• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.555-572
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• 2014

Teacher preparation programs are responsible for preparing teachers to be able to perform their work with professional knowledge and skills. What opportunities to learn such knowledge and skills the programs intentionally develop for prospective teachers can be discerned by looking at the curriculum of teacher education. The purpose of this study is to find implications for the curriculum in elementary teacher education in South Korea, especially as that pertains to opportunities to learn teaching mathematics. This paper compares the curricula of 21 teacher preparation programs for elementary teachers in South Korea and in the United States. It finds that the programs in both countries emphasize teacher preparation to teach subject matter and to help elementary students improve their academic knowledge. The overall structures of the curriculums outlined in the programs of both countries are relatively comparable. In terms of the opportunities to learn teaching mathematics, however, they are quite different in what authentic contents they offer. This paper discusses the need for more emphasis on mathematical knowledge for teaching.

• KIPS Transactions on Computer and Communication Systems
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• v.7 no.4
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• pp.91-98
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• 2018

As the importance of computing technology is emphasized, Korea has revised the educational curriculum to teach SW education compulsory at the elementary and secondary school level. For successful SW education, it is very important not only to require an educational environment and educational materials, but also to obtain the capacity of the teachers who are responsible for SW education. However, due to the lack of research on specifically examining the present state of teachers' SW competencies, there are many deficiencies in establishing a concrete teacher's training and a support plan for SW education. This study is to develop test tools and apply to measure a common sense about a computer, the latest IT technology algorithm design and a programming ability for the purpose of evaluating the SW competency of current teachers. As a result of the study, the understanding of common sense about a computer and the latest IT technology is very high, on the other hand the algorithm design and programming ability were analyzed as low. Therefore, the implications for SW education teacher's training and a process of prospective teachers' training are derived.

• Journal of Digital Convergence
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• v.19 no.11
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• pp.537-543
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• 2021

The purpose of this study was to investigate the relative importance of preliminary physical education teachers between upper and lower levels. Therefore, after literature analysis and examination by experts, a model of competence should be developed by preliminary physical education teachers. Literature review was done at first to filter out the related factors from previous studies. analytic hierarchy process (AHP) was followed with other 23 experts. Results of the study is as follows: Competence for Personal Relations is placed at the top with the weight of .213, competence for Self Management follows with the weight of .203, competence for Major is placed at third with the weight of .174, competence for Studies & Liberal follows with the weight of .163, and competence for Sense of Challenge is placed with the weight of .137, competence for Creativity follows with the weight of .110.

• School Mathematics
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• v.16 no.4
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• pp.827-845
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• 2014

This study aims to investigate how the university educational programs about quadratic curves are operated in relation to the high school curriculum and what their effects may be, and the degree of understanding for the prospective and current teachers of the mathematical content knowledge about quadratic curves. To solve this research questions, we randomly selected three universities and one high school. Then we investigated the curricula of each department of mathematics education, compared them with the high school curricula, and conducted surveys of the professors' and students' conception on how much mathematical content knowledge they need to know about quadratic curves. The study resulted in the following conclusions. First, the curriculum on the subject of quadratic curves in the college of education is closely connected to the high school programs. This study's results showed that the college of education's curriculum includes a series of lectures regarding quadratic curves, and that within them, the mathematical content about quadratic curves associated with high school mathematics was thoroughly covered. Also, a large number of students who attended the lecture reported a significant increase in their understanding in regards to the quadratic curves. Second, it is strongly recommended to strengthen the connection between the college of education's curriculum and the actual high school education field. The prospective teachers think that there is a substantial need to learn about the quadratic curves because it is closely connected with the high school curriculum. But they find it challenging to put what they were taught into practical use in the high school education field, and feel that an improvement in this area is much needed. Third, it is necessary to promote, encourage and support the voluntary efforts to expand the range of the content knowledge in quadratic curves to cover the academic content associated with the high school mathematics.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.977-998
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• 2011

The purpose of this study is to investigate prospective teachers' perceptions of the peer review comments readily available to them during the writing process in a teacher training class. Given these needs, we employ a qualitative method of inquiry giving voice to the learner's own view of peer feedback. The data we wish to consider is first-person narratives elicited from four EFL college students, who are prospective teachers of English. With regard to the EFL students' narrative considered here, all were attentive to the feedback they received. Moreover, the way in which these EFL writers talk about peer response activity reflects that they still welcome peer feedback because of the benefits to be accrued from it. Although this study, covering only four EFL students in total, can hardly be considered conclusive, we attempt to offer a synthesis of their stories. First of all, students indicate that they received responses from "authentic readers" (Mittan 1989, 209). We do note, consequently, that students gain a clear understanding of readers' needs by receiving feedback on what they did well and on what seems unclear. Perhaps the greater effect of peer feedback claimed by these students is that they take active roles in utilizing peer comments. Since they feel uncertain about the validity of their classmates' responses, students feel that they have autonomy over their own text and can make their own decisions on whether they should accept their peer comments or not. This contrasts with their treatment of teacher comments that they accept begrudgingly even if they disagree with them. Four EFL writers talked a lot, typically in a positive way, about peer response to their writing, yet they have expressed reservations about the extent to which they should put any credence in comments offered by their fellow students. Perhaps this is because their fellow students are still developing writers and EFL learners. In turn, they were sometimes reluctant to accept the peers' comments. Thus, in EFL contexts, L1 use can be suggested during peer feedback sessions. In particular, we have come to feel that L1 use enables both reviewers and receivers to have more productive peer review experiences. Additionally, we need to train students not "to see peer feedback as potentially bad advice" (Silva et al. 2003, 111). Teachers should focus on training students to utilize their peers' comments. Without such training, students will either ignore feedback or fail to use it constructively.

• Safety and Health at Work
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• v.13 no.2
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• pp.201-206
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• 2022

Background: The present objective was to verify whether burnout (emotional exhaustion [EE], depersonalization [DP] and low professional efficacy [PE]) is a risk factor for long-term sickness absence (LTSA; 30 consecutive days) from the teaching role. Methods: This was a prospective cohort study with two years of follow-up that investigated 509 elementary and high-school teachers. Burnout was identified by Maslach Burnout Inventory. Poisson regression with robust variance was used to adjust for possible confounders. Results: The incidence of LTSA was 9.4%. High EE levels were associated with LTSA in the crude analysis, but the association lost statistical significance after adjustments (for sex, age, perception of work-life balance, general self-rated health, chronic pain and depression). High DP levels were associated with this outcome, even after all adjustments (relative risk = 1.80; 95% confidence interval: 1.05-3.09). Low PE levels were not related to LTSA. Conclusion: The results reinforce the need to improve teachers' work conditions to reduce burnout, particularly DP, and its consequences.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.53-61
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• 2019

Recently, there are various reports on the case of using an Online Judge(OJ) system that enables students to develop problem solving abilities based on algorithms and programming. If informatics teachers and prospective informatics teachers have the ability to build and operate these systems for their school and students, they will be equipped with powerful instructional competencies related to computational thinking and problem solving ability. Therefore, this paper studied how to build and customize HUSTOJ-based open source online judge systems for school informatics education, and suggested the direction to apply it effectively at the school.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.265-278
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• 2020

The purpose of this study is to analyze the experience of the process of developing instructional media by using Scratch for in-service teachers, after they participated in programming education with Scratch conducted as part of teaching methods using ICT. In particular, this study aimed to explore in-service teachers' thoughts and experiences of the objectives and methods integrated the programming education into their subjects creatively and convergently. To achieve the objective, they conducted an instructional design in accordance with their subject's learning goals and methods on the framework of the ASSURE model. Then, they conducted a project to develop instructional media with Scratch as part of the instructional design. 10 in-service teachers who attends the Graduate School of Education at K University in the second semester of 2019 were participated in this study. As a result, teachers showed positive expectation that the use of media developed by Scratch could bring significant results to attract students' interest and promote students' participation to lead learner-centered classes. This study has implications for future direction on programming education for professional development programs of prospective teachers as well as in-service teachers.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.339-345
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• 2023

Pre-service teachers have established and developed their own teaching strategies and professional language teaching skills based on their pedagogical and learning experiences. In this regard, it is conceivable that pre-service teachers' feedback may have distinct viewpoints and focuses. Therefore, the purpose of this study is to analyze pre-service teachers' feedback to microteaching demonstrations. Participants in the study were 40 prospective elementary school teachers. They were invited to offer feedback on microteachings video-recorded by their peers. According to the findings, we identified a total of 708 comments. The majority of feedback was categorized as teacher talk(40.1%) , followed by teaching and learning activity (20.9%), interaction (12.6%), teaching materials (11.4%), classroom atmosphere and learning environment (8.9%), lesson flow (3.7%), review and evaluation (1.3%), and introduction and objectives (1.1%). The most frequent types of feedback were the teacher's use of appropriate speaking rate, tone, and intonation. This finding reflects the fact that English teachers realize the importance of the teacher's English proficiency, therefore we suggest that teacher education institutions need raise awareness not just of teachers' English skills but also of their diverse perspectives.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.391-400
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• 2014

In this study, we reviewed educational trend of Puzzle-Based Learning Contents and case studies at domestic and international, and have developed Puzzle-Based Learning Contents with the contents using fundamental concepts of computer science. Thirty one prospective elementary school teachers were applied to this contents, total thirty two sessions for four months, and Torrance Tests of Creative Thinking(TTCT) verbal and figural tests were performed to evaluate the changes in creativity. The result showed that there were significant improvements in two subscales of verbal creativity, verbal creativity index, and three subscales of figural creativity, figural creativity index. In this paper, on the basis of proven effectiveness, we introduce the Puzzle-Based Learning Contents as the alternative computer science education.