• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.129-142
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• 2021

The purpose of this study was to provide educational data on teaching clothing culture by examining the effects of clothing lifestyle on attitudes toward teachers' clothing for 270 secondary school pre-service teachers. For data analysis, factor analysis, Cronbach's α reliability coefficients, t-tests, one-way analysis of variance, Duncan's multiple comparison verification, and multiple regression analysis were performed using SPSS 24.0 program. As a result of the study, first, the clothing lifestyle of secondary school pre-service teachers was classified as fashion trend orientation, clothing importance orientation, attractive appearance orientation, and economic orientation factors. In addition, the attitude toward teacher's clothes was classified into activity, fashionability, and modesty factors. Second, there was a statistically significant difference in the attitudes toward clothing lifestyle and teacher clothing of secondary school pre-service teachers according to gender and year in college, which are demographic variables. Third, it was found that the clothing lifestyle of secondary school pre-service teachers, who are Generation Z, had an effect on the attitude toward teacher clothes. In conclusion, this study proposes that school administrators and teachers should depart from the former stereotypes about teacher clothes and to encourage a culture in which teachers can dress and perform their role of teaching according to individual's changing lifestyles.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.291-302
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• 2018

The purpose of this study is to investigate pre-service middle school earth science teachers' perceptions about the learning of geological field trip. The study sample consists of 39 undergraduate students at the university located in a metropolitan city. Additionally, 4 pre-service earth science teachers are semi-structure interviewed. The instrument of the study includes a 5-category perception about the learning of geological field trip, which consists of needs, educational values, educational experience, teaching methods, and training for learning. The results are as follows. First, participants are important to the need and educational values of learning about the geological field trip regardless of gender and grade level. Second, all participants have experienced geological field trip in college. They have more opportunities to experiment for field trip as they advance to higher grade. There is significant difference between lower and higher graders in terms of the goal of learning about geological field trip. It needs a new lesson model to teach geology between men and women regarding teaching methods category. In order to practice geological field trip in school, participants perceive that they need the knowledge of geological context, experiment of field trips, and how to teach geological field trip to students. This study suggests that pre-service earth science teachers' perceptions include how to teach and learn geological field trip during their college year.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.1-18
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• 2008

This study aims to provide answers to two questions regarding the supervision of pre-service mathematics teachers: 'Who should carry out the work of supervision?' and 'How can it most skillfully be done?' The answer to the first question seems to be that, for a variety of reasons, university teachers and mentors appear best suited to do the supervision in a cooperative relationship with pre-service teachers. The assumption that seems to underlie the collaborative supervision is that field-based experiences are necessary and useful components of professional development in pre-service teacher preparation programs. With respect to the second question, it is suggested that a non-judgemental approach should be considered, along with strategies and techniques for judgemental supervision, as a way to make math teacher supervision more meaningful and helpful for the improvement of teaching and long-term professional development. It is hoped that a continued exploration of models of teacher supervision and evaluation of their effectiveness will help pre-service math teachers, supervisors and mentors learn more about teaching and improve their own teaching.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.353-371
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• 2013

The purpose of this study is to investigate preservice secondary teachers' understanding and modification capacity of tasks from mathematics textbooks. This study conducted a survey about how preservice teachers understand the features of mathematical tasks and how they would select and modify tasks appropriately from the curriculum and for lesson goals. The findings from the analysis suggest that the preservice teachers seem to recognize Procedures Without Connections tasks as the high-level tasks. Further, 43 percent of the total numbers appropriately selected the tasks from the curriculum and for lesson goals. Most of the preservice teachers appear to find it difficult to modify low-level tasks into high-level tasks.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.137-156
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• 2017

This study was designed to gain insights into investigating pre-service secondary mathematics teacher education for technology integrated curriculum. The progressive expansion of supporting system for those education in US, TPACK, teacher belief, and analysis frameworks for teacher education program were explored. A survey on the technology courses in 42 mathematics education departments was analysed. Technology courses were not opened in 1/3 of the departments because of the lack of lecturers or objection of the faculty members. Common visions as well as curriculum realignment, financial supports are required for implementing technology integrated mathematics education

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.794-806
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• 2013

The purpose of this study is to analyze what kinds of science education theories are targeted in the "Examination for Appointing Secondary School Science Teachers (EASST)." For the analyses, we extracted the contents related to the science education theories in the question items of the EASST of 2008 through 2012, and categorized those theories into science curriculum, history of science and philosophy of science, scientific inquiry, theory of teaching and learning, model of teaching and learning, and assessment. The results of this study indicated that the theory of teaching and learning appeared most frequently and there were high proportions of question items related to the following topics: contents in science curriculum, scientific method, contemporary philosophy of science, process of inquiry, Ausubel's theory, learning cycle model by Lawson, cooperative learning, criteria of performance assessment, and etc. While we, as science educators, believed that the other categories such as 'history of science' provides important topics for pre-service science teachers, questions items dealing with those were rarely found in the past EASSTs. As EASST has strong influences on the professional developments of pre-service science teachers, more research should be pursued on how much and what domains of science education theories would be appropriate for the test.

• Journal of Science Education
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• v.33 no.1
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• pp.152-163
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• 2009

This study aims to describe, explain, and understand the process of coteaching instruction in which two pre-service science teachers plan, perform, and reflect the instruction in a university lecture. Pre-service science teachers exchanged their perspectives on teaching, selected the learning model and the science content to teach, and prepared the teaching material together. They performed the coteaching using the lecture room effectively and exchanging the role of leading the instruction. The professor and other pre-service science teachers participated to the coteaching instruction directly or indirectly with the role of students or lesson critics, and shared the evaluation and reflection on the instruction. We discussed the meaning and implication of the coteaching instruction on the secondary education field, the science teacher education, and the science education.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.580-591
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• 2009

The purpose of this study is to get implications on teacher education curriculum according by analyzing pre-service secondary teachers' difficulties during student-teacher practice. Fifty-six pre-service secondary teachers were requested to write anecdotes about their student-teacher practice. Pre-service secondary teachers revealed that they had experienced the most difficulties relating to instruction teaching. They answered that they had especially comprehended inducing interest in diffcult learners, attention, appropriate composition of questions, and learners' understanding levels. Pre-service secondary teachers showed that they had tried to control students in experiment instruction. Also, they demonstrated that time for guidance counseling had been insufficient. They were dissatisfied with the content and level of counseling. Therefore, we need to improve teachers' college curriculum by performing student-teacher practice and feedback. We especially need to systematize teachers' college curriculum on the basis of developing standards of science teachers' expertise.

• Journal of the Korean earth science society
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• v.27 no.6
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• pp.606-619
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• 2006

In this paper we investigated the types of the explanatory consistency of preservice secondary teachers in explaining the lunar phase. The explanatory consistencies were proposed into four discrete mental models depending on their attributes. The four types based on the explanatory consistency by the preservice secondary teachers' explanations are as follows: ad hoc expansion, competitive theory addition, transition of unexplainable each, and transition using in context of several situations.