• Journal of the Korea Academia-Industrial cooperation Society
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• v.7 no.6
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• pp.1249-1256
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• 2006

Informationization level is a very important factor for evaluating the national power and modernization. Informationization propulsion is also important strategy for economic and social development. National informationization is depend on educational informationization and educational informationization is depend on teacher education informationization(TEI). So China steadily carry out the teacher education informationization. In this study, We are concerned about the significance, necessity, general rule and process of TEI. The propulsion systems of TEI are infrastructure, data developing, knowledge and usage of information technology, systematic study, standard and evaluation of TEI.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.4
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• pp.341-360
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• 2012

This study is part of a larger project that investigated the patterns of children's use of educational graphic novels (EGNs), a publication format that has been popular among young readers in Korea since 2000. In-depth interviews with elementary school teachers and school librarians uncovered tension and gaps between these adult professionals and children's enjoyment of the format. Interviewees' views on EGNs ranged from limited tolerance to a potential candidate for high-interest / low-vocabulary reading. All teachers and school librarians urged for guidelines and criteria for selecting and evaluating EGNs for children.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.691-715
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• 2015

This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.155-173
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• 2001

The purpose of this study was to investigate the kindergarten and elementary school teachers' perception on the gifted children and the education for the gifted and the talented. One hundred and fifteen kindergarten teachers and 116 elementary school teachers participated in this study as subjects. Teachers perceptions on the gifted children were generally right, except the relationships between the giftedness and birth order, the domain-specificity of the creativity, and the physical growth, sense of humor, and the socio-economic status of the gifted children. Teachers perceptions on the education for the gifted and talented also were generally right. Especially the elementary school teachers perceptions were higher than those of the kindergarten teachers.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.63-80
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• 2019

This study aims to investigate noticing of pre-service secondary mathematics teachers. For the purpose of this study, we analyzed journals of four pre-service mathematics teachers. Our analysis was based on a framework including three categories such as Aware, Interpret, and Response. As results, we found a tendency that pre-service secondary mathematics teachers have more general awareness of students and relatively fewer interpretations of students' mathematical thinking than other categories. In addition, in the category of Response, the pre-service secondary mathematics teachers were more likely to explain to students than to promote students' thinking through questions. Based on these results, we would like to discuss implications for pre-service secondary mathematics teacher education.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.747-769
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• 2014

The purposes of this study were to investigate pre-service mathematics teachers' perceptions of the role of cooperating teachers and teacher interactions during teaching practicum. Thirty-four pre-service mathematics teachers who finished student teaching participated in the study. The researcher collected data from various sources such as a questionnaire, interviews, and written documents. According to the results of the study, more than 50 percent of the participants showed negative responses to all of the questionnaire items on teaching activities or guidance of cooperating teachers. Cooperating teachers mainly played a role in the stage of reflection of student teacher's teaching practice, and they provided specific feedback and guidance of teaching and learning methods and contents. Cooperating teachers played roles as (mathematics) teacher educators, classroom observers, and co-teachers, but their roles as teacher educators or co-teachers should be more stressed for pre-service mathematics teachers' professional development.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.7
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• pp.467-474
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• 2016

This study is intended to look into the effects of children's problem behaviors on the coping strategies of teachers involved in early childhood education (ECE). To achieve this, a survey was administered to 90 teachers involved in ECE at kindergartens and child care centers in Daejeon Metropolitan City. The findings showed that these teachers have a professionalism and suitability for their career and excellent ability to cope with the problems of children in this age group. The results showed that competent teachers had less tendency to put children in the corner or give physical punishment to them than incompetent teachers. Competent teachers didn't use coping strategies involving scolding or saying no with a somewhat loud voice, but rather pointed to each word accurately or helped the children express their feelings and understand their situation. However, their coping strategies may not always be suitable in all situations. When necessary, saying no accurately with an accompanying warning is also important. Consequently, career and professional knowledge are important for teachers involved in ECE, and it would be useful to collate the diverse strategies that they use.

• 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.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.207-213
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• 2006

본 논문에서는 현재 대전광역시 내 초등학교 교육 현장에서 이루어지고 있는 ICT 소양 교육을 위한 교육환경, ICT교육과정 운영 실태, 교사들의 ICT 소양 능력 그리고 ICT 교육 과정 운영의 개선방안 에 대하여 설문지를 통하여 살펴본 후, 그 반응을 분석 처리한 결과 첫째, 컴퓨터실 수, 인터넷속도, 컴퓨터 기기의 관리 및 보수에 대해서는 대체적으로 불만족인 것을 나타났다. 둘째, ICT 소양교육의 단계별 지도 실태는 1 2 3단계 모두 대체적으로 각 영역들이 고르게 지도되고 있는 것으로 나타났고, 가장 지도하기 어려운 단원으로 2단계에서는 '운영체제의 기초와 활용', 3단계에서는 '유틸리티 프로그램 활용'부분으로 나타났다. 셋째 전체적으로 교사들은 '문서작성', '인터넷 검색 및 이메일 송수신 가능'이 가장 높게 나타났다. 넷째, ICT 소양 교육 지도내용에 추가 하고 싶은 내용으로는 '플래시 등 현재 유행하는 기술'이 교재에 추가되는 것을 선호하는 것으로 나타났다.

• Journal of Korea Game Society
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• v.17 no.2
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• pp.123-134
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• 2017

The purpose of this study is to investigate how teachers' acceptance of digital games is constructed in the school context and what factors influence teachers' acceptance. To do this, we conducted a survey on teachers, school counselors, and professional counselors in August 2016. A total of 250 data were analyzed. As a result, it was confirmed that the teachers' acceptance of digital game is composed of 5 factors - need for supervision, willingness to use, concern & monitoring, acceptance as alternative activities, acceptance efficacy. As a result of multi-variate multiple regression analysis, it was found that the teacher's age, the 2 factors of digital media literacy, the teacher's attitude toward student's digital game usage, and teacher's evaluation of the impact of digital games on school achievement have different effects on the 5 factors of teachers' acceptance. This study is meaningful to identify how teachers' acceptance of digital games is constructed and to explore the main factors affecting teachers' acceptance of digital games.