• The Mathematical Education
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• v.61 no.1
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• pp.179-198
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• 2022

Teaching is delicate, complicated, and demanding work, and especially beginning teachers set forth their difficulties in preparing and implementing mathematics instruction. It is important to ensure the quality of beginning mathematics teachers' instruction above a consistent level because such affirmation justifies the national policy on teacher education as well as the individual efforts of preservice teachers in South Korea. The current study collected mathematics lessons of the two beginning teachers who graduated from the same teacher training institute and worked at the same high school. The findings reported what features their lessons have with regard to the learning environment, engaging students in learning, deepening student learning, and using representations of the edTPA in order to identify what can or cannot be expected in their mathematics instruction. The instruction of the one teacher was assessed middle or more than middle scores throughout the rubrics, but the other one had lower scores. Based on these findings, this study suggested the implications for teacher education in ways of improving the quality of instruction of beginning mathematics teachers.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.259-270
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• 2024

This paper introduces a fundamental investigation into the establishment of a framework for integrating fieldwork into special education teacher preparation programs. This paper introduces a comprehensive framework for the implementation of semester-based practicum systems in special education teacher training programs. The paper delineates essential stages including preparation, adaptation, responsibility readiness, mutual responsibility, and evaluation, emphasizing the importance of collaboration, hands-on training, and feedback interactions. Moreover, the study delves into practical learning frameworks such as the Experiential Learning Model, Sociocultural Theory, and the Apprenticeship of Observation Model. It highlights their significance in connecting theoretical concepts with practical applications and in cultivating reflective practices among pre-service special education teachers. Moreover, the study explores two significant practicum models, namely the Class-Academy Model and the Professional Development Schools (PDS) Model, examining their elements, advantages, and impacts on teacher education programs. The paper provides valuable insights into improving the preparation of special education teachers by incorporating structured practicum experiences and innovative models that blend theoretical knowledge with practical application.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.253-266
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• 2017

The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, 'Results-oriented evaluation,' 'iterative calculation,' 'infused education,' 'failure to consider the level difference,' 'lack of conceptual and principle-centered education' were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

• 대한공업교육학회지
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• v.40 no.1
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• pp.23-39
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• 2015

The purposes of this study were to evaluate the effectiveness of teacher training program for specialized school teacher in invention patent field and to explore the program improvement ideas. The study was carried out through on survey method and using program evaluating model developed for this study. The study subjects are 39 specialized high school teacher participated in training program about invention patent field at CNU-IECT(Invention education center for teacher). The data collection was done on August 2, 2014. The 37 questionnaies were analyzed. The educational needs of the training program were calculated by using the Borich(1980)'s needs assessment formula. The evaluating model was developed by the team. Major findings of this study were as follows; First, the training needs of specialized high-school teachers was high. Second, the satisfaction of the training program was high. Third, the overall effectiveness of training programs was high. Fourth, the improvement ideas were divided into four area - 1)The status quo area, 2) the alternatives exploration area, 3) the strategy modifications area, 4) the expected expansion area.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1019-1030
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• 2015

This study examined the development of a teacher's teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers' journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students' challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.

• Journal of the Korea Society of Computer and Information
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• v.27 no.7
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• pp.115-124
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• 2022

The purpose of this study is to analyze and present keywords, trends, and language networks of keywords for each year of the pedagogical exam of the secondary teacher's employment exam for the 2019~2022 school year. The main research methods were text mining technique and language network analysis method, and analysis programs were KrKwic, Wordcloud Maker, Ucinet6, NetDraw, etc. The research results are as follows; First, keywords such as teacher, student, curriculum, class, and evaluation appeared in the top rankings, and keywords (online, wiki, discussion ceremony, information, etc.) that reflect the recent online class progress in the current COVID-19 situation also tended to appear. The keywords with high frequency of occurrence in the four-year integrated text were student(44), teacher(39), class(27), school(18), curriculum(16), online(10), and discussion method(8). Second, the overall language network of the keywords with high frequency of 4 years showed a significant level of density(0.566), total number of links(492), and average degree of links(16.4). The degree centrality was found in the order of teacher(199.0), class(197.0), student(185.0), and school(150.0). Betweenness centrality was found in the order of teacher(30.859), class(18.956), student(16.054), and school (15.745). It is expected that the results of this study will serve as data to be considered for preparatory teachers, institutions and related persons, and teachers and administrators of secondary school teacher training institutions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.517-529
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• 2021

This study analyzes changes in the efficiency of the Department of Early Childhood Education in Korea to examine the effectiveness of the National Evaluation for Teacher Education Institution. We provide policy implications from exploring factors influencing efficiency and comparing characteristics of efficient and inefficient departments. With 149 Department of Early Childhood Education in Korea, DEA was conducted to estimate the relative efficiency, and the Tobit model was applied to explore factors affecting efficiency. The results confirm that the Department of Early Childhood in Korea is run efficiently, though there was no change in scale efficiency and relative efficiency after the two phases of the National Evaluation for Teacher Education Institution. The results show the number of books per student was significantly lower despite a significantly higher employment rate. Efficiency of college departments, department greater than 60 (per cohort), and department in metropolitan city (except Seoul area) is confirmed greater. These results provide policy implications on developing evaluation measure and processes to improve education quality and efficiency.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.622-629
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• 2014

This study analyze the trend and creativity of entry in chemistry sector of National Science Exhibition. For this study, award-winning entry in chemistry sector of National Science Exhibition during the last five years (2009-2013) were analyzed. The inquiry subject were classified six different items. The creativity evaluation rating of each entry was decided by a survey of the evaluator groups; teachers who participated in the training, winners' teacher. The results turned out as follows: First, In case of trying to choose inquiry subject of entry, it would be better for teacher to guide student into choosing everyday life or natural phenomenon in elementary school level, everyday life or academic area in middle school level, academic area in high school. Second, there was no correlation of creativity rating and actual award rating. Therefore, teacher will need to guide students' research synthetically in a variety of research areas.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.4
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• pp.115-131
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• 2011

The purpose of this study is to provide self-evaluation indicators that each school could judge on its basic conditions for the school library opening to local community. School library opening to local community is one of the significantly operational strategies to contribute to the development of the learning community. But the school library has insufficient resources and support system for their local services. According to the survey teacher librarians who have the experience for their school library opening to local community have considered of deploying teacher librarian as the most important factor. And they asserted emphatically that school library would secure personnel expenses and obtain facilities and resources to provide the stable and systematic service. Also among the school library's educational activities, reading education is considered the most suitable program for the community.