• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.123-142
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• 2011

Recently, a number of researches acknowledge the importance of 'reflection' and 'reflective teacher education,' and they highlight the implication of 'reflection' on the teacher's profession or the teacher education. The reflective thought is interpreted as a subject that should be taught or a sort of strategy that a teacher should learn, while the aspect is excluded that reflection is the interaction between the innate knowledge and the practice. As a result, the reflective teacher education programs that increase the level of reflection are developed and practiced, and the reflection is accepted as a tool for increasing teacher professionalism. Reflective teaching is en essential and basic element for the development of teacher knowledge. In particular, such teacher knowledge might be being gradually expanded by a teacher's self-assessment on reflection on his own instruction. For this reason, this study develops an assessment framework on instruction which is comprized of teacher knowledge and instructional process. To accomplish this, in this study, teacher knowledge is considered as a whole practice knowledge combined by subject matter knowledge, understanding of learners, teaching and learning methods and assessment, and instructional environment. Also, success on instruction in mathematics class might depend on the acquisition of teacher knowledge, instructional planning, instructional execution, and furthermore reflection on instruction. Especially, this study emphasizes that 'reflection on instruction', the most important step of instruction be reflected and examined by the teacher himself.

• The Mathematical Education
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• v.52 no.4
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• pp.567-586
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• 2013

The purpose of this study was to introduce the Knowledge Quartet (KQ) framework by which we can analyze teacher knowledge revealed in teaching mathematics. Specifically, this paper addressed how the KQ framework has been developed and employed in the context of research on teacher knowledge. In order to make the framework accessible, this paper analyzed an elementary school teacher's knowledge in teaching her fifth grade students how to figure out the area of a trapezoid using the four dimensions of the KQ (i.e., foundation, transformation, connection, and contingency). This paper is expected to provide mathematics educators with a basis of understanding the nature of teacher knowledge in teaching mathematics and to induce further detailed analyses of teacher knowledge using some dimensions of the KQ framework.

• Journal of Distribution Science
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• v.21 no.12
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• pp.15-22
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• 2023

Purpose: Business education is in high demand whereas knowledge is critical for an individual's professional development in general, and for teachers in particular. In this research, the effect of the distributions of teachers' business knowledge on schools' achievement were investigated. Research design, data and methodology: This study employs a quantitative method to investigate the level of business knowledge distributions of teachers on schools' achievement. 155 business studies subject teachers were categorised into 66 respective schools to measure the correlation and regression between teachers' business knowledge distribution and schools' achievement. Results: The results of the study show that there is a significant relationship between school achievement from the aspect of teachers' business knowledge distributions, with the score of, r = 0.345, p < 0.05. The value of R² shows a moderate relationship between the teachers' knowledge distributions on school achievement but still plays a role in determining the measurement of the school's level of achievement. Conclusions: It is concluded that the relationship between teacher's business knowledge and school achievement in the subject of Business Studies is significant. This study proves that the teacher's knowledge about business is very important in guaranteeing the success of students who took this subject.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.270-278
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• 2018

In this study, the Pedagogical Content Knowledge for childhood's music education and Teacher's Efficacy empirically examined the relationship between teachers' attitudes through structural equation model analysis. Data were collected for 132 infant teachers working for early childhood educational institutions for this study. Structural equation model analysis was performed using SPSS and AMOS. In this research, conformity to the research model was appropriate. Pedagogical content knowledge for childhood's music education clearly confirmed the relationship between the teacher's efficacy, the attitude variables of the teacher. The Pedagogical Content Knowledge for childhood's music education proved to have a meaningful influence on the attitude of the teacher for music education. The Pedagogical Content Knowledge for childhood's music education proved to have a meaningful influence on Teacher's Efficacy for music education. The Pedagogical Content Knowledge for childhood's music education has been found to influence the attitude of the teacher indirectly with the intermediation of Teacher's Efficacy. The effect of the parameter was the effect of the partial parameters. The results of this study can be used as basic material important for strengthening the expertise of young children's teachers for music development of young children. In particular, it was confirmed that the knowledge variable of the content of the music professor of an infant teacher is a very important variable in early childhood music education.

• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.244-262
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• 2019

The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.695-717
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• 2013

Teacher knowledge needed for teaching is bound to be revealed in teaching the subject matter in relation to the given instructional context. Given this, recent studies on mathematics teacher knowledge tend to analyze actual Mathematical Knowledge in Teaching [MKiT]. This study focused on the dimension of transformation and its related codes in Knowledge Quartet, which has been recognized as a MKiT framework, and analyzed a Korean teacher's transformation knowledge revealed in her elementary mathematics teaching. The analysis showed that the codes related to the dimension of transformation were useful in analyzing teacher knowledge in the Korean context. However, a few codes need to be revised or added for more suitability. On the basis of these results, this paper closes with implications for analyzing teacher knowledge in mathematics teaching.

• Journal of the Korean Geographical Society
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• v.42 no.1 s.118
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• pp.96-120
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• 2007

The purpose of this study is to look into practical knowledge of geography teacher that lead the teacher's conduct in performance assessment situation. In Classroom all activity of teachers is their unique creature and the behavior which express teacher's knowledge and competency as expert. Practical knowledge can be seen as a system of understanding that guides the teacher s decision, which involves the construction of contents to teach, methods of instruction, resources to use etc. Therefore if we fully read the teacher's instruction, we have to understand the practical knowledge of teacher. As an ordinary activity of teaming and teaching, performance assessment is conducted on active learning and teaching situation and has intention to advance learning. Thus All evaluating behavior conducted by teacher can be understood through the practical knowledge of teacher. For this purpose a series of performance assessment scenes conducted by teacher were selected observed and captured the imagery, principles and rules of practical knowledge through the qualitative research method. The result supposed that practical knowledge influence the whole process of geography teacher's performance assessment activity.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.617-630
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• 2015

A perspective of the nature of teacher knowledge has a significant impact on why and how we study teacher knowledge. The purpose of this study was to explore the mathematics knowledge in teaching (MKiT) in terms of meanings, characteristics, and analytic methods. MKiT regards teacher knowledge as practical knowledge that has meanings only when it is employed in teaching mathematics. Various components of teacher knowledge interact one another in teaching mathematics. Given this, teacher knowledge is regarded as an organism specific to teaching contexts and it needs to be analyzed by observing lessons or a teacher's actions related directly to the lessons. This paper is expected to induce research on teacher knowledge from the MKiT perspective and urge researchers to have a profound understanding of the nature and analytic methods of teacher knowledge. Some implications of future research are included.