• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.33-44
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• 1998

교사들의 과학 교수 효능의 신념을 조사하고 이해하는 것은 과학 교수를 향상시키는데 가장 유력한 요소가 될 수 있음에도 불구하고, 이를 연구한 사례는 거의 없었다 본 연구의 목적은 초등학교 예비 교사들의 교사 양성 과정중 과학 교육 과목이 예비 교사들의 과학 교수 효능의 신념 즉, 자신의 과학 교수 효능감과 과학 교수 결과에 대한 기대감에 미치는 영향을 조사하는 것이다. 이를 위하여 서울교육대학교와 인천교육대학교에 재학중인 예비교사들이 한 학기동안의 과학 교육 과목을 마치고 나서 그들의 과학 교수 효능의 신념이 어느 정도 변화했는지를 측정하였으며, 이에 대한 결과를 t-test로 분석하였다. 연구의 결과로 미루어보아 예비 교사들이 학습한 과학 교육 과목은 그들의 과학 교수 효능감과 과학 교수 결과에 대한기대감을 모두 향상시켰다. 그러나 앞으로는 과학 교육 과목의 어떤 요소들이 그들의 신념을 변화시키는지 구체적으로 알기 위해 질적 연구와 함께 더욱 긴 기간 동안의 연구가 행해져야하며, 변화된 그들의 신념이 실제 초등학교 교사가 될 때까지 지속되는지를 조사하고, 지속될 수 있는 방법들이 연구되어야 할 것이다.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.17-33
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• 2023

This study examined inservice elementary teachers' thoughts on the development of educational apps by preservice elementary teachers and implications for TPACK education for preservice elementary teachers. A case study was conducted in which preservice elementary teachers developed a science education app, and the three teachers were surveyed for their thoughts regarding this. The results regarding the characteristics of the developed app by preservice teachers were as follows. First, "inquiry" had the highest value among educational goals intended by the preservice teachers. In addition, the scores for tool-type apps and apps in which interaction between learners and instructors occurs were relatively high. Second, most of the preservice teachers developed apps to meet curriculum goals, but their apps showed low-level characteristics in terms of the constructive and cooperative dimensions. The results of the analysis of the thinking of elementary school teachers regarding the education development apps are as follows. First, elementary school teachers assigned the lowest scores to the effectiveness of the apps, and to this problem, the achievement standard with respect to the curriculum and the evaluation and modification activities fir the apps were proposed. Second, the teachers indicated that it would be appropriate to provide the experience of making apps to directly improve the TPACK of preservice teachers. Third, the respondents thought that preservice teachers should develop block coding literacy to create apps using App Inventor. Fourth, the teachers considered it necessary to emphasize simulated instructions, as well as the experience of collecting and handling data through apps to improve preservice teachers' TPACK app development for educational use.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.161-181
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• 2018

This study involved an investigation of prospective elementary teachers' preconceptions and experiences of diagrams and their ability to draw diagrams in solving math word problems. A questionnaire and two math word problems were administered to prospective elementary teachers who began to taking an introductory mathematics education course. The results from the analysis of their responses to the questionnaire items indicate that prospective elementary teachers appreciate the value of diagrams as tools for problem solving and communication. In addition, prospective elementary teachers have the will not only to teach their future students how to use diagrams but also to encourage them to draw diagrams in solving math word problems. However, the results also indicates that prospective elementary teachers neither use diagrams spontaneously in their math problem solving activities nor have confidence in drawing useful diagrams. Prospective elementary teachers also manifested low scores on the questionnaire items asking whether they were taught how to draw useful diagrams or encouraged by their teachers to use diagrams in their previous learning experiences. The results from the analysis of the diagrams that prospective elementary teachers drew in solving math word problems showed that most of them had difficulty drawing diagrams that represent their reasoning and solving process.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.317-323
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• 2004

본 연구의 목적은 예비 초등교사의 수학 수업에 대한 자기효능감을 조사함으로써 예비 교사를 위한 수학 교육프로그램 개선에 도움이 되고자 하는데 있다. 기존의 문헌 분석에 의하면 수업에 대한 교사들의 자기효능감은 수업 수행 능력과 학생들의 학습에 크게 영향을 미치는 것으로 알려졌다. 뿐만 아니라 최근 우리가 지향하고 있는 교사들에 대한 학습자 중심 수학 수업으로의 개선과 변화된 수업 방식의 지속성에 매우 유효한 요인이 된다. 예비 초등교사들을 대상으로 한 본 연구 결과에 의하면 이들의 수학 수업에 대한 자기효능감은 보통의 수준에 머물러 있으며, 특히 상당수의 예비 교사들은 자신의 수학 수업에 대한 자신감이 매우 부족한 것으로 들어났다. 이러한 결과는 아마도 현재 교육대학교에서 예비 교사들에게 제공하는 수학 교육과 관련된 과목을 수강할 수 있는 기회가 매우 제한적인 데서 그 원인을 찾을 수 있으며, 이는 또한 수학 교육 프로그램의 초점이 예비 교사들의 수학 수업 능력의 측면에 초점이 맞추어져야 한다는 것을 시사한다. 예비 교사들의 수학 수업에 대한 자기 효능감은 그들이 이해하고 있는 수학 교수법적 지식과 매우 관련이 깊은 것으로 나타났다.

• School Mathematics
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• v.19 no.2
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• pp.405-421
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• 2017

This study provides a concrete example of the development of the task in collaboration with the in-service teacher and the pre-service teacher. In the process, the roles of pre-service teachers and in-service teachers were analyzed and the possibility of cooperation was grasped. As a result, pre-service teachers and field teachers considered the level and interest of the students and considered mathematical contents in the process of developing the tasks. Each subject did not directly consider the interaction of the students and contents, but they could confirm the improvement of the tasks as their roles affected each other.

• Communications of Mathematical Education
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• v.16
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• pp.331-344
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• 2003

본 연구의 목적은 예비 초등교사의 덧셈과 뺄셈에 대한 교과 지식과 교수학적 지식이 어떠한가를 알아보는 것이었다. 29명의 예비 초등교사가 연구에 참여하였으며 자료는 개방형 답을 하는 질문지를 사용하여 수집하였다. 분석결과 예비 초등교사들은 문장제에서 의미론적 구성과 합병과 구차의 상황에 대한 이해에 어려움을 가지고 있는 것으로 나타났다. 교수학적 방법에서는 알고리즘에 의한 설명 방법을 주로 사용하였으며 뺄셈을 설명하는데 몇 가지 오개념을 보였다. 이 결과는 앞으로 초등교사양성대학의 프로그램 개발과 운영에 기초가 될 것이다.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.505-518
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• 2014

The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.338-355
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• 2022

This study explored the effects of pre-service elementary teachers' inquiries into science class dilemmas. By closely examining the characteristics of the pre-service teachers' inquiry processes and changes in their educational decisions, the effectiveness of using dilemmas as part of teacher education was determined. Twenty fourth-year university pre-service teachers participated and conducted inquiries into science class dilemmas over seven weeks. Based on pre- and post-questionnaires, KWHL tables, inquiry reports, discussions, and group class presentations, the major factors that influence the pre-service teacher's decision-making changes were extracted. The pre-service teachers found the science inquiry process meaningful when exploring the science topics covered in the dilemmas, and claimed that elementary school students would be able to engage in meaningful science explorations if they learned science through inquiry. Furthermore, the pre-service teachers explored the thinking processes and background knowledge of the students in different ways. Documents such as teacher's guides and the curriculum were examined and the students' thought processes were identified through interviews with the teachers and students, which were found to reflect their educational decision-making. Moreover, it was recognized by the pre-service teachers that depending on the situation, alternative teaching methods were possible. The focus on the unstructured dilemma problems provided the pre-service teachers with problem-solving situations that triggered scientific inquiry and exploration of student thinking and revealed the complexity of science teaching and learning. Based on these results, the teacher education implications for using dilemma cases are discussed.

• School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2017

In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.901-917
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• 2018

The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.