• East Asian mathematical journal
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• v.29 no.2
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• pp.169-187
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• 2013

The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.

• Journal of Engineering Education Research
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• v.20 no.2
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• pp.3-8
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• 2017

This study examined a difference in a change of understanding and recognition on STEAM Education before and after participating in STEAM Education of university students majoring in teaching profession of engineering system who took part in 'STEAM Education of being made together with undergraduates for 2016' as part of the project for a center of supporting STEAM pre-service teachers. As a result, the pre-service teachers majoring in teaching profession of engineering system could be confirmed to have been improved the understanding and sympathy level with STEAM education as a whole following the execution of the program. Comparing it with other majoring system, the pre-service teachers majoring in teaching profession of engineering system were shown to be a little low in pre-perception or satisfaction, but were indicated later to have high intention of participation in STEAM education. This suggests that the pre-service teachers majoring in teaching profession of engineering system recognize the importance of STEAM education in the engineering education, but are feeling pressure about interpersonal communication. Accordingly, it is time that there is a need to have a system of officially providing the implementation of STEAM education and an opportunity of experience in the education for pre-service teachers aiming at the engineering education for future generation.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.169-174
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• 2022

The study aims to discover the scope of pre-service special education teachers' knowledge and perceptions of using computer technology in teaching students with disabilities from a pre-service teacher (PST) perspective in light of the gender and sub-major variables. The sample consisted of 84 MEd students/pre-service teachers at the Department of Special Education, Faculty of Education, Umm Al-Qura University. The descriptive analytical approach is used due to its relevance to the study. A survey consisting of the participant's basic information section and 12 statements was sent to a set of pre-service teachers. Findings showed that pre-service special education teachers had an overall high knowledge of using computer technology (M=3.93). Findings also indicated that there were no gender- or major-related statistically significant differences (α = 0.05), in pre-service special education students' knowledge and perceptions of using computer technology.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.185-193
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• 2019

In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher's self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher's self-efficacy beliefs for technology integration.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.41-47
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• 2008

This study aims to examine the reasons of changes in motivation of pre-service teachers who major in environmental education. Qualitative case study methods were adopted to collect and analyze data from six(6) pre-service teachers in environmental education department. Researchers conducted semi-structured interviews with them on the levels of motivation toward their studios. The study results are as follows. The levels of motivation toward their studies were shown differently by each of the pre-service teachers. Some of the pre-service teachers reported that their levels of motivation toward environmental education had changed since the college entrance. The reasons for the changes include 'suitability of environmental education to personal propensity,' 'college courses they took', and 'personal experiences.' Some of the pre-service teachers reported that the levels of motivation for their majors did not changed since he or she was pursuing other goals rather than being an environmental educator.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.145-151
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• 2013

The aim of this research is clarify the relationship between concept understanding degree about the environment and environmental sensitivity and heighten understanding of environmental education target to pre-service elementary teacher. The subjects of this study are science education intensive course 65 students of B educational university. Concept understanding degree about the environment was separately investigated by 'the definition of environmental education', 'Write The positive concept of the natural environment education and briefly describe.''The negative concept of the natural environment education and briefly describe'. Next clarify the relationship between concept understanding degree about the environment and environmental sensitivity target to pre-service elementary teacher. Based on these results, propose an alternative to cultivate pre-service elementary teacher's knowledge about environmental education. Degree of understanding of the concept environmental education research results are as follows. First, Cognition degree about definition of environmental education of pre-service elementary teacher is correctly recognized generally. Second, They do not think deeply about natural environment when it comes to the positive concept of the natural environment of pre-service elementary teacher. Third, They have only a little interest in natural environment when it comes to the negative concept of the natural environment of pre-service elementary teacher. Correlation research results of degree of understanding of the concept of environmental and environmental sensitivity are as follows. High understanding degree of environmental education is high environmental sensitivity. Heighten environmental sensitivity of pre-service elementary teacher will be sustainable environmental education so education is necessary for environmental Sensitivity training.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.4
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• pp.1-10
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• 2022

Since 2019, elementary schools have been teaching software to students, so pre-service teachers should have the ability to teach software. Also, in the COVID-19 situation, pre-service teachers need the ability to teach software online. The purpose of this study is to investigate the effectiveness of online software education for preservice teachers. After providing online software education to preservice teachers, we analyse the results and examines whether online software education is effective. In this study, we define 55 learning elements by analyzing the achievement standards that can evaluate the software education ability of preservice teachers. We figure out whether pre-service teachers have acquired the ability to provide online software education to elementary school students. As a result of the study, we concluded that pre-service teachers who received this online education could conduct software education online in elementary school.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1119-1130
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• 2007

The purposes of this current study were to develop a pre-parent education class for university students and to examine the difference in their beliefs after the program. The subjects of this study were 86 students who were selected from one university in Kyunggido, South Korea. Students had pre-test and post-test to measure the changes caused by the program. Two instruments were used: Beliefs of Appropriate Education and Child Rearing Attitudes. The results of this study were as following: In the post-test, students showed higher scores on affectionate child rearing attitudes. More specifically, students endorsed expression of affection toward a child, positive mother-child relationship, emotional involvement, giving a child equal right after having pre-parent education class. In terms of beliefs on appropriate education, in the post-test students became put more value on process, child, play, experience- oriented learning compared to their pre-test scores. In sum, this pre-parent education class is an effective one, which improve future parents' beliefs and attitudes on appropriate education and child rearing practices.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.193-207
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• 2017

The purpose of this study was to investigate pre-service elementary teachers' attitudes towards science teaching using 'Dimensions of Attitude Toward the Teaching of Science (DAS)'. After confirming the factors and reliabilities of the translated questionnaire by pilot test (N=68), the survey was administered online at one national university of education in Korea (N=527). The pre-service teachers generally thought elementary science education is important and did not believe gender difference in students and in teachers. Science education majors than other majors, males than females, and those who completed high school science track than humanity track had more positive attitudes toward science teaching in elementary school. The extent of teacher education curriculum completion had a little effect on the pre-service teachers' attitudes toward science teaching. The implications for teacher education were discussed.

• Journal of the Korean Home Economics Association
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• v.43 no.3 s.205
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• pp.233-249
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• 2005

The aim of this study was to construct a pre-parent education program for unmarried university students on theological, practical, and psychological bases. Literature related to this subject was reviewed. and the social needs of pre-parent education, the developmental-psychological needs of university students, and the satisfaction of a pre-parent education program were investigated. A pre-parent education program consisting of 3 thematic areas was identified for future parents: the need to improve knowledge, attitudes, and skills. The program content areas were; self awareness, family life-cycle and parental role and social issues arising from dysfunctional family behavior. Multiple instructional strategies were used such as lectures, video tapes, reflective thinking, discussions, debates, role-plays, group presentations, and personality inventories over the course of 16 weeks. The assessment also identified 3 thematic areas and demonstrated improvement of knowledge, altitudes, and skills in the 3 areas.