• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.643-655
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• 2016

The purpose of this study is to figure out the characteristics of teacher's scaffolding that can promote the social construction of scientific models by analyzing a teacher's scaffolding that actually promoted the social construction in a real classroom context, so that we can better understand the teacher's scaffolding. For this study, a total of 32 middle school students and their science teacher in Seoul were observed and videotaped. The level of social construction were categorized in four stages. We divided the teacher's scaffolding by whether the level of social construction has changed or not, and analyzed teacher's scaffolding in each group. Teacher's scaffolding were categorized based on its object, purpose and means. The object were categorized into two types; small-group and individual. The purpose were categorized into two types; process-help and product-help. The means were coded into Diagnostic strategies(Reading, Listening, Questioning), Checking diagnosis and Intervention strategy(Instruct, Explain, Hint, Confirm). The result show that teacher's scaffolding is helpful in the social construction of scientific models when it supports small-groups more than individuals, and process-help more than product-help. It also shows that in diagnostic strategies, questioning and listening are effective. Finally, using checking diagnosis promoted interactions among students and a 'confirm' intervention strategy should be avoided because it has no positive effect on changes in the level of social construction. This study provides the features of the teacher's scaffolding that promotes social construction of scientific models in middle school classes.

• 대한공업교육학회지
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• v.36 no.2
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• pp.257-272
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• 2011

The field of Construction Engineering leads 1970's industry of the Korea. As a result of development of construction technology, It secure national competitiveness winning overseas contracts many kinds of plant, building and so on. In this situation, it is the most important task to cultivate and select construction teacher to train construction education and to foster construction skilled workers be going into the field of construction. This Study attempts to offer useful implications about the improvement of the Teacher Certification Examination through analyzing that will have a strong influence and be a standard in educational direction to cultivate construction teacher.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.244-262
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• 2019

The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.193-212
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• 2013

This paper aims to identify factors to elevate the effectiveness of a high school mathematics teacher's training program focused on the construction of test items, and to make a blueprint for the training program development of high school mathematics teachers. This study created and executed a teacher's training program, and then twice applied focus group interviews with the teachers who participated in the program. As a result, this study identifies four factors that elevate the effectiveness of a high school mathematics teacher's training program focused on the construction of test items: the structure of the training program that allows teachers to concentrate on constructing test items, the recognition and revision of their habits related to the construction of test items, the formation of a consensus among the participants, and self-reflection on the teachers' specialties in the construction of the test items.

• Research in Mathematical Education
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• v.26 no.4
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• pp.291-310
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• 2023

In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.

• The Mathematical Education
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• v.51 no.2
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• pp.145-160
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• 2012

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.425-457
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• 2006

The purpose of this paper was to analyze a teacher's questioning in the learner-centered mathematics lessons and investigate its effects on the construction of learner's knowledge. For this study, it is analysed that the teacher's questioning in the 3 observed learner-centered lessons concerning elementary division topic. The study results showed that the characteristics of the teacher's questioning were respecting of learner's informal mathematical thinking, open-ended questioning for divergent thinking, appropriate questioning at every group, and respecting classroom norm. Teacher's questioning affects the quality of learner's mathematical thinking and his or her attitude toward mathematics.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.137-163
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• 2018

Regarding professionalism of primary teachers, a dispute over professionalism as classroom teachers versus as subject teachers has been amplified past decades. However, these controversies tend to be resolved mainly by theocratical, political, and systematic facets. In other words, discussions on professionalism of primary teachers have been explored in various aspects, but they have not much focused on teacher preparation programmes. Moreover, although from a comparative educational point of view some research focus on teacher preparation programmes in North Americas and European countries, comparison studies of the programmes in East Asian countries, such as China, Japan and Korea have been rarely conducted. The aim of this study is to compare teacher preparation programmes between Korea and China, and based on what the research found we attempt to understand Korean programmes from a new perspective. Selecting each of 13 teacher educational universities in two countries, we analyse documentations of the universities in which the educational aims, proportions of curricula construction, curricula requirements, and types of subjects are presented. Our research offers implications for future revisions of teacher preparation programmes.

• Journal of the Korean earth science society
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• v.44 no.4
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• pp.331-341
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• 2023

The goal of this study was to examine the PCK required for science teachers and PCK required for university teacher educators in terms of school science knowledge, science teaching and learning, and the role of science educators, which are the main axes of science education in future schools, and to explore the relationship between them. This study is a follow-up to a previous stage of research that explored the prospects for changes in schools in the future (2040-2050) in terms of school knowledge, educational methods, and teacher roles. Based on in-depth interviews, qualitative and semantic network analyses were conducted to derive and compare the characteristics of PCK and PCK. As for the main research results, science teacher PCK in future schools should include expertise in organizing science classes centered on convergence topics, expertise in digital platforms and ICT use, and expertise in building a network of learning communities and resources, as part of the expertise of human teachers differentiated from AI. Teacher educators' PCK includes expertise in the research and development of T-L methods using AI, expertise in the knowledge construction process and practice, and expertise in developing preservice teachers' research competencies. Discussed in the conclusion is the change in teacher PCK and teacher educator PCK with changes in science knowledge, such as convergence-type knowledge and cognition-value integrated knowledge; and the need to emphasize values, attitudes, and ethical judgments for the coexistence of humans and non-humans as school science knowledge in the post-humanism future society.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.409-421
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• 2009

As the use of Internet becomes popular along with the rapid progress of digitalization, educators increasingly pay attention to online education as a method to complement the current educational system. Especially the Online Learning Community(OLC) has been successfully utilized for teacher education in many advanced countries including the U.S.A.. Considering such trend, this research analyzed representative cases which used the OLC for teacher education in the U.S.A. and explored major factors for successful construction and management of the OLC. Among various cases, five OLCs operated by universities and research institutes were selected, and special aspects of these OLCs were compared and analyzed. On the basis of the five case studies, this research suggested ten factors to be implemented for the successful construction and management of the OLC for teacher education.