럼 그 내용의 중요성에 비해 실질적인 접근의 어려움으로 인하여 체론을 아예 배우지 않거나 배우더라도 그 본질을 이해하지 못하는 경우가 많다. 따라서 본 연구에서는, 교사양성 대학의 학생들의 갈로아 정리의 핵심과 본질을 보다 쉽게 이해할 수 있도록 함에 초점을 두고자 한다.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.785-798
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• 2010

The purposes of this study are to investigate Korean science teachers' perception of the current science teacher preparation courses in Korea, especially focused on subjects of science education, and to induce implications for improvement of in-service program for science teachers. To do this, a questionnaire was developed by the authors and administered to the 215 science teachers sampled nationwide. The study concluded that science teachers perceived that the two compulsory subjects, 'science education theories' and 'science teaching-learning materials and teaching methods' were not enough for a professional science teacher. Particularly, they consisently insisted that more practices under the relationship with teaching science in schools were necessary when learning subjects of science education. Based on science teachers' response, we recommended that the following 4 subjects should be added in the course of pre-service program for science teachers: 'Development of experiment/demonstration devices', 'Teaching creativity and education for the gifted in science', 'Development of science teaching materials', and 'Science inquiry learning and teaching'.