• The Korean Nurse
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• v.36 no.5
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• pp.63-73
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• 1998

The home visiting health nurses are important man-power who can serve various and persistent rehabilitation care to disabled person in community. The Community Based Rehabilition project(CBR) of national rehabilition center have been carried out from 1995. As a part of that project national health center performed rehabilition education program for home visiting health nurses. The purpose of this study is to analysis the effect of this education. In the first stage all of those groups were educated for two weeks in national rehabilitation center. But only two group nurses, one is in a urban and the other in a rural community, have been educated continually in the field through discussing rehabilitation care case study. The data in this study were gathered from three group healh nurses and analysed by SAS computer program. The results about knowledge, attitude and practice changes of the three group nurses were as follows. 1. In the pre education state the mean point of all nurses' attitude for rehabilition was 59, but in the post education state that was 90. The difference between pre and post attitude is very significant(t=-14.1. p<0.0001l). 2. In the pre education state the mean point of all nurses' knowledge for rehabilition was 45, but in the post education state that was 78. The difference between pre and post knowledge is very significant(t=-12.7, p<0.000l). 3. In the pre education state the mean point of all nurses' practice for rehabilition care was 37, but in the post education state that was 62. The difference between pre and post practice is very significant(t=-7.3, p<0.000l). 4. In practice point, the two group nurses who have been educated continuously were superior to the other(t=-3.9. p<0.00l). 5. All points between the urban and rural nurses were no significant differences(p>0.l). 6. All changes of the attitude, knowledge and practice did not affected by age(F=0.58, p>0.l). professional career(F=O.61, p>0.l), educational background(F=0.97, p>0.l).

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.95-112
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• 2017

The competence of teachers, comes out through their lesson, is one of the key factors of school education. The purpose of this study is comparing the viewpoints on the science lessons in the elementary classrooms between pre-service teachers and highly experienced teachers in order to draw implications on pre-service teacher educating system. The participants of the study are 14 junior students in a university of education and 9 elementary school teachers who are highly educated and have much career experience. Each student participant observed one video clip with science lesson of their classmate. The total number of the video subject to observation is 4. Meanwhile experienced teachers observed 1 or 2 videos which are the same to those the students watched. The participants made a class criticism according to the General Standards for Class Critique made by KICE. The in-depth analysis of the criticism yielded the following conclusions; First, pre-service teachers had narrow views on the science class mainly limited in the practical part of class, but experienced teachers had wide views covered to class-knowledge, plan, and practice. Second, most experienced teachers thought that learning is the process by which students acquire knowledge or concepts by themselves, and the main purpose of the class is to help students' learning. Meanwhile, there were many pre-service teachers who thought that conveying knowledge or concepts to students was the main purpose of the class. Third, experienced teachers thought that a good science class should maintain consistency around the learning goals from the planning, implementation, and evaluation. However, many pre-service teachers did not take the learning objectives so seriously.

• Journal of Science Education
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• v.37 no.2
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• pp.310-322
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• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.9
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• pp.3878-3886
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• 2011

The purpose of this research was to develop a teaching practice program using a virtual space for pre-service teachers reflecting the characteristics of both a virtual space and teaching practice. To develop the program, objectives of the developing, methods of a team grouping, conditions for effective practice were analyzed from literature review and preliminary research. In order to evaluate the effects of the constructed program, the program was applied to 99 pre-service teachers of a university in Korea, and the 46 pre-service teachers participated in the evaluating. The results obtained from the evaluation were that the program brought about the positive change of pre-service teachers' cognition on their teaching efficacy. This program is expected to be effectively used in pre-service teacher education program and connected to the field-based teaching practicum.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.81-89
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• 2018

Because the success of SW education depends on teachers' competences and understanding, many universities of education are carrying out SW education for pre-service teachers. The purpose of this research is to analyze the current status of pre-service teachers' programming learning experiences and understanding of curriculum and educational effects related to SW education. The participants were 294 junior and senior students enrolled in a university of education. In relation to 'programming learning experiences', many responded positively in terms of interest, usefulness and willingness to learn. However, many were not satisfied with their programming experiences, felt difficulty in programming, and evaluated their programming abilities as low. For the 'understanding of SW education curriculum', many recognized the necessity of SW education and understood that the allocated time was insufficient. Both positive and negative opinions were reported concerning the fact that SW education is conducted in practical arts. In comparison, many did not understand well about the concept and characteristics of SW education and the details of the curriculum. In relation to the 'understanding of SW education effects', many understood positively about all the effects presented in the questionnaire including problem solving abilities and creativity. In addition, significant differences were found among pre-service teachers' major categories regarding the programming learning experiences and the understanding of SW education curriculum and effects. Based on the results of the research, suggestions were made for the improvement of the pre-service teachers' SW education program.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.74-84
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• 2004

The purpose of this study was to get an implication on teacher education program, by exploring the difficulties pre-service elementary teachers have with their science lessons. 37 pre-service teachers were requested to write an anecdote about their science lessons during their 4 week practicum. By analyzing these anecdotes, the difficulties were grouped into several categories by the researcher, and then reconfirmed by the pre-service teachers themselves. The result showed that there were far more difficulties with practical work (cases: 48), than with content knowledge teaching (cases: 17). Among practical work related difficulties, the most frequent cases were: 1) when they have unexpected result different from scientific theory (cases: 10), 2) when they teach process skill and usage of lab equipments (cases: 8), and 3) when they do not have enough preparation for practical work (cases: 7). Unlike the result of preceding research on secondary pre-service teachers, there was no affective aspect problems. These difficulties also can be divided into 'problems' and 'dilemmas'. Whereas 'problems' can be settled by removing obstacles, 'dilemmas', a conflict-filled situation, require choices between competing values or aims. The use of scientific language, the decision on the level and amount of knowledge they teach, and disposal of unexpected experiment results caused such dilemmas in science lessons. The research results imply practical work should be more strengthened in the elementary teacher education program. And both teacher educators and pre-service teachers need to understand that practical teaching is a complex enterprise accompanying some 'dilemmas'. The role of science teachers as managers of dilemmas could be considered.

• Educational Technology International
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• v.24 no.2
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• pp.143-168
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• 2023

This study aims to analyze the perceptions and educational needs of pre-service teachers for the use of Artificial Intelligence (AI) in education. To this end, we collected survey data from 25 undergraduate students who were enrolled in a teacher education college in Seoul. The purpose of the survey was to measure the importance and current performance for instructional AI use based on the technological, pedagogical, and content knowledge (TPACK) framework, and to explore the priority of educational needs using Borich's needs analysis and the Locus for Focus model. The results of the study confirmed that Ethics and TPK competencies are prioritized. Additionally, the results indicated a high demand for practical knowledge that can be implemented in the practice of education. Based on the results, it is necessary to develop a teacher education program that focuses on ethical aspects and teaching strategy competencies in AI-based education.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.901-917
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• 2018

The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.134-146
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• 2020

The purpose of this study is to examine how elementary pre-service teachers have a perception of 'science'. Especially, this study used photo-narrative method to analysis pre-service teachers' perception of 'science'. Photo-narrative is a way of describing what a study participant wants to say by taking a picture. Participants were 66 elementary pre-service teachers. The results of this study were as follows: First, elementary pre-service teachers used many words such as people, life, everyday as well as scientific terms such as phenomena and principles to explain science. Secondly, the pictures used by elementary pre-service teachers to explain science included household goods, natural phenomena, advanced devices, and living things. Third, elementary pre-service teachers explained science with knowledge of science, knowledge, convenience, and nature of science. As a result of this study, it was found that elementary pre-service teachers recognized that science is closely related to life and that it is necessary for learning. The results of this study can contribute not only to curriculum composition and curriculum content of elementary and middle school science education but also to curriculum development for teacher training.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.3
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• pp.374-387
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• 2010

This study presumed that pre-service elementary teachers' stereotypical attitude toward foreign groups is critical factor to be considered in the context of Korean multicultural education. 422 pre-service elementary school teachers rated repeatedly seven ethnic groups on thirteen semantic differential scales which consist of four factors; attractiveness-unattractiveness, superiority-inferiority, rationality-irrationality, and aggressiveness-compliance. A series of repeated measure MANOVAs were used to test variability in pre-service elementary school teachers' stereotypical attitude across foreign groups. They rated Japanese the most positive, but Chinese the most negative, and others more or less positive in overall attitude. Their ratings of each ethnic group also varied across four attitude factors. Japanese and Whites were classified into the most attractive and superior, and moderately rational and aggressive groups. In contrast, Chinese were rated as the most unattractive, inferior, irrational, and moderately aggressive one. Southeast Asians were rated as attractive, compliant, and inferior one. In contrast, Arabians were rated as unattractive, aggressive, and moderately superior one. Finally, North Koreans were rated moderately superior, the most aggressive and irrational one. All these findings were discussed in terms of multicultural education in Korea.