• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.443-460
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• 2017

The aim of this study was to develop and validate a mathematics teaching efficacy scale for South Korean Elementary Teachers. The sample was consisted of 300 elementary teachers in South Korea. A total of 13 items were developed and examined for internal consistence. The results of this study showed that the proposed scale was appropriate to represent mathematics teaching efficacy of elementary teachers.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.359-369
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• 2021

This study aims to investigate pre-service primary English teachers' perceptions of multicultural education. For this study, the researchers surveyed 63 pre-service teachers at a national university of education using an online survey. A quantitative method is used in order to collect and analyze data. The results revealed the following: First, pre-service primary English teachers stand at a considerably high level in their overall understanding of elementary students and clearly recognize the necessity of multicultural education in school. Second, concerning the difference that the personal variables of gender, grade, and major make in the subjects' perception of English education based on multicultural education, grade showed no statistically significant difference, but gender and major are responsible for a slight difference. Third, an analysis was made of the correlation between the subjects having or not having received multicultural education and the personal variables of gender, grade, and major, yielding the following results: Gaining or not gaining multicultural education does not correlate with gender, but does significantly with grade and major.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.219-220
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• 2017

2015개정 교육과정은 소프트웨어 교육을 강조하고 있으며, 초등에서도 정보 교육이 실시될 예정이다. 이에 따라 초등 교사의 정보 교수 역량 정도를 살펴보거나 연수 후 연수 효과를 살펴보기 위한 검사도구가 필요한 시점이다. 따라서 본 논문에서는 기 개발된 초등교사의 정보 교수 역량을 측정할 수 있는 정보 교수효능감 검사도구 개정의 네 가지 방향성을 제시하였다.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.607-614
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• 2020

In this study, a scratch focused on data visualization was applied to 26 elementary school pre-service teachers to analyze the effect on improvement of creativity. Based on the results of the needs analysis conducted on 60 in-service elementary school teachers, the program using scratches according to the data visualization procedure was developed. With the developed educational program, 26 elementary school pre-service teachers were taught for 42 hours for a total of 4 months. In order to examine whether their creativity was improved, a creativity test was conducted and the effectiveness of the applied program was analyzed through a pre/post comparison tests. As a result of the analysis, it was found that the software education using scratch-oriented data visualization for elementary school pre-service teachers had significant effects on the fluency, sophistication, creativity average, and creativity index among the sub-elements of their creativity.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• School Mathematics
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• v.10 no.2
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• pp.279-296
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• 2008

This research aims to compare and identify the prospective elementary teachers' perspectives on mathematics class. In this aim, we analyzed the comments on the mathematics class by the prospective elementary teachers (senior students and junior students) who are differ in the time of study in the University of Education. As the results of this research, the senior students commented the mathematics class by applying the theories in mathematics education, but the junior students did not. Furthermore, the senior students had the more rigid perspectives on mathematics class and commented in more depth on mathematics class in comparison with the junior students. While, the senior students showed a weak point that they overextended and over-applied the some mathematics education theories in the comments on mathematics class.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.754-770
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• 2022

For teachers, noticing refers to paying attention to something, indicating they interpret it and how they are willing to react to it in the context of their own instruction. Analysis of noticing features enables us to understand the overall characteristics of the teacher's lesson design, practice, and reflection, which are core agents in the educational design and implementation. This can also be taken to be the basis of education design for competency reinforcement for teachers. Therefore, in this study, the characteristics of noticing shown in teachers' reflections after class design and demonstration were identified. For this purpose, the self-reflection journals of 106 elementary pre-service teachers enrolled in the College of Education in Gangwon-do were analyzed. In particular, the journals were gathered that were written after the demonstration dealing with the change of gas volume by temperature in science class. After designing a noticing analysis frame consisting of the five dimensions 'agent', 'stage', 'topic', 'focus', and 'stance', the frequency and ratio of noticing by each dimension's components were derived. The frequency and ratio of noticing for the dimension of 'focus' were analyzed for the dimensions of 'stage' and 'topic'. The results of the study were as follows. For the dimension of 'agent', the frequency of teacher and student was the highest, and for the dimension of 'stage', inquiry activity was the highest. For the 'topic' dimension, class design according to the teaching strategy appeared most frequently, and in the 'focus' dimension, the cases that did not specify the goal of the class and the competencies to be achieved by the students appeared most frequently. In the 'stance' dimension, description showed the highest frequency. From the analysis of how the 'focus' changes according to the 'stage' and 'topic', it was found that a characteristic focus appeared for each component of the dimension. From these results, the implications of the noticing characteristics of pre-service teachers for the design and implementation of teacher education were discussed.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.409-423
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• 2009

The purpose of this study is to probe into student teachers' understanding of mathematics content knowledge and to identify the features of knowledge which is required to be emphasized in the elementary teacher education. For this, student teachers attending teacher preparation courses in Korea and Hong Kong were interviewed on tasks encompassing the 'what', 'why' and 'how' aspects of elementary mathematics. It was found that for the student teachers in the sample, their understanding of the concepts behind elementary mathematical topics was not very thorough. They were unable to retrieve the advanced mathematics that they learned in their advanced mathematics courses. It is suggested that for student teachers in mathematics, it is essential that the advanced mathematics they learn be explicitly related to the elementary mathematics they have learned in school.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.191-206
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• 2020

The purpose of this study was to find an implication for a direction to improve professional development in mathematics by exploring elementary school teachers' perception of the need for professional development in mathematics. To this end, 4 elementary school teachers were organized into one focus group, and group discussion materials were collected and analyzed based on cases of mathematics professional development needs. As a result of the study, the elementary school teachers' perception that the need for professional development in mathematics is both unnecessary and necessary. The perception of unnecessary was influenced by the easy level of elementary school mathematics content and the ease of teaching. Also, the perception of necessary factors were considering various aspects of mathematics teaching, changing the accumulation of failures in mathematics classes, maintaining authority of students, demand for class improvement due to social change, the impact of school work, the influence of the community of professional development and peers in school, and efforts to grow as teachers. Based on these results, the author discussed ways to promote teachers' participation in mathematics professional development by considering elementary school teachers' perceptions of the need of mathematics professional development.

• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.209-233
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• 2021

This study aims to obtain implications for educational information services for elementary school teachers by analyzing their information seeking behavior. The in-depth interview was carried out in-depth interviews with 11 elementary school teachers and it analyzed of the core roles and tasks of elementary school teachers, the required information and usage behavior of information sources. The study result showed that elementary school teachers perceived homeroom duties, teaching/learning activities, school duties, and other as their works and tasks, and the response to the importance of task performance was homeroom teacher, teaching-learning activities, school works, and other tasks. Also, elementary school teachers needed information in order of teaching-learning activities, homeroom teacher, school works and they used various information sources including web, interpersonal sources and book. Moreover, this study observed some factors that elementary school teacher mainly used web information source which other elementary school teacher developed and that they got teaching-learning materials from fellow teachers. Based on these findings, the author proposed teacher librarian share library based instruction materia in web resource, provide cooperative educational information service through learning community, and provide homeroom work material for elementary school teachers.