• School Mathematics
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• v.15 no.4
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• pp.941-955
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• 2013

In this study, we conducted mathematics teacher training courses for an applying of 'Socratic method' in school mathematics. Teacher training courses were conducted with a total of 3 hours for 68 secondary mathematics teachers. In these courses, we overviewed the characteristics of Socratic method. Moreover we examined the mathematics lessons by Socratic method. And we dealt with the educational examples of Socratic method identified in previous studies. In addition, the survey was conducted before and after the teacher training courses. Through the survey, teachers have an opportunity to check their knowledge on Socratic method and reflect on their mathematics class. Based on the survey response data, we analyzed mathematics teachers' knowledge on Socratic method and the changes in teachers' thinking on their mathematics class. Based on the findings of this study, we proposed three directions of teacher education.

• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.99-112
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• 1985

As long as there is education, there will be teacher education. This statement implies that science education is the first step for the improvement of science education of the secondary schools. And science education must reflect an everchanging reality of scientific, technological, and social changes. However there have been problems in the curiculum and its operation for science teacher education. Therefore this research has its objectives to: 1) investigate the current goals of science education in the Korean secondary schools. 2) analyze the quality' and Knowledge required for science teacher to achieve the goals. 3) investigate the status and problems of science teacher education in korea and foreign countries. 4) develop a model for curriculum and its operation for desirable science teacher education. As a result of the study, a model for curriculum is described and the summary of the results of the study and suggestions for operation of the model are followed.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.251-266
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• 2015

The statement, 'Taking more mathematics would result a better mathematics teacher.' sounds plausible. However, it is questionable that how much of taking university level of mathematics such as abstract algebra and real analysis would affect to teach elementary mathematics well. Would a mathematician be a better teacher for elementary students to teach mathematics than who has been prepared to teach elementary mathematics? This paper reports the effects of opportunities to learn tertiary level mathematics and school level mathematics on pre-service primary school teachers' mathematics pedagogical content knowledge. The study analyzed Teacher Education and Development Study in Mathematics 2008 (TEDS-M 2008) database using multiple regression. Prospective primary teachers who have been prepared as generalist were the focus of the study. The results support future elementary teachers might need to have opportunities to revisit school mathematics they are going to teach.

• Educational Technology International
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• v.17 no.1
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• pp.87-116
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• 2016

In this research, we designed a teacher professional development (PD) program where a small group of mathematics teachers could share, reflect on, and discuss their pedagogical knowledge and practices of ICT-integrated lessons, using a video annotation tool called DIVER. The main purposes of this paper are both micro and macro: to examine how the teachers were engaged in the meaning-making process in a video-based PD (micro); and to derive implications about how to design effective video-based teacher PD programs toward a teacher community of practices (macro). To examine teachers' meaning-making in the PD sessions, discourse data from a series of 10 meetings was segmented into idea units and coded to identify discourse patterns, focusing on (a) participation levels, (b) conversation topics, and (c) conversation depth. Regarding the affordance of DIVER, discourse patterns of two meetings, before and after individual annotation with DIVER were compared through qualitative vignette analysis. Overall, we found that the teacher discourse shifted the focus from surface features to deeper pedagogical issues as the PD sessions progressed. In particular, the annotation function in DIVER afforded the teachers to exercise descriptive analyses of video clips in a flexible manner, thereby helping them cognitively prepared to take interpretative and evaluative stances in face-to-face discussions with colleagues. In conclusion, deriving from our research experiences, we discuss the possibilities and challenges of designing video-based teacher PD in a school context.

• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.39-57
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• 2024

Objective: This study was conducted to identify trends in teacher education research for early childhood teachers in Korea from 2013 to 2023, aiming to provide practical data for early childhood teacher education research. Methods: For this purpose, 62 articles published in Korean journals were analyzed according to the specified criteria. Through the analysis, we closely examined research trends, educational practices, and trends in educational program development. Results: First, both quantitative and qualitative research have been conducted steadily since 2015. The majority of participants were childcare center teachers, and numerous studies focused on program development. Second, among the trends in teacher education practices, many studies aimed to improve teaching skills. Third, concerning the trend of teacher education program development research, various research methods were utilized, with quantitative research being conducted in 2015, 2020, and 2022. Particular, regarding independent and dependent variables, numerous studies focused on enhancing teaching effectiveness and educational knowledge. Conclusion/Implications: Based on the results, we offer implications for the education policy field and related organizations, along with recommendations for enhancing the guidance and support of early childhood teacher education in program development and implementation.

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.258-279
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• 2015

The purpose of this study was to analyze the change of secondary earth science teachers' knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers' knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers' knowledge increased about the East Sea's currents, while a decrease was found in the differences between individual teachers' knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers' subject matter knowledge plays a significant role to make science teaching effective.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.519-537
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• 2014

Teacher efficacy influences teacher's own behaviors in class and students outcomes such as achievement, motivation and their own self-efficacy. In recent years, self efficacy and teacher efficacy are becoming more popular in many educational aspects. Teacher efficacy depends on him/her and each tasks and goals. Therefore, we need special instrument for measuring mathematics teacher efficacy. On this study, we derived educationally meaningful factors on mathematics teacher efficacy from previous literature. We developed Mathematics Teaching Efficacy Instrument(MTEI) consisted of 30 items with 6-point Likert scale. The six factors are as follows; mathematics teaching efficacy expectancy, mathematics teaching outcome expectancy, mathematics teaching content knowledge, teacher belief on their own students, the past mathematics learning experience for teacher own, influence from social-cultural environment.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.109-124
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• 2012

Developing pedagogical content knowledge (PCK) has been emphasized for teacher's professionalism and it should be done from systematic teacher training courses. In this study, we investigated changes of elementary pre-service teachers' PCK of science teaching and motivational strategies before and after a training course. For the analysis of pre-service teachers' PCK, their lesson plans, surveys, and interviews were collected. According to the results, in the beginning of the semester, pre-service teachers in the experimental group usually used didactic or combination of didactic and inquiry teaching strategies and a few pre-service teachers used inquiry or discovery teaching strategies when making lesson plans. However, at the end of the semester many pre-service teachers used inquiry teaching strategies in their lessons which included activities of asking students' prior knowledge, conducing experiments, finding conclusion, and comparing teachers' explanations with students' explanations. Regarding motivational strategies, in the beginning of the semester they focused using activities to create student's emotional interest in science lesson but at the end they used other strategies to create positive atmosphere for learning, capture intellectual interest in science, and connect science to students' everyday lives. The changes in pre-service teachers' PCK in the experimental group was meaningful because there was less change in pre-service teachers' PCK in the control group. This study implies the need for effective professional development programs for developing pre-service teachers' PCK.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.455-475
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• 2018

The purpose of this study is to investigate characteristics of pre-service teachers' cognition about learning through the use of technology by employing a teacher education program in the use of technology-friendly flipped classroom. For this purpose, 45 pre-service teachers participated in the study and they completed both pre- and post-surveys including questions about Technology Adopter Category Index(TACI) and Technological Pedagogical Content Knowledge(TPACK). They were also asked to write self-reflections on mathematics softwares(Geometer's Sketch Pad(GSP), Geogebra, Cabri 3D). Results show that the teacher education program in the use of technology-friendly flipped classroom affected pre-service teachers' cognitions of TACI and TPACK, and they perceived that technology integration helped students' mathematics learning process. Findings from this study indicate that ideas about how to develop a technology-friendly teacher education program are more specified..

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.293-300
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• 2021

The aim of this study was to measure preservice teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK). The researcher analyzed responses on the TPACK scale of 307 students in A University located in Chungcheongbuk-do. During the statistical analysis, IBM SPSS 21 program was used to implement Independent Samples T-test, One-way Analysis of Variance, and Multiple Regression Analysis (Enter method). The results are as follows. First, for the mean difference by gender, the mean of female students was higher than that of male students in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Second, for the mean difference by grade level, the mean of the 1^st, 3^rd and 4^th graders was higher than that of the 2^nd graders in the Content Knowledge at a statistically significant level. Third, toward Technological Pedagogical Content Knowledge, Pedagogical Knowledge of .11 beta value, Pedagogical Content Knowledge of .11 beta value, and Technological Pedagogical Knowledge of .715 beta value were found to be statistically significant predictors. Finally, the researcher discussed development of the TPACK implementation manual and workbook and provision of various technology practice opportunities.