• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.795-821
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• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.133-148
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• 2007

The 90 children in this study were grouped with 30 each in the experimental group, and the 2 comparison groups. Research methods over 8 weeks were in the sequence starting from teacher/assistant teacher education, then pretest, followed by development-adaptation of experimental model of math games, and post-test. The experimental group conducted child-initiated math games, comparison group I children proceeded with teacher-initiated math games, and comparison group II children proceeded with co-initiated math games. Statistical evaluation was by ANOVA and ANCOVA. Findings were that the child-initiated math game group scored higher on children's mathematical ability than the two comparison groups. Boys in the experimental group scored higher on children's mathematical ability than girls.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.549-560
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• 2005

Web-based distance teacher training should focus on increasing self-directed problem solving skills of trainers by problem-based instruction(PBL). Performance assessment evaluates achievement of learning goals through the practical performance learning to solve problems in the real situation. This study proposes a web-based performance assessment model for the distance teacher training. It reflects fairness and objectiveness issues of performance assessment which elementary teachers are concerned about through the survey on distance teacher training, and relieves instructors from overload of managing and scoring performance tests. The proposed model provides problem-based learning situations, interactions between individuals and groups, and web-based cooperative evaluation and the peer evaluation.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.29-41
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• 2022

In recent years, visual design has become an emerging industry that creates production value in various countries, and visual design teachers have become a key factor affecting the development of designers and even the trend of the design industry. Therefore, the requirements for the ability of visual design teachers have become particularly important. This study takes the visual communication teachers in colleges and universities as the research object. Focus on the composition of competencies that teachers have when performing their duties. First of all, through document sorting, it is based on the five aspects of knowledge ability, teaching ability, practical ability, management ability and professional ethics. A Likert scale questionnaire was developed on the evaluation of visual design teachers' competencies by interviewing 10 visual design industry experts and conducting two Delphi method interviews. This research refers to the relevant literatures such as curriculum research and teaching objective research of design major, and discusses the evaluation standards of visual design teachers' abilities in colleges and universities. Expert interviews have sorted out 12 criteria and 36 sub-criteria about visual design teachers' abilities, and verified their rationality through expert return visits. The establishment of this evaluation standard provides a certain theoretical basis for visual design teachers' ability evaluation and self-cognition.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.429-438
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• 2022

In this study, we propose a way to improve science teacher expertise through infographics creation teacher training program by analyzing the infographics types focusing on the Earth Science subject of the 2015 revised curriculum, and inspecting the teachers' utilization of graphic tools. The data visualization characteristics of Earth Science textbooks were analyzed, the execution results of the infographics creation teacher training program were presented, and a survey on science teachers' change in perception and competency of infographics. As a result of the Earth Science textbook analysis, diagram-type, map-type, and comparative analysis-type infographics were frequently used, and were mainly presented as text-assisted-type infographics. The infographics creation teacher training program was conducted five times for 112 science teachers to create the complete, text-assisted, incomplete, and gradient-type infographics. Incomplete infographics for development of evaluation questions were most needed. Although many science teachers recognize the importance of infographics, they lacked the competency to create high-quality infographics because there were no training opportunities for infographics creation. After completing the training, 74.1% of teachers felt that the quality of developments of supplementary textbooks and evaluation questions had improved, and answered that it was helpful in re-educating knowledge and improving teaching-learning methods. Based on the research results, ways to improve science teacher expertise through infographics creation teacher training program were suggested.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.183-199
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• 2006

The purpose of this study is to develop an in-service teacher training program for professional development in environmental education. In order to achieve the goal, the in- service teacher training program for professional development in environmental education development / implement team is formed to deal with the development and the implementation of the program. The team is composed of environmental education professionals and environmental education teachers. After the development of the program, 20 teachers were selected to implement the program. Then, through various researches such as interview, monitoring, and survey, the evaluation of the program was done. After the evaluation, the feedback on the program was collected in order to apply the final adjustments and changes to the developed training program for professional development in environmental education. The training program is designed to include the wide range of theories and real life cases. It focuses on certain topic, and is implemented through workshop type training method to increase the participation rate. The major motive of the participants was to develop their professionality in environmental education. Based on the analysis of the training program and the workshop, 69.1% of the program is focused on the environmental education/learning theory, and 71.4% is focused on the environmental education teaching method. The environmental education teaching method is focused on the real life teaching method that could be used in many schools. However, the parts on environmental education philosophy, psychology, and evaluation was not included as a part of the program. Also, the evaluation method of the students learning the environmental education was not introduced as a part of the program as well. It is due to the limited time frame of the training program, as well as its focus on the training method of environmental program. Based on the analysis of the evaluation results obtained through monitoring, the training program for professional development in environmental education is successful in terms of focusing the goal of the program around the environmental education/learning theory and environmental education teaching method, which was the motive of the participants. However, the effectiveness of the program differed from participants to participants based on their majors in environmental education, and it did not last long enough. The future training program for professional development in environmental education should consider the backgrounds of the program participants to have various programs prepared for various groups of people. We suggest that the results of this developed program will be applied to "environmental education teacher licence training" in the future.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1202-1218
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• 2013

This study analyzed questions related to the content knowledge on the subject of chemistry for middle and high school teacher employment examinations conducted from the school years 2009 to 2013 based on the evaluation scope of the chemistry subject content knowledge and evaluation contents that were presented by the Korea Institute for Curriculum and Evaluation (KICE). To achieve the objectives of this study, a total of 140 questions were collected with respect to the questions that appeared on the test over the last 5 years, which aimed to evaluate the level of applicants' knowledge related to the contents of chemistry subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 4 subjects. Based on the results, suggestions were presented in relation to the operation of the chemistry curriculum for the Department of Chemistry Education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 4 subjects related to the content knowledge on chemistry. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of the analysis on the evaluation content items suggested that 41 items out of 122 did not appear in the teacher employment examination for 5 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test on content knowledge related to chemistry or the evaluation scope and evaluation content items.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.123-144
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• 2017

The purpose of the study was to analyze American teacher quality management system and provide it's implications. For this, the study analyzed the main traits of American teacher policy, Pennsylvania State University's teacher cultivation system, Pennsylvania State's teacher certification, selection, and recruit system, the master teacher system of New Jersey and New York State. The main results are as the followings. First, American teacher policy is variously operated by state government and school district based on variety and autonomy. Second, for teacher cultivation in American teacher policy, the evaluation on the teacher cultivation program of teacher cultivation institute(mainly university) is strictly administrated. Third, for teacher certification, various tests for gaining teacher certificate are administered and standardized tests are used for the tests. Fourth, for teacher selection and recruit, there is no special test for selection and teacher recruit is done by contract. Fifth, for quality management using excellent teacher, America is administering master teacher that is similar with master teacher system in Korea. Finally, the innovation of teacher cultivation institute by introducing Every Student Succeeds Act(ESSA) is anticipated. Based on these results, the implications for Korean teacher policy were provided.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.193-213
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• 2011

Teacher librarians' teaching practice is a major training course to strengthen their expertise. The purpose of this study is to propose more systematic program for effective teaching practice of teacher librarian in Korea. For this, the course contents of teaching practice were derived from the teacher librarians' expertise standards published by Korea Institute for Curriculum and Evaluation. And the survey was carried out to decide which contents are regarded as more important or less. According to four selection criteria and the result of survey, 13 contents were selected. After all, this study proposed teacher librarians' teaching practice program consisted of practice objective, method of guidance, practice material and attentive point.

• The Mathematical Education
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• v.46 no.4
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• pp.389-406
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• 2007

The purpose of this study is to understand the learning mathematics in elementary mathematics classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Do the identities which teacher has on mathematics and teaching mathematics, influence the social practices formed in mathematics classroom, and the identities which students has on mathematics and learning mathematics? 2) Do the social practices formed in mathematics classroom, and the identities which students has on mathematics and learning mathematics, influence the identities which teacher has on mathematics and teaching mathematics? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data for the social practices formed their classroom and their identities, and was analyzed the interaction between the social practices of mathematics classroom and teacher and students' identities. We found the scenes that teacher's identities influenced the social practices of mathematics classroom and students' identities, and also the scenes that the social practices of mathematics classroom and students' identities influenced teacher's identities. So, we could know that there existed the interaction between the social practices of mathematics classroom and teacher and students' identities.