• Journal of The Korean Association of Information Education
• /
• v.24 no.1
• /
• pp.29-37
• /
• 2020

There is a great deal of effort to improve Computational Thinking in education. In this paper, we define the relationship between SW capability and Computational Thinking, and then examine the current status of pre-service teacher's computing thinking. For this purpose, a survey about the attitude toward SW education and computing thinking was administered to prospective teachers who learned Entry software for one semester. The results of the survey showed that the improvement of abstraction, data analysis, and automation among the pre-service teacher's computing thinking is needed. When educating preliminary teachers, we can see that we need an education method that can increase the analysis and design capability beyond the Entry Software development tool.

• The Journal of Korean Association of Computer Education
• /
• v.22 no.6
• /
• pp.1-10
• /
• 2019

As the 2015 revised curriculum is implemented and the software education is emphasized, the education field demands more informatics teachers with computational thinking and programming skills. In this thesis, we have studied ways to improve the practical evaluation of informatics·computer teacher-appointment test so that a preliminary teacher can be selected through the evaluation of programming skills. We analyzed existing informatics·computer appointment tests and conducted questionnaires for professors and teachers to suggest improvement and expansion of practical skill evaluation. According to the results from the questionnaire, 88% of the respondents answered that expanding the evaluation of programming practice is necessary. In the questionnaires regarding the programming language, the number of questions, and the test time, the highest response rate was C language(51%), 5 questions(66%) and 2 hours(56%).

• Journal of Korean Elementary Science Education
• /
• v.38 no.3
• /
• pp.305-316
• /
• 2019

Most research on verbal interaction in school has used general frameworks, not including general sense that encompass 'elementary' and 'science'. Considering the current framework, we developed a new framework containing items such as safety and science terms. In this study, we compared 2 beginner teachers and 2 career teachers using new frameworks. After preliminary experiments, we recorded 4 classes per each person and recorded all interaction. It was revealed that the career teachers shows more convergent question and agreement to students. And in experimental class the career teachers give more attention for safety. This study may present that it is necessary for beginner teachers to be trained focusing differences.

• Communications of Mathematical Education
• /
• v.30 no.2
• /
• pp.139-159
• /
• 2016

This study is the field of mathematics education on the assumption that they can extend outside the classroom. Recent mathematics education is increasing the importance of field experience and various activities based on real-life math education. Thus, it is necessary to consider this situation in pre-service teacher's education. The purpose of this study is to apply the 'Mathematics Field Trips Activities' in the pre-mathematics teacher education. So the specific case of 'Mathematics Field Trips Activities' was analyzed. Mathematics teachers conducted preliminary exploration activities on the historical cultural property which were effective in the following four aspects. First, cognitive effects and second, definitive effect. Third, cultural-mathematical effect. Fourth, the effect on improving math class. Finally they were summarized and divided into classes target content knowledge and teaching knowledge both sides. As a result, the 'Mathematics Field Trips Activities' were found to have significant effects on pre-service math teacher. Finally, ongoing research is needed to settle into a new teaching and learning methods.

• Research in Mathematical Education
• /
• v.15 no.1
• /
• pp.59-68
• /
• 2011

This paper proposes a modified category framework derived from VAMP and VIMT projects for describing teachers' mathematical and pedagogical values, and examines the dialectical relations between values awareness/willingness and teaching, based on case studies of student teachers of secondary mathematics from a follow-up project of VIMT. The preliminary results show that student teachers would teach certain values depending on the awareness of values priority, willingness to teach, their teaching capabilities and classroom conditions. So, mathematics teacher educators should provide relevant courses to facilitate student teachers to be aware of their implicit values and be willing to enact these values, and to empower student teachers with the knowledge and experiences to teach the values.

• Korean Journal of Childcare and Education
• /
• v.10 no.4
• /
• pp.97-118
• /
• 2014

The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.

• Journal of The Korean Association For Science Education
• /
• v.22 no.5
• /
• pp.1082-1102
• /
• 2002

Most of comparative studies in science teacher education so far have been conducted in terms of teacher education policy, pre- and in-service training system and curriculum, and certificate system. While such superficial information can be readily obtainable, it does not necessarily enable us to make access to reality of science teachers' professional development in respective countries, because practice in professional development among science teachers is deeply embedded into respective socio-cultural environment or climate. In order to get information on reality in science teachers' professional development, alternative approaches of research should be developed. This paper aims at pursuing an alternative way to approach reality of Japanese science teachers' professional development. An email survey of free description method with 29 in-service science teachers with a variety of years of experience in Ibaraki Prefecture, Japan, revealed that Japanese science teachers have developed their expertise through very close daily-based communication with their peer science teachers. At least, within their consciousness, neither formal in-service training programs, nor pre-service training programs have had much stronger effects on their professional development than such non-formal, daily-based, deep, apprenticeship-typed or in some sense, family-typed communication. The results suggest that in order to conduct meaningful comparative studies, we should take much more attention to how to make access to reality of science teachers' professional development.

• The Korean Journal of Community Living Science
• /
• v.23 no.2
• /
• pp.177-187
• /
• 2012

The research aimed at analyzing how the differences between teachers' personal backgrounds (age, teaching experience, educational background, position) and experiences with the mentee and the mentor affect their awareness on the mentor qualifications for the mentoring program conducted by infants' educational organizations. By fulfilling the purpose of the research, proper qualifications for a mentor of outstanding abilities, which would be desired by teachers in infant educational organizations, should be established while preliminary data on the mentor teacher training to improve the professionalism of a mentor is expected to be provided. The research was carried out targeting 319 teachers in infants' educational organizations located in Busan and Gyeongsangnam-do. The measuring instrument used was a recognized survey on how the mentor qualifications for the mentoring conducted by infants' educational organizations. The survey consisted of 22 questions. The researcher personally designed the survey based on results generated from preliminary research. SPSS 14.0 was used to analyze selected data as average, standard deviation and one-way layout dispersion. In addition, a post-analysis on the one-way layout dispersion was conducted via the Scheffe posteriori test. The results demonstrated that the mentor qualifications for the mentoring were differently recognized by teachers in infants' educational organizations according to both teacher's personal backgrounds (age, teaching experience, educational background and position) and experiences with the mentee and the mentor.

• Korean Journal of Childcare and Education
• /
• v.18 no.1
• /
• pp.23-50
• /
• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• Korean Journal of Childcare and Education
• /
• v.16 no.6
• /
• pp.155-183
• /
• 2020

Objective: In this study, we tried to verify the effects of program by constructing an effective maker education program that can cultivate the maker's capabilities through voluntary production activities by utilizing various technologies and tools. Methods: First, prior research on maker education and the station teaching strategy was considered, and interviews and surveys were conducted on prospective early childhood teachers in order to find out the degree of demand for maker education. The final program was finalized through verification of the contents validity. Results: The developed program was applied to a total of 49 prospective early childhood teachers (24 in the experimental group, 25 in the comparative group) attending U College, and it was found to be effective in enhancing convergence talent, education knowledge of early childhood teachers' technology, and self-directed learning skills. Conclusion/Implications: These findings show that the preliminary early childhood teacher maker education program using station teaching strategy has educational value that can be used as an effective teaching method in early childhood education.