• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.187-193
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• 2017

The purpose of this study was to investigate some implications for optics education and improvement of the Examination for Appointing Secondary School Physics Teachers (EASSPT), by analyzing the problems in EASSPT. For these purpose, we analyzed 38 optics problems of the EASSPT from the 16 school years of 2002 to 2017. The results of the analysis are as follows: First, optics problems were presented in 10.8% of the physics subject area, which was least frequently. Second, many problems have addressed specific areas such as Snell's law, image of a single lens, or interference. Few problems were found in many other evaluation areas, including optical instruments and aberrations. Third, compared to other areas, optics problems were presented as relatively easy questions, and the problems were presented in more laboratory contexts than daily-life contexts. In addition, we have discussed implications for EASSPT and in-service physics-teacher training.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.127-135
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• 2022

The purpose of this study was to explore pre-physical education teachers' subjective perception on the athletics practical skill test of examination system for appointment secondary physical education teachers using Q-methodology. This study found three types of pre-teachers' subjective perception on the system. Type I is named 'the type of specialized facility support demand', Type II is named 'the type of professional technical guidance demand'. Type III is named 'the type of evaluation method improvement demand' In conclusion, the pre-physical education teachers hoped for the support of specialized facilities, the opportunity to receive professional skills, and the detailed preliminary guidance on evaluation methods and procedures.

• 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.

• 대한공업교육학회지
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• v.31 no.2
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• pp.111-127
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• 2006

The purpose of this study is to analyze current recruiting examination and to categorize and construct test item that assess a variety of Mechanic Metal teachers in technical high school for appointing new Mechanic Metal teacher. The future developmental directions in this study are as follows: First, the examination for appointing secondary school new Mechanic Metal Teacher reflects the curriculum of the teacher education and technical high school, must be nomalize. Second, the rational readjustment of the basic necessary subjects for Machinery Metal recruiting examination is required. Third, the Mechanic Metal recruiting examination must prepare the criteria for the domain ratio of presenting problems and improve with level of presenting the question items which demands a knowledge, application and critical thinking. Fourth, in order to avoid the bias of the some subject tendency with committee making questions of different domain, more participation of a committee making questions is required. Fifth, the practical evaluation must be executed by the effective method to be able to make up for the limit of paper and pencil tests Sixth, as the long-term prospect to secure the professionalism of teacher, the recruiting examination of teachers must be carried out with the Machinery and Metal subject, respectively.

• 대한공업교육학회지
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• v.36 no.2
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• pp.219-238
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• 2011

The purpose of this study was to analyze the industrial education items in the teacher recruitment examination for secondary school and make a better proposal. To achieve the purpose, all the industrial education items, which had taken an examination for ten times from the school year 2002 to the most recent year 2011, were analyzed. The results of this study were as follows; First, the number and score ratio of industrial education items had been increased quarterly from the school year 2002 to 2011, but had same sharing in all subjects and fixed since the school year 2010. Second, as the industrial education items had been increased quarterly, they were taken from more various subcategory of industrial education. Recently, the industrial education items on "complex domain" including two more subcategory of industrial education were increased. Third, the industrial education items with science education items was compared from the school year 2009 to 2011. The items on PCK(Pedagogical Content Knowledge) had been increased in the industrial education but the proportion of PCK was lower than science education.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.826-839
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• 2013

The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.532-543
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• 2004

The teacher appointment examination is consisted of a written test, an interview, a demonstration of teaching practices, one's academic record etc. The primary written test(full credit of 100) consists of multiple-choice test of general pedagogy(30%) and constructed response test of science(70%). The science test consists of science education($20{\sim}30%$) and science content($70{\sim}80%$). Five science exams were implemented for appointing general science, physics, chemistry, biology and earth science teachers in 2002 and 2003. The credits alloted to science education domain decreased from $25.7{\sim}30%$ in 2002 to $24.3{\sim}25.7%$ in 2003. The percentage of correct answer was similar between science education and science content domain in 2002, but the percentage of correct answer in science education domain(70.2%) was 29.8% higher than that of science content domain in 2003. Earth science exam almost reached the target mean score of 60 but the other four exams showed the mean scores ranging from 45.0 to 52.7 in 2002 and from 40.1 to 49.6 in 2003. The percentage of high difficulty items(p<40%) was 41.2% in physics and chemistry in 2002, 50% in physics and chemistry, and 45% in biology in 2003. Seventy eight percent of the items showed fairly high discrimination index(r>.30). In addition, the reliabilities of 5 tests were from .79 to .88. In conclusion, it is recommended that the credits alloted to science education domain should be increased up to 30%, and exam difficulties should be lowered to a proper level by making science content items easier.

• Journal of Science Education
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• v.44 no.1
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• pp.122-132
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• 2020

The purpose of this study is to examine the teacher expertise to be evaluated in the secondary science teacher employment test (TET, hereafter) in order to respond to changes in educational environments including the transition to competency-based curriculum, and ways to improve the first exam in major areas in the current TET. For this purpose, Delphi surveys and in-depth interviews were conducted with 18 professors of science education who have experience in the TET. According to the research results, teacher expertise such as subject teaching, student understanding, intelligence information utilization, community competencies, and so on were suggested. Ways to improve science content exam in the TET include securing fairness and validity by increasing the number of questions, strengthening the connection with the secondary school curriculum, updating assessment areas for certificate subjects periodically, etc. Ways to improve science education exam in the TET include research and development on the types of science education questions, introducing essay test to science education exam, development of a standardized curriculum on science education, etc. Based on the research results, the necessity of revising the curriculum for teacher training colleges, differentiating curriculum between teachers' colleges and natural science colleges, and reforming the teacher training system by introducing graduate school of education were suggested.