• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.7 no.12
• /
• pp.177-185
• /
• 2017

In order to succeed in gifted education, it is necessary to educate teachers with professional skills and qualities that meet the psychological characteristics of gifted students and satisfy their educational desires. The purpose of this study is to explore the characteristics of the science/mathematics gifted students the preservice teachers who participated in the service learning in the hothousing center annexed to the university, and the direction in which the Korean hothousing should proceed. For this, the service learning was conducted in the hothousing institution targeting three students attending A education college for 12 weeks. As a result of study, the gifted children showed the outstanding cognitive, affective, and creative natures which were expressed positively or negatively according to the situation. The study participants recognized the teachers had a duty to admit the distinctive nature of the individual gifted children and to provide the specially contrived education for them for the qualitative improvement of the Korean hothousing. Simultaneously they thought the gifted children should be regarded as ordinary children before the gifted persons and treated as the children. The necessity for preservice teachers to take the hothousing lectures requisitely and provide the learning chance focusing on the practical contents beyond the hothousing teacher training was brought forward in order to develop the systematic hothousing curriculum.

• Journal of Digital Convergence
• /
• v.17 no.8
• /
• pp.71-80
• /
• 2019

It is very important to have pre-service teachers enhance actual content development skill for STEAM classes through deep understanding of the concept. Thus the purpose of the study is to explore the educational methodology for improving pre-service teachers' competence of designing STEAM classes. The research performed with 17 pre-service teachers from Y university and 15 from S university in 2015. It includes blended learning methodology mixing online and offline classes. The result revealed that the students' perception on and the materialization skill of the STEAM education was improved by the methods of Lesson Study and blended learning. A positive result also came out in the respect of the perception on teaching with technology.

• Korean Journal of Child Education & Care
• /
• v.18 no.3
• /
• pp.105-121
• /
• 2018

Objective: The objective of this study was to explore the perceptions of pre-service teachers regarding their self-image as early childhood teachers, according to their grade. The subject of this study were 167 university students in early childhood department in Jeonnam province. Methods: In order to examine self-image as early childhood teachers, semantic differential meaning scale that was consist of 40 bipolar adjective items was administrated. Data were analysed by Multivariate Analysis of Variance (MANOVA). Results: First, pre-service teachers had positive self image as early childhood teacher. Second, according to grades the appreciation self image as early childhood teacher showed significant difference. To be more specific and are revealed significantly distinctness. But, score was not distinct by grade, and mean score of was lower than mean score of other area scores. Third, self image as early childhood teacher displayed the positively developing, that is to say, the image of early childhood teachers definitely changed by grade in teacher training course. Conclusion/Implications: The effect brought about this study indicate that the need of support socio-political concern for early childhood teachers and try to form positive teachers' image through organized in-service education.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.6
• /
• pp.95-105
• /
• 2004

It is important to understand how pre-service teachers perceive e-learning because their prior-experience with e-learning will have a great impact on their teaching after the graduation. Pre-service teachers (401 students) with cyber learning experience, which is a form of e-learning, were selected in 2004 in May and June. Survey was conducted regarding the instructional experience (working hours, tasks and evaluation, satisfaction about cyber learning and its academic achievement, difficulties and suggestions) and instructional methods (instructional activities, frequencies of interaction, strategies of interaction, collaborative activities, behaviors in the group instructional activities for knowledge development). The results are pre-service teachers tent to spend similar v slightly less working hours for cyber learning, similar or slightly less satisfaction level for the instruction and the academic achievement. It was interesting that female students were more negative than males students, considering female students have been more active in online discussion traditionally. Logical presentation of contents and instructional strategies for the cyber learning were the most wanting suggestions. E-mails and BBS for reference materials were the two most used functions in the online learning. The amount and types of tasks were satisfactory. Students did not interact freely during the group activities, they reported they did not learn much through the group activity. During the group work, they consider they do their roles with responsibility while they have slightly negative responses toward other members' contribution in the group activity. Off line meeting is strongly suggested.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.1
• /
• pp.69-88
• /
• 2010

This paper is the case study how we can apply the appropriate teaching method in order to correct the misconception of middle and high school students in preservice teachers' education. Through the review of previous research and literature, we categorized students' misconception and sought the teaching method to teach preservice teachers. During this process, we did according to PBL and preservice teachers also tried to find the teaching method for students. And thus we were able to suggest the appropriate teaching method which was effective in correcting the misconception of middle & high school students along with their fine understanding of mathematical concepts. Further, preservice teachers acknowledged cooperative teaching & learning and the importance of it as well as the self-directed teaching and learning.

• Journal of The Korean Association of Information Education
• /
• v.21 no.3
• /
• pp.277-284
• /
• 2017

Software Education will be implemented at elementary, middle and high schools starting in 2018. The goal of software education is to help students develop Computational thinking skills. Especially, using robots in software education increases student interest and helps to increase creativity. In order for software education using robots to be effective, education for teachers should be effective. The development of effective education contents for preliminary teachers can be said to be the success of software education. By the way, effective education can be said to begin with an accurate analysis of the subjects. In order to develop an effective curriculum for preliminary teachers, it is necessary to grasp the level of preliminary teachers who will carry out the software education using robots. Therefore, in this paper, we surveyed the experiences, levels and perceptions of preliminary teachers to help develop software education curriculum using robots.

• The Journal of the Korea Contents Association
• /
• v.17 no.3
• /
• pp.305-318
• /
• 2017

The purpose of this study is improving the teachers' self-efficacy for pre-secondary music teachers. The research questions for this study were the improvement for teachers' self-efficacy for pre-secondary music teachers and the pre-secondary music teachers' perception about peer mentoring. In this study performed the interview and analyzed the in self-reflection journal in order to identify the improvement effect of teachers' self-efficacy and the participants' perception change in the peer mentoring. As the results from analyzing the change in participant's perception about peer mentoring the mentors had the opportunity to review previous learning contents and practice experiences while developing their team activity and for the mentees. Mentees said that they were given various help from the mentors' advices and their interactions and communication with mentors. From these results, it could identify that there was positive change in participant's perception about the peer mentoring. Based on these results, this study analyzed that it would need to require some chances for pre-secondary music teachers to be given some educational practice and field experience utilizing various teaching methods in order to improve their self-efficacy and the perception of peer mentoring.

• Communications of Mathematical Education
• /
• v.18 no.1 s.18
• /
• pp.61-72
• /
• 2004

본 연구는 예비 초등학교 교사들이 수학과에서의 ICT활용 교육을 이해하고 수업설계 부분을 강화한 ICT활용 교수 ${\cdot}$ 학습 과정안을 개발하는 능력을 키우기 위한 목적을 지닌다. 구체적으로, 예비 초등학교 교사들의 필수과목인 초등수학교육방법에 관한 강좌에서 수학과 수업 모형을 공부하고 ICT의 적극적인 활용 사례를 분석하며 기존의 과정안에 관한 비평 능력을 바탕으로 한 학기 프로젝트로써 초등수학 5학년과 6학년의 과정안을 개발한 사례를 논의한다. 교육과정 운영 및 과정안 개발 측면, 예비교사들의 ICT활용 교육에 관한 인식 등의 측면에서 연구${\cdot}$개발의 결과를 서술하고 본 연구로부터 얻을 수 있는 시사점에 대해서 논의한다.

• Journal of the Korean Chemical Society
• /
• v.56 no.5
• /
• pp.638-647
• /
• 2012

The college of education should support pre-service teachers to learn knowledge of their major and develop the ability of presenting or teaching the knowledge. The pre-service teachers may have many opportunities of presentations to develop the ability of teaching. Some college of education provide such opportunities in the 'seminar' course. In this study we investigated the pre-service teachers' perceptions on the seminar where they present contents of their major, developed the framework to analyze and evaluated the seminar presentation ability, and explored the change of presentation ability through a case study. Pre-service teachers perceived that from the seminar they could develop the presentation skill and understand the scientific contents more deeply. However they pointed out the difficulty of understanding others' presentations, discussing on the contents and interpreting the English paper. We developed the presentation analysis framework including the evaluation elements, the evaluation items, and the evaluation methods according to the progress of a seminar presentation. Using this framework we evaluated and compared the development of seminar presentation ability of a per-service teacher both quantitatively and qualitatively. We discussed the educational implication of this study such as the suggestion for the effective management of a seminar and the usage of the presentation analysis framework.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.1
• /
• pp.151-172
• /
• 2021

In this study, I investigated prospective mathematics teachers' perceptions of activities using Wax-paper, a hands-on material (manipulatives), and GeoGebra, a technological tool, in teaching quadratic curves. Twenty prospective mathematics teachers in the Mathematics Education Department of a local university participated in a survey on their perception of the use of hands-on materials and technological tools in teaching quadratic curves. According to the results of this study, prospective mathematics teachers generally preferred the use of technological tools for learning and teaching quadratic curves. Additionally, mathematics teachers thought that the tool helped students develop intuitive thinking through visualizing quadratic curves, enabling the exploration of various mathematical properties, assisting the comprehension of various concepts, and increasing students' interest levels. However, they were concerned about the immature use of technological tools by students or teachers, and recognized that the advantages and disadvantages of using hands-on material and technological tools were complementary. Based on these findings, it is suggested that hands-on material and technological tools should be used complementally in mathematics classes, and the development and dissemination of class materials that are not affected by students' or teachers' ability to use technological tools is important.