• School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2017

In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

• 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.

• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.99-107
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• 2006

The purposes of this study are to identify the types of teacher efficacy, to present a theoretical base for teacher efficacy among Home Economics teachers and subsequently, to improve the quality in the practices of home economics education. To achieve these purposes, 263 secondary school home economics teachers were surveyed by the prime investigator. The three research questions of this study were: 1. What are the individual characteristics, the environmental characteristics and the trends of teacher efficacy among secondary school home economics teachers? 2. What is the factor in teacher efficacy among secondary school home economics teachers? 3. What are the types of teacher efficacy among secondary school home economics teachers? For these research questions, factor analysis and cluster analysis were conducted. The factor analysis on teacher efficacy with a survey of secondary school home economics teachers produced 5 factors of efficacy: classroom management, needs assistance, instructional strategies, environmental assistance and teaming assistance. The teacher efficacy had a mean of 3.58 and the home economics teachers showed a slightly higher level in teacher efficacy. Of the 5 efficacy factors, classroom management showed the highest level (M=3.89), followed by learning assistance (M=3.81), instrumental strategies (M=3.57), environmental assistance (M=3.42) and needs assistance (M=3.19). Overall, the teachers had positive feeling in teacher efficacy. Three types of teachers were found in the types of teacher efficacy: the supreme, the average and the efforts-needy. Those types were identified based on the mean scores of the five sub-domains from the factor analysis. To enhance the teacher efficacy, the needs assessments for the students and behavioral adjustment issues should be reflected in the curriculum of teacher education and workshops. The primary investigator suggested that continuous and long-term plans for teacher education need to be developed because short-term plans may not be effective in changing attitudes such as teacher efficacy.

• Journal of the Korean Society for information Management
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• v.25 no.3
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• pp.83-97
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• 2008

This thesis presents the methods and tool development of performance assessment as final stage for information literacy instruction of teacher-librarians. The evaluation is an important part in information literacy instruction of teacher-librarians in the school libraries. But until now, there is little research on evaluation methodologies in the instructional activities of teacher-librarians. There is only evaluation domain presented in the primary and secondary 'Information and the Library' curriculum. To develop an evaluation model as a base for measuring performance assessment related to teacher-librarians is important. The goal of this thesis is to provide teacher-librarians with basic principles to develop many kinds of performance assessment tools in their own instructional activities.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.77-96
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• 2017

This study seeks to examine current status and issues on primary education environment and teachers in Cambodia, a country that has a poor education environment and low educational achievement I analysed the features and limitation of education. Major findings revealed the primary school students' low accessibility on education and poor competencies and qualification of primary school teachers, which have hindered a quality of education in Cambodia. Central implications were produced to improve the quality of education and training system for primary school teachers. First, sustainability should be embedded from the initial design to the performance evaluation of the projects. Second, we should carry forward a customized training project that can meet the needs of primary school teachers in Cambodia. Third, the Education ODA project should be institutionalized into the national mechanism of the credit accreditation system, including the incentives of participating. Fourth, in-service training should ensure the inclusiveness and accessibility for the disadvantaged in remote areas. Fifth, short-term workshops for teachers should be avoided, but intensive programs including mentoring should be expanded. Finally, we should support the establishment of autonomous teacher- learning communities based on school level across the Cambodia, which could establish the social capital of the teaching profession in a long term.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.343-350
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• 2017

This current study employs multi-year design-based research to design and implement a course in teacher education in Korea. Specifically this paper reports our first attempt to work with 3 primary in-service teachers majoring in computer education. We have incorporated design thinking (DT) into the course design and investigated how primary teachers appreciate the role of DT and recognize the connection between teaching computational thinking and DT. This qualitative study reports the course design, its progression, reflections, and learning outcomes.

• Educational Technology International
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• v.19 no.1
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• pp.35-60
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• 2018

The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

• Research in Mathematical Education
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• v.7 no.2
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.309-327
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• 2018

This study is a case study of an elementary school teacher's reflection and practice in the process of planning, executing and criticizing his lesson on division with decimals. The purpose of this study was to clarify what kinds of problems an elementary school teacher was thinking about and how his focus was changing in the process of planning and executing a lesson and criticizing his lesson with his peers. The teacher was set in three periods: a teacher planning a lesson, a teacher executing a lesson, and a teacher criticizing his or her own lesson. Each period was analyzed in eight aspects: Establishing the goals for mathematics, implementing tasks, connecting mathematical representations, facilitating mathematical discourse, posing questions, building procedural fluency from conceptual understanding, supporting productive struggles, and using evidences of students' thinking.