• Research in Mathematical Education
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• v.17 no.1
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• pp.47-61
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• 2013

This paper aims to explore whether Learning Study improves teachers' subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1202-1218
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• 2013

This study analyzed questions related to the content knowledge on the subject of chemistry for middle and high school teacher employment examinations conducted from the school years 2009 to 2013 based on the evaluation scope of the chemistry subject content knowledge and evaluation contents that were presented by the Korea Institute for Curriculum and Evaluation (KICE). To achieve the objectives of this study, a total of 140 questions were collected with respect to the questions that appeared on the test over the last 5 years, which aimed to evaluate the level of applicants' knowledge related to the contents of chemistry subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 4 subjects. Based on the results, suggestions were presented in relation to the operation of the chemistry curriculum for the Department of Chemistry Education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 4 subjects related to the content knowledge on chemistry. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of the analysis on the evaluation content items suggested that 41 items out of 122 did not appear in the teacher employment examination for 5 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test on content knowledge related to chemistry or the evaluation scope and evaluation content items.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.103-118
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• 1992

Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

• Journal of Korean Home Economics Education Association
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• v.14 no.2
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• pp.1-14
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• 2002

The goal of the study is to find the necessary measures to facilitate a desirable Technology and Home Economics curriculum by reflecting the Perception and needs of the teachers from the perspective of the curriculum content. professionalism of the teacher realistic operations of the school . and the administration of the school system. The results obtained from the research are as follows : 1) The background knowledge and characteristics of the two curriculums are different. and in addition there is a negative perception due to the fact that it is hard to facilitate a class with just one teacher. 2) The issues that were most serious to teachers were professionalism of the teacher. qualification of the teachers. and teaching method. Also the teachers lacked in confidence in teaching and the curriculum itself. 3) In regards to qualifications of the teacher the teachers requested that teachers should have single qualification in 'Technology(or Home Economics)'or dual qualifications in both 'Technology' and 'Home Economics'. As for teaching methodology responded that from the teacher and student perspective the teaching should be divided whereas from the school's perspective the responsibility should be Put on a single teacher. 4) Teachers responded that from the perspective of the teacher, parent or student Technology and Home Economics should be separated into two subjects.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.345-359
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• 2019

The purpose of this study is to analyze the educational effects and the improvements of the 'Science Field Trips' Program which developed with the aim of fostering the prospective elementary school teachers' ability to manage science field trips. The participants were 13 senior students from a national university of education. The results of the study are as follows: First, with regard to the effectiveness in the science instruction aspect of the prospective teachers' geological field trip as an experiential activity, the responses of the participants were children's 'scientific knowledge'(69.2%), 'science related attitudes'(46.2%), and 'science inquiry'(30.8%). Second, regarding the effectiveness of the geological field trip in their management of science field trips aspects in the future, the responses of the participants were 'teaching strategies'(92.3%), 'plan implementation'(76.9%), 'teacher's science knowledge'(61.5%), 'self-confidence'(38.5%), 'enhancement of awareness of field trips'(23.1%), and 'career guidance'(7.7%). Third, with regard to the effectiveness in the science instruction aspect of their activities of planning a science field trip in their future working districts, the responses of the participants were children's 'science knowledge'(38.5%), 'science-related attitudes'(38.5%), and 'science inquiry'(23.1%). Fourth, regarding the effectiveness in their management of science field trips aspects of the activities of planning a science field trip, the responses of the participants were 'plan implementation'(92.3%), 'the identification of science field trip sites'(84.6%), 'teaching strategies'(76.9%), 'administrative affairs'(69.2%), 'teacher's science knowledge'(30.8%), 'enhancement of awareness of field trips'(23.1%), 'career guidance'(15.4%), and 'self-confidence' (15.4%). The improvements plans of the program and the suggestions for future research is also described in this study.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.569-594
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• 2010

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including understanding of learners between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the teacher knowledge of learners' understanding. For this purpose, the meaning of learners' understanding was also investigated in-depth. Finally, the concrete elements on teaching evaluation focused on the teacher knowledge of learners' understanding in math class were new developed, based on the literature reviews on learners' understanding. Then, those evaluation elements were developed according to the five domains of learners' understanding such as evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies.

• Journal of the Korea Convergence Society
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• v.8 no.4
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• pp.37-48
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• 2017

The purpose of the study was to identify factors influencing the knowledge and management of allergic disease. Participants were 220 childcare teachers working in childcare facility, date was collected through self-questionnaire. Data was analyzed using SPSS/WIN 23.0. Age(p=0.13), experience of education(0.49) showed significant difference in athma/ allergic rhinitis. Experience of education(p=0.45), necessity of education(p=.034) in asthma/ allergic rhinitis showed significant difference. There is no significant difference in knowledge and management of atopic dermatitis. Allergic disease management and age accounted for 36.2% influencing on knowledge of asthma/allergic rhinitis. Allergic disease knowlege, education experience and necessity of education accounted for 43.1% influencing management of asthma/ allergic rhinitis. Based on the findings of this study, it can be used to educational programs data for childcare teacher.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.621-640
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• 2011

The purposes of this study were to analyze the PCK of pre-service chemistry teachers and to know the changes of in PCK before and after the educational practice. For this study, four pre-service teachers majoring in chemistry education were selected as proteges and one professor of chemistry education department participated as a mentor. For the analysis of pre-service teachers' PCK, proteges' instructions, mentoring process, and semi-constructed interviews were collected. According to the results, most of the elements of the PCK were lack of proteges' instructions before the mentoring, because they didn't know the necessary practical knowledge for instructions. They also didn't know how they could apply their knowledge to the instructions. However, most of the pre-service teachers developed their PCK through the mentoring. This study shows that pre-service teacher's PCK could develop effectively by well-formed programs of mentoring before and after the educational practice in college education for pre-service teachers.

• Journal of the Korean earth science society
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• v.30 no.3
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• pp.330-343
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• 2009

Pedagogical content knowledge (PCK) has been regarded as an indication of science teachers' professionalism. The purpose of this study was to analyze topic-specific PCK of pre-service and in-service science teachers, comparatively. For this purpose, we developed an analytic framework for explicitly documenting science teacher' PCK and applied the framework for analyzing the difference within the same topic and with two different topics. Findings are as follows: (1) With the same topic, there was considerable difference between pre-service and in-service teachers in the components of PCK, not to mention individual difference. (2) In case of two different topics, we did not recognize a tendency of change in PCK, but remarkable differences in PCK were identified between two different topics. This study affirmed the topic specificity of PCK, and discussed a possibility of employing PCK analytic framework and its profile as one of the tools that could be used to develop and assess teachers' professionalism.

• Journal of the Korea Society of Computer and Information
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• v.20 no.2
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• pp.231-239
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• 2015

This study aimed to design and apply the technological pedagogical and content knowledge(TPACK) model to pre-service education program, and to analyze its results for attending student's questionnaire. At first, a lecture that designed to elevate one's technological knowledge was studied and implemented. To perform this study, TPACK survey instruments were distributed to pre-service teacher group A who took the designed lecture and group B who took ordinary ICT literacy lecture. The results showed that TK, TCK, TPK, and TPACK improved significantly in group A, and significant positive corelation shows among 7 subcategories of TPACK. Based on the result of this study, we suggested that pre-service teacher education should consider the combination of pre-service education program and technology knowledge in TPACK model.