• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.540-548
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• 2017

This study analyzed the relationship between the achievement motivation and social intelligence in pre-service early childhood teachers and their achievement motivation and social intelligence. The achievement motivation Inventory for pre-service early childhood teachers (Song, 2004), the social intelligence questionnaire (Han, 2011) and the Children's social problem solving ability scale (Huh, 1999) were administered to 193 pre-service early childhood teachers. The data underwent Pearson correlation analysis using the SPSS 21.0 program. The results of this study were as follows. First, there were significant positive relationships among the achievement motivation, social intelligence, and social problem solving ability. Second, the achievement motivation and social intelligence was an important factor for predicting the social problem solving ability of pre-service early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.332-340
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• 2019

This study examines the influence of pre-service early childhood teacher's social support and adaptability to college life on teacher's efficacy. The study subjects were 394 pre-service early childhood teachers. The instruments were Social Support Scale, Adaptability to College Life Scale and Teacher Efficacy Scale. The collected data were analyzed by using SPSS program. Frequency and percentage were used to determine the general background of the pre-service teachers. To examine social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, descriptive statistics analysis was conducted. To assess the relationship among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was carried out. To examine the effects and relative explanation of esocial support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. From the study results, first, pre-service early childhood teachers had higher social support, adaptability to college life and teacher efficacy rates than average. Second, there was a positive correlation among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their social support, and adaptability to college life. The study results suggest that a teacher efficacy improvement program for pre-service early childhood teachers should be provided for ensuring their social support. The study results also emphasize the necessity of social support and adaptability to college life improvement program for pre-service early childhood teachers.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.187-195
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• 2014

In this study, we investigated the characteristics of lesson planning of pre-service secondary science teachers and the factors which influenced in their lesson planning. Thirteen pre-service secondary science teachers at a college of education in Seoul participated in this study. Teaching-learning materials such as lesson plans and handouts, and lesson planning journals written by the pre-service teachers were collected. Semi-structured interviews were also conducted to obtain information about their lesson planning activities. The analyses of the results revealed that most of the pre-service teachers did not systematically consider the national science curriculum and focused on planning one lesson only. Instructional objectives were not only considered as minor element in lesson planning, but also limited to cognitive domain. Devising teaching-learning strategies was found to be the starting point of the lesson planning. They accommodated constructivistic teaching-learning theory presented in their method courses through reflective evaluation of the experiences of learning in their secondary schools. The experiment activities that were presented in the textbooks were used themselves when they planned experiments as student activities, but other activities were planned depending on their personal experiences. Most pre-service teachers did not plan assessment because they could not recognize it as an element of lesson planning. These results may offer some implications in educating pre-service secondary science teachers on lesson planning.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.275-300
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• 2012

This study is to investigate the meaning of pre-service educare teachers' leadership experience about program development. The participants were 41 juniors in college, majoring in Child Welfare. They attended an 'infant & young childhood educare program development and evaluation' class for 15 weeks. During the given period they made documents from reflective journals and 5 participants among them were interviewed individually. Analyzing the documents sheds light on the meaning of the pre-service educare teahcers' experience. The results are as follows. First, pre-service educare teachers got a deeper understanding and attachment about communities. Second, they did a critical analysis about well-known home and abroad educare programs. Third, they had a opportunity of reflection about their education philosophy and competences. Forth, they experienced diverse leadership that is needed from educare teacher. The results showed the implications and suggestions about pre-service teacher education for educare teacher's curriculum leadership development.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.269-285
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• 2016

PCK(pedagogical content knowledge) has been frequently discussed in the field of subject matter education as well as education in general. Considering the fact that PCK characterizes teacher professionalism, and the distinction of mathematics education from neighboring disciplines, PCK is one of the core concepts in the discourse of mathematics education. This study focused on KCS(knowledge of content and students) among the areas of PCK. The purpose of this study to investigate the KCS of pre-service teachers attending a private university located in Seoul. An in-depth interview with 30 pre-service teachers was conducted in a semi-structured manner, using four questions dealing with common student errors, students' understanding of content, and student developmental sequences. The pre-service teachers gave mathematical answers while in others they gave priority to pedagogical considerations. The implication drawn from the interview data is that the teacher training program should fully reflect the complexity of mathematical concepts which appeared in school mathematics over several grade levels and content areas.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.47-57
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• 2021

This study aims to explore the epistemic goals that pre-service elementary teachers can construct in their biology-related knowledge construction activities, how these goals are constructed, and how the shaping of the knowledge construction activities around the goals was afforded or constrained. The research participants were 26 pre-service teachers, divided into 11 groups of two or three to engage in the activity. Their discussions and products were collected and used as data for this study. The analysis revealed that the teachers constructed three types of epistemic goals: making sense of natural phenomena, proposing the most effective course of action, and proposing solutions to problems based on their causes. Construction of different types of goals depended on the conclusions the pre-service teachers expected to draw based on the explored natural phenomena. It was found that the elicitation of the pre-service teachers' epistemic goals could facilitate their shaping of the knowledge construction activity as an evidence-based justification. The participants planned the construction of mechanistic explanations of natural phenomena with the epistemic goals of 'making sense of natural phenomena' or 'proposing solutions to problems based on their causes.' However, enacting their knowledge construction plans with sophisticated epistemic features was constrained due to the limited resources available. This study can contribute to developing instructional strategies that facilitate learners' epistemic agency and addressing epistemic agency in the development of pre-service teacher education methods.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.99-110
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• 2023

In this study, in order to strengthen the AI utilization competency of pre-service secondary science teachers, a project activity in which pre-service teachers directly create an 'AI-based molecular structure customized learning support tool' by using Google's teachable machine was developed and applied. To this end, the program developed for 26 third-grade pre-service teachers enrolled in the Department of Chemistry Education at H University in Chungcheongbuk-do was applied for 14 sessions during extracurricular activities. Then, the perceptions of 'understanding how AI works', 'efficacy of using AI in science classes', and 'plans to utilize AI in science classes' were investigated. As a result of the study, it was found that the program developed in this study was effective in helping pre-service teachers understand the operating principle of AI technology for machine learning at a basic level and learning how to use it. In addition, the program developed in this study was found to be effective in increasing the efficacy of pre-service teachers for the use of AI in science classes. And it was also found that pre-service teachers recognized the aspect of using AI technology as a new teaching·learning strategy and tool that can help students understand science concepts. Accordingly, it was found that the program developed in this study had a positive impact on pre-service teachers' AI utilization competency reinforcement and perception improvement at the basic level. Implications of this were discussed.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.45-52
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• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.107-114
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• 2019

The objective of this study was to understand factors of occupational ethics affecting occupational value and educational belief of preservice childcare teachers. In order to achieve this objective, a questionnaire survey was conducted targeting a total of 270 preservice childcare teachers in A city. Study results found that preservice childcare teachers highly perceived the ethics in young children and family out of the occupational ethics, the intrinsic value out of the occupational value, and the maturism and interactionism out of the educational belief. Second, the occupational ethics, occupational value, and educational belief of preservice childcare teachers showed statistically significant correlations. Third, the occupational ethics of preservice childcare teachers had positive effects on the occupational value and educational beliefs. Based on these results, it is necessary to conduct diverse research studies for the formation of clear and appropriate occupational values and positive educational beliefs, so that childcare providers could perceive the importance of occupational ethics and provide high-quality childcare services.