• School Mathematics
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• v.8 no.3
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• pp.301-326
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• 2006

Teacher's competence in student assessment is an essential ability to mathematics teachers and should be improved qualitatively. This study suggests how college of education should make efforts in educating prospective teachers who will have competence in student assessment. First, $\ulcorner$Assessment of Mathematics Learning$\lrcorner$ must be set as a required subject. Second, the contents of the subject should be consisted to improve the competence of the prospective teachers in student assessment. Therefore, the contents based on the standards of teacher's competence in student assessment are suggested in this paper. Third, teaching methods should be practiced by using exemplary samples of teacher's assessment on students in addition to lecture.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• Journal of the Korean Home Economics Association
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• v.11 no.4
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• pp.388-398
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• 1973

The increase of female employees tends to change the traditional division of the roles of members in the family, and as a result it changes the idea of family relation and the extent of how housewives with job feel happy toward their marriage. Therefore, it may be very significant to study what attitude woman job holders as housewives have toward their family, especially parents-in-law. In this paper the writer has sampled as an exemplary group woman teachers who teach home economics in high schools in Seoul, and investigated what opinion they have toward the problem of living together under the same roof with their parents-in-laws and otherwise of financing them in an older age. This analysis is based upon 130 questionnaires collected as proper data out of 138. The conclusion made from the analysis is as follows : (1) as regards the living together under the same roof if necessary in the future, one-fifth of the group approves in affirmative terms ; (2) but when parents-in-law become older, about half of the teachers wish to live with them in the same home and except the indefinite few, one-third of them taken the negative position ; (3) finally, the great majority (84%) regard as their duty the financial support in any case when parents-in-law become older, and only five per cent answer in negative. This analysis leads to the further conclusion that the idea of family relations cherished by high school teachers of home economics is not yet far off the traditional relationship with the intention of gradual improvement, but on the other it still sticks to the traditional line without too much impairing it.

• Journal of the Korean earth science society
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• v.33 no.5
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• pp.450-458
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• 2012

This study explored ways to implement a competencies-based curriculum in schools by reviewing exemplary cases that have introduced Key Competencies (KCs) in the school science curriculum. Since the OECD redefined key competencies as 'what people should know and do in order to lead a successful life in a well-functioning society', many countries have emphasized the use of a competencies-based curriculum. Foreign and domestic classroom cases, which have used a competencies-based curriculum in science teaching, were collected and analyzed. Through open-ended interviews with teachers and principals, we investigated changes of teachers' professional knowledge and practice that were evident as a result of the implementation of competencies-based curriculum in science class. Foreign science teachers suggested ways to relate competencies-based curriculum and science curriculum including maintaining a balance between competencies-based curriculum and content-based curriculum. They also integrated KCs into all subject-based curriculums, gave priority to KCs over subject matter knowledge, and developed KCs through teaching science contents that students wanted to learn. On the other hand, Korean science teachers suggested reconstructing competencies-based curriculum by extracting common attributes from the existing subject areas. They also made KCs realized through content teaching, and developed various KCs within science contexts. Implications of the competencies-based curriculum for science teaching and learning were discussed at the end.

• Research in Mathematical Education
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• v.24 no.4
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• pp.279-311
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• 2021

In this paper, we report the types of teaching moves a mathematics teacher educator attempted in his teaching of third-grade students at an urban elementary school in South Korea over two months. We analyze the lesson videos to find the patterns of teaching moves and speculate the link between the teaching and students' mathematical proficiencies recommended in the Common Core State Standards for Mathematical Practices. Closely related teaching moves to the students' development of a certain mathematical proficiency would imply the exemplary practices that teachers-both inservice and preservice teachers-can implement in their classrooms.

• Hwankyungkyoyuk
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• v.18 no.3 s.28
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• pp.19-32
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• 2005

This paper examines procedure of informal institute-public school collaboration in an elementary school and analysis environmental effects of informal institute-public school collaboration that follows up curriculum based environmental education programs. The purpose of this program is to improve environmental knowledge, attitudes of elementary students. Partnership between informal environmental Institute(NGO's) and public elementary school teachers established through program. Teachers are encouraged to be involved in student's activities and program assesment. The program we discuss here is a community collaboration project that combines environmental and outdoor education based on school curriculum and student's regional properties. The aim of the study was to describe environmental educational-based school-community partnerships and to examine the advantages and limitations for such collaborations. Qualitative and Quantitative Data are collected and analysed. Outcomes of this program are very positive. Students who were participated in this program gained more environmental awareness, attitude, knowledge, skills and affection to their region. More this programs were helpful to teachers who were participated. Further study needs to practice an exemplary collaboration and development of local school-community partnerships, which yields a blueprint for more productive collaboration in other communities.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.343-356
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• 2004

The study aimed to assess the effectiveness of Korea-Israel science teachers inservice program. Thirty science teachers who participated in the inservice program responded to pre- and post tests of the survey instrument on (a) their perceptions to creativity fostering science education and understandings of current education status and reform movement, (b) degrees of changes about understanding of creativity and implementing teaching methods for fostering creativity before and after the program, and (c) their evaluative opinions on the program. Suggestions for improving the program were proposed as follows: First, a pre-service workshop for the program should be provided in order to clearly realize the essential purpose of the program through increase of participating teachers' understanding of facing conditions of education, school policy, reform movement toward science education fostering creativity. Second, for the content of the program, creativity is more emphasized. Appropriate content and sufficient time arrangement for creativity will develop teachers' conceptual understanding of creativity in depth. Third, classroom observation of exemplary science teaching for fostering creativity should be sufficiently arranged. Fourth, amount of content and time allotment to Israel culture, religion, and education system should be reduced.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.707-719
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• 2007

Teachers play key roles in classroom instruction. The perceptions and orientations of teachers about teaching have substantial effect on the practical context of science teaching. Analyzing science teacher's perceptions and orientations about Earth Systems Education (ESE) offers an opportunity to figure out how the goals of ESE might be dealt with. In this study, lesson plans developed by and in-depth interview results with two teachers were analyzed in terms of ESE perceptions. ESE orientations were also investigated in terms of teaching orientations and integration orientations. Research results showed that the teacher's deep understandings about 'Global Scientific Literacy (GSL)', the ultimate goal of ESE, precede the sound ESE teaching in the classroom. To enhance teachers' GSL, exemplary aspects of various integration, including networked integration, should be provided specifically to teachers. Also, the institutionalized approaches to developing ESE curriculum could help classroom teachers activate ESE teaching in their classroom.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.161-175
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• 2013

The purpose of this study is to investigate the differences of perception on giftedness between homeroom teachers and teachers of the gifted. The data was collected from 13 homeroom teachers and 8 teachers of gifted students. It was analyzed using recommendation letters, and shorthand notes about giftedness. The results of the study were as follows: most homeroom teachers used awards, learning attitude, presentation of self and school achievements for defined giftedness and preferred an exemplary student with task commitment but often overlooked motivation. The teachers of the gifted preferred motivation and self-satisfaction but not other social and affective characteristics. Also homeroom teachers thought that education condition is important, while the teachers of the gifted believed it was not an all important element. These differences will hurt the credibility in the selection or gifted students because homeroom teachers and teachers of the gifted use different words and expressions in their assessments of the same students. Therefore, I believe more needs to be done to encourage homeroom teachers to better understand gifted children through training programs.

• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.661-671
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• 2017

The purpose of this study is to compare and analyze the difference between the importance perceived by pre-school teachers and their actual performance in regards to the 7 Guidelines of Safety Education set out by the Ministry of Education, and through the analysis, to identify the items that need priority support and those that need long-term improvement efforts for exemplary safety education for young children. For this, mean average and standard deviation were calculated and paired sample t-test conducted, and IPA(Importance-Performance Analysis) matrix method was performed to analyze the priority and long-term support items and improvement needs. The study results show differences in all areas and all items in the 7 Guidelines of Safety Education by the MoE in the pre-school teachers' perceived importance and actual performance. Areas and items that are identified to be in need of priority support for exemplary safety education in pre-schools; 2 items under 'Violence and Personal Safety' area and I item under 'Substance and Internet Addictions' area. Areas and items that are identified to be in need of long-term improvement efforts are; 6 items under 'First Aid and Emergency Treatment' area, 1 item under 'Violence and Personal Safety' area, 3 items under 'Workplace Safety Culture' area, 3 items under 'Substance and Internet Addictions' area and 1 item under 'Disaster and Safety' area.