• Hwankyungkyoyuk
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• v.5 no.1
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• pp.9-18
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• 1993

Present situation and problems of environmental education in teacher education of 1079 kindergartens located in Seoul were investigated. More than 90% of kindergarten teacher recognized the need of environmental education in early childhood education of Korea. However, only 65% of kindergarten teachers had experiences of providing environmental education for their children. They complained that they had a poor knowledge about environmental problems and environmental education. They reported that kindergarten had no systematic programs and useful materials for environmental education. Firstly, the emphasis of environmental education in teacher education and on-the-job training programs for kindergarten teachers was discussed. And the development of environmental education programs and educational materials for young children on the basic of national policy was proposed.

• Educational Technology International
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• v.21 no.2
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• pp.217-247
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• 2020

Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers' ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the 'macro-meso-micro' level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.378-392
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• 2017

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs' structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions' programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students' perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions' preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations' licensing and employment processes.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.1-17
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• 1989

From the investigation perfomed by this writer in 1986, it was recognized that many science teachers are in difficulty in teaching the intergrated science in secondary schools and then the present teacher preparation programs need improvement to advance the quality of science teachers. To set up the improvement model, the preservice programs in the departments of science education in Korea were intensively analyzed and compared with that in the department of science education in Hiroshima university. The results of analysises on the programs showed the needs for improvement. A improvement model of the program for secondary science teacher preparation was set up as follows; 1. The improvement program is set up to emphasize the basic science course such as, general physics, chemistry, etc. 2. More emphasis is put upon the intergrated science course. 3. The improvement program is a practical one which is suitable to apply directly as a program in the department of science education.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.699-710
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• 2007

During the last two decades, many researchers have attempted to understand pedagogical content knowledge (PCK). Now it is time to think about how to apply the theoretical aspects of PCK to practice. In an attempt to address this issue, it is indispensable to review the existing literature on teachers' knowledge bases and PCK. Therefore, the purposes of this paper are to look at how the concept of PCK has been developed and extended over the past two decades as well as to provide a shared understanding of PCK for the practical use of this concept in teacher education programs. The paper begins with a discussion of various models of teachers' knowledge as conceptualized by several renowned researchers, moves on to a review of existing research focusing on the knowledge of science teachers, then examines the literature on PCK as a critical part of teachers' professional knowledge, and finally concludes with an integrated operational definition of PCK that can be employed into designing teacher education programs.

• Journal of Korean language education
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• v.29 no.4
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• pp.169-199
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• 2018

The purpose of this study is to examine Korean teachers' needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers' experiences of Korean language teaching and in-service teacher training? (2) What are the teachers' needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers' needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.

• The Mathematical Education
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• v.49 no.3
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• pp.287-298
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• 2010

The purpose of teacher education can be accepted in various meanings but it is not too much to say that the ultimate purpose is focused on training teachers to teach instruction in school effectively. The purpose of this article consists in giving some suggestive points to the primary teacher education of our country by introducing education system, teacher education programs, real cases of teacher education in new zealand to the readers. To do this, I took part in four classes and observed the ones, interviewed some students and collected the materials of products of activity during one year and also videotaped for analysis in the case of needed and so we have reached the following conclusions. First, we have found that the teacher education program, practicum, management of class and assessment system of new zealand college of education are quite different with our primary teacher education systems and also various courses are established. Second, the teacher education in new zealand is focused on how they compose the environment of learning related to the context of one. Third, we have to think seriously how we can teach our students interestingly in our classroom. Finally, the global trend of instruction in new zealand teacher education is oriented to learner and so I felt that daily class itself is the one to cultivate creativity of learner.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.391-404
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• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• Journal of Contemporary Eastern Asia
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• v.19 no.2
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• pp.197-215
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• 2020

Teaching has become a feminized profession, especially in elementary teaching, in which it is regarded as "women's work." Concerns about the "extinction" of men in the field resulted in calls for male teachers. While studies indicate that there is positive discrimination in favor of men (despite the feminization of teaching), it appears that there are also forms of discrimination that work against them. As such this study explored the challenges of being a male in the feminized profession from the perspective of male teacher candidates. Studies in the field of teacher education in the Philippines mainly focus on curriculum and students' academic achievement, hence an inquiry must be done on the plight of male teachers in a gendered profession. A phenomenological study was employed to look into the realities of six male teacher candidates. Findings show that male teachers are: (1) leadership-destined; (2) conflicted; (3) limited; and (4) devalued. The narrative of male teachers in the Philippine education sector reveals the need to revisit programs and policies in professional development and support. Finally, recommendations are made for teacher education programs to guide teacher candidates' experiences towards a more inclusive profession.

• School Mathematics
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• v.7 no.3
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• pp.287-301
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• 2005

The current knowledge-based society constantly requires teachers to enhance the level of their professional development, which underscores the importance of pre- and in-service teacher training for content do-mains. Most of previous studies designed to investigate the in-service teacher training have been quantitatively conducted with the use of survey analysis and not many efforts have been made to identify any possible weaknesses of teacher training for mathematics education. The present investigation, made to fill the gaps, attempted to describe and interpret teacher training programs for mathematics education using in-depth in-terviews, a form of qualitative research approach. Together with the finding that the degree of classroom teachers' approval for their training was not high for various reasons, the study proposes ways to improve teacher training programs for mathematics education so as to change mathematics classrooms for the better.