• 대한공업교육학회지
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• v.42 no.2
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• pp.47-66
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• 2017

As the necessity of humanistic education has recently been socially emphasized, aptitude and character test has been conducted in the stage of training instructors to focus on making them equipped with proper ability of humanistic education. Especially, considering characteristics of students in specialized high schools with stronger negative concept of ego along with higher proportion of students looking for job in early ages compared to regular high schools, instructors in specialized high schools need to pay more attention on humanistic education of students compared to those in regular high schools. Therefore, this study has developed social emotion learning (SEL) of preliminary teachers in specialized high schools and analyzed the influence of developed programs on characters in teaching positions of preliminary instructors in specialized high schools. In this study, ADDIE model has been used developing SEL programs, and developed programs were comprised of total six sessions. Social emotion learning has been performed on 27 preliminary teachers in experiment group, and regular academic education courses were given on 30 preliminary teachers in control group. At this time, as for class contents, 'self-recognition' has been dealt with in the first and second sessions followed by 'self-management' in the second and third sessions, 'adjustment in relationship' in the fourth session, 'responsible decision making' in the fifth session, and 'personal relationship' in the sixth session. Classes have been conducted for 90 minutes in average. Since intentional sampling method has been used in this study, difference of pre-scores between groups might influence on the difference on post-scores. Therefore, ANCOVA that adjusted the pre-scores to be consistent has been utilized. As a result, there was a significant difference on the post-scores in characters in teaching positions between experiment group and control group.

• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.113-139
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• 2018

There is no doubt about the importance of teacher knowledge for good teaching. Many researches attempted to conceptualize elements and features of teacher knowledge for teaching in a quantitative way. Unlike existing researches, this article suggests an interpretation of preservice teacher knowledge in the field of geometry using the Shulman - Fischbein framework in a qualitative way. Seven female preservice teachers voluntarily participated in this research and they performed a series of written tasks that asked their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). Their responses were analyzed according to mathematical algorithmic -, formal -, and intuitive - SMK and PCK. The interpretation revealed that preservice teachers had overally strong SMK, their deeply rooted SMK did not change, their SMK affected their PCK, they had appropriate PCK with regard to knowledge of student, and they tended to less focus on mathematical intuitive - PCK when they considered instructional strategies. The understanding of preservice teachers' knowledge throughout the analysis using Shulman-Fischbein framework will be able to help design teacher preparation programs.

• 대한공업교육학회지
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• v.38 no.1
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• pp.87-103
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• 2013

This study was designed to identify the Attitude toward Engineering and Teacher Efficacy of pre-service teachers of engineering department, evaluate the validity of the difference and inquire into correlation between the Attitude toward Engineering and Teacher Efficacy. The study results are as follows. First, the Attitude toward Engineering of pre-service teachers of engineering department turned out to be 2.94, which is below average(3.00), and a bit lower figure than that of Teacher Efficacy(M=3.34). Second, there was no significant difference between the Attitude toward Engineering and Teacher Efficacy in a gender factor. In case of a major factor and grade variables, there was significant difference between Attitude toward Engineering and teaching efficacy of Teacher Efficacy. Third, as a result of analysis on the correlation between Attitude toward Engineering and Teacher Efficacy, it turned out that there was significant difference between in sub-area a few, which leads to conclusion that the attitude toward engineering and Teacher Efficacy will be gradually improved if educational institutes training pre-service teachers of engineering department operate teacher education courses considering major characteristics and learners' levels and give successful guidance to pre-service teachers. In addition, since the gender factor didn't make any significant difference between the attitude toward engineering and Teacher Efficacy, there is no need to develop and operate separate educational programs only for female or male pre-service teachers.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.59-77
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• 2018

This study aims to investigate reflections of secondary pre-service mathematics teachers and their changes through practicing as assistant teacher in mathematics classrooms. For the purpose of this study, research questions are addressed on the reflections and their changes. During the 2015 Spring semester, secondary pre-service mathematics teachers took a course related to working as assistant teachers in regular mathematics lessons in a middle school. This study selected cases of two pre-service teachers. The data such as reports on their practices and final meeting report with teachers were collected during the semester. The results showed that the secondary pre-service mathematics teachers reflected teachers, students, mathematics contents, and themselves in their reports. In addition, each participant showed different contents of reflections. This difference implied that secondary pre-service mathematics teachers could have different reflections according to the types of lessons that they participated in.

• The Journal of Korean Association of Computer Education
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• v.8 no.5
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• pp.1-15
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• 2005

The purpose of the study was to integrate Information and Communication Technology(ICT) into elementary mathematics instruction and to help prospective elementary school teachers understand such integration through developing lesson plans and implementing them in classrooms. Specifically, pre-service elementary school teachers in two universities participated in the study for a semester. While taking the course of elementary mathematics teaching methods, the teachers analyzed pre-developed lesson plans, developed lesson plans using ICT in mathematics for grades 5 and 6, and implemented them. This paper includes how the teachers conceive integration of ICT to mathematics teaching and what are the implications of such integration.

• Journal of Educational Research in Mathematics
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• v.13 no.4
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• pp.447-462
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• 2003

The purpose of this study was to Investigate the preservice elementary teachers' pedagogical content knowledge of addition and subtraction. The subjects for data collection were 29 preservice elementary teachers and data were collected through open ended problems. The findings imply that the preservice elementary teachers show low level of understanding of addition and subtraction such as the word problem posing and the contexts of part-part-whole and compare. The research results indicate that the preservice elementary teachers possess primarily a procedural knowledge of pedagogical content knowledge and don't understand relationship with real-world situation. This study provide the information available on developing program for preservice elementary teachers.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.291-300
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• 2023

The purpose of this study is to analyze the effect of teachers' motivation for choosing teaching on the relationship with career adaptability through self-directed learning in 271 pre-service early childhood teachers. As a result of the study, first, career adaptability, self-directed learning, and motivation for choosing teaching were high in order. Second, there was a positive correlation that the higher the motivation for choosing a teaching profession, the higher the self-directed learning and career adaptation, and the higher the self-directed learning, the higher the career adaptation. Third, it was found that self-directed learning of pre-service early childhood teachers partially mediated teachers' motivation for choosing teaching and career adaptability. This study is significant in that it sought various perspectives in practicing high-quality early childhood teacher education program and provided basic data on teacher education program.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.325-338
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• 2021

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.283-297
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• 2019

The purpose of this study was to investigate the relationship between university life satisfaction and resilience to happiness and university life satisfaction. The subjects of this study were 249 pre-service early childhood teachers in Seoul and Gyeonggi province. The statistical analysis of this study was analyzed using the SPSS V. 22.0 program. The results of the study are summarized as follows. First, pre-service early childhood teachers' perceived resilience, happiness, and University life satisfaction were generally considered to be 'normal'. Second, the relationship between the resilience and happiness of pre-service early childhood teachers showed that the higher the resilience, the higher the level of happiness. Also, resilience showed statistically significant effect on happiness and 69% of happiness. Third, the relationship between resilience of pre-service early childhood teachers and university life satisfaction showed that the higher the resilience of resilience, the higher the satisfaction of University life. Also, resilience showed a significant effect on university life satisfaction and 68% of happiness. This study is meaningful in that the resilience of pre-service early childhood teachers proves to be an important factor in the happiness and the University life satisfaction, which are related to quality of life of pre-service early childhood teachers.

• Journal of Music and Human Behavior
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• v.15 no.1
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• pp.1-23
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• 2018

Recently, there has been a growing focus on the concerns pre-service teachers have as they move through different stages of their teacher preparation programs. Accordingly, the purpose of this study was to investigate pre-service secondary music teachers' concerns about music teaching and learning. The specific research questions were as follows: (a) What concerns are most common among participants? (b) What are differences in the concerns of pre-service secondary music teachers based on their stage of teacher preparation? (c) What are differences in the concerns of pre-service secondary music teachers based on their previous teaching experiences? A survey was distributed to pre-service secondary music teachers in a university in Seoul, and responses from a total of 93 participants were included in the final analysis. Data analysis indicated that pre-service music teachers experienced more concerns related to teaching tasks and student impact than themselves. Also, as participants progressed through their teacher preparation programs, self concerns decreased while task concerns and student impact concerns increased. Pre-service secondary music teachers who had previously taught in a school had fewer concerns than participants with no teaching experience. Suggestions for how teacher preparation programs can address the concerns of pre-service secondary music teachers are offered.