• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.434-444
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• 2015

Inquiry-based experiments provide opportunities to understand scientific knowledge and acquire nature of science. In this study, the difficulties which pre-service teachers experienced in inquiry-based experiment class were investigated and analyzed. Twenty-two pre-service teachers attended course designed as ‘ill-structured inquiry’ for 13 weeks, and researchers investigated their difficulties by questionnaires and interview. They showed difficulties mostly in designing experiment and interpretation and also in understanding inquiry purpose, lack of prior knowledge, confidence in inquiry performance, and understanding of experimental instruments and facilities. As a result, it is necessary to provide opportunities to engage in inquiries and environments to properly instruct pre-service teachers the inquiry ability in college of education.

• School Mathematics
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• v.16 no.4
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• pp.763-782
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• 2014

The purpose of this study is to investigate mathematics content knowledge(MCK) of pre-service teachers about the area of a circle. 53 pre-service teachers were asked to perform four tasks based on the central ideas of measurement for the area of a circle. The results of this study are as follows. First, pre-service teachers had some difficulty in describing the meaning of the area of a circle. Quite a few of them didn't recognize the necessity of counting the number of area units. Secondly, pre-service teachers had insufficient content knowledge about the central ideas of measurement for the area of a circle such as partitioning, unit iteration, rearranging, structuring an array and approximation. Lastly, few pre-service teachers understood the concept of actual infinity. Most students regarded the rectangle as the figure having the approximation error instead of the limitation from rearranging the parts of a circle.

• School Mathematics
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• v.16 no.3
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• pp.471-489
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• 2014

In this study, we carried out mathematics teacher-training course. The topic of this training course is the understanding of content area reading in school mathematics. The teacher-training course is planned to guide mathematics teachers can perform effectively the teaching of content area reading. In particular, we illustrated the pre-service mathematics teacher education practice. Mathematics teachers investigated various teaching strategies that can lead their students read reading materials related to mathematics effectively. In this training courses, teachers reflects on their own experience and they have an opportunity to learn the new strategies that improve their teaching methods. Teacher educator and in-service teachers share and discuss their practices, they have a meaningful learning experiences. In this study, we presented the processes of the teacher-training course and the results of practice. Furthermore, on the basis of the limitations of this study, we suggested recommendations for the future teacher training program.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.167-181
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• 2018

Many factors that may affect teaching aptitude of pre-service early childhood teachers have been discovered. However, little is known about the relationship between self-esteem and teaching aptitude in them. This study aimed to investigated self-esteem in relation to teaching aptitude in pre-service early childhood teachers. Pre-service early childhood teachers' self-esteem scale and teaching aptitude scale assessed the self-esteem and teaching aptitude of 344 pre-service early childhood teachers in C-city in Gangwon-do and N-city in Kyunggi-do, Korea. Results showed that all four dimensions of the self-esteem were significantly related to teaching aptitude, indicating that pre-service early childhood teachers with higher self-esteem were likely to have greater teaching aptitude. Regression analysis indicated that self-esteem in the areas of leadership and popularity, self-assertiveness, and social-relations significantly predicted teaching aptitude of pre-service early childhood teachers.

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

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.887-900
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• 2011

Teachers use explanations to communicate important scientific ideas to students. Consequently, all biology teachers should be evaluated to determine how effective they are at constructing and communicating biological explanations. Open response questions are required to detect pre-service biology teachers' abilities to communicate robust and accurate scientific explanations. Nevertheless, multiple-choice questions are typically preferred by educators because of the common drawbacks of using open-response instruments, such as scoring time, inter-rater scoring disagreements, and delayed feedback to test takers. This study aims to measure pre-service biology teachers' competence in building scientific explanations and to investigate how accurately multiple-choice questions predict the results of open-response questions. One hundred twenty four pre-service biology teachers participated in the study and were administered 20 multiple-choice items and three open-response items designed to measure the accuracy and quality of their explanations of evolutionary change. The results demonstrated that pre-service teachers displayed higher competence when tested with multiple choice items than when tested with open response items. Moreover, scores derived from multiple-choice items poorly predicted the scores derived from open-response items. Multiple-choice items were also found to be poor measures of the consistency, purity and abundance of conceptual elements in teachers' evolutionary explanations. Additionally, many teachers held mixed-models composed of both scientific and naive ideas, which were difficult to detect using multiple-choice formats. Overall, the study indicates that multiple-choice formats are poorly suited to measuring several aspects of biology teachers' knowledge of evolution, including their ability to generate scientific explanations. This study suggests that open-response items should be used in teacher education programs to assess pre-service teachers' explanatory competency prior to being permitted to teach science to children.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2006.05a
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• pp.837-840
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• 2006

While great efforts are being exerted on the reform of teacher training to provide integrated use of ICT in a teaching-learning process with educational informatization, it is still indicated that a teachers' training school fails to prepare leachers for incorporating information Communication and Technology (ICT) properly into an instructional process. Based on this awareness, this study aims at examining and analyzing the ability level of In utilization training for preservice teachers and thus at providing basic data to perform ICT utilization teaching-learning according to the seventh curriculum in a school. For this purpose, a survey was conducted with preservice teachers (seniors) in a college of education, Kongju National University and the collected data were analyzed using a Statistical Package for the Social Science (SPSS) 12.0 program.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.281-286
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• 2023

We aimed to find out how teaching ethics and empathy affect the perception of children's rights with 297 pre-service early childhood teachers enrolled in the Department of Early Childhood Education at universities located in Busan. Through this, the purpose of this study was to present basic data for the development of a character development program for a high-quality early childhood teacher training institution. We derived the following research results. First, as a result of examining the degree of recognition of pre-service early childhood teachers' teaching ethics, empathy, and awareness of children's rights, the average value was high in the order of teaching ethics, awareness of children's rights, and empathy. Second, there was a positive correlation between pre-service early childhood teachers' empathy ability, teaching ethics and awareness of children's rights, and empathy ability and awareness of children's rights. Third, as a result of examining the relative effects of teaching ethics and empathy of pre-service early childhood teachers on the recognition of children's rights, social ethics was found to be the strongest predictor among teaching ethics. In this study, we identified that teaching ethics and empathy are effective in various approaches to promote awareness of children's rights in pre-service early childhood teachers. And the results of this study provides the basic data for the character development of desirable teachers that pre-service early childhood teachers should have.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1186-1198
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• 2011

The understanding of real-world application of scientific knowledge such as the evolutionary theory has been emphasized in science curriculum. Despite this, many students and biology educators misunderstand the use and practical application of the evolution theory. The purpose of this study is to explore variables related to the understanding of practical application of evolution. Methodologically, we employed large-scale survey that examined three independent variables (major, academic year, and religion) and five dependent variables (understanding of practical application of evolution, knowledge of, interest in, and acceptance of evolution, and religiosity). Two hundred and thirty three biology pre-service teachers and 405 non-biology pre-service teachers participated in the survey. The results demonstrate that the biology teacher education program does not help in increasing the understanding of the practical application of evolution. Rather, the understanding of practical application of evolution was associated with their religion. In addition, the understanding of the practical application of evolution was associated with the acceptance of and interest in evolution. The results of this study inform the development of new biology teacher education programs to improve their understanding of practical application of the evolution theory. We also suggest further areas of research for other scientific concepts that could be used to gauge teachers' understanding of the practical application of scientific knowledge.

• School Mathematics
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• v.13 no.4
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• pp.543-562
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• 2011

In this research, the PBL program was developed in terms of 'classroom practice ability', 'self-develop ability', and 'teaching profession character' which classroom friendly teachers get ready and was applied to the classroom friendly elementary mathematics teachers for studying the effectiveness of the program. From the result elementary preservice teachers' disposition in terms of thought about mathematics, mathematics learning, and mathematics teaching was changed to the positive direction through the PBL. They could developed their classroom practice ability, self-develop ability, and teaching profession character through application of new knowledge and plan for problem solving and reflection after solving the problems.