• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1055-1076
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• 2011

In this study, we investigated the changes in beginning chemistry teachers' teaching practice without mentoring program and after the implementation of mentoring program. Participants in our study included two chemistry teachers who have less than one year of teaching experience and three mentor teachers. We collected data such as video recordings of teacher's classes, interview, and recordings of mentoring after each class. The results show there were slight changes in teaching contents, teaching procedure, and explanation method without mentoring. On the other hand, there were a lot of significant improvement in classroom environment, teaching contents and teaching procedure, teaching-learning techniques, questioning and feedback, and explanation method after mentoring has been implemented. However, there were no easy changes in the teaching style, understanding of students, and ways of interaction with students in connection with teaching purposes. Based on the results of this study, we explored the possibilities of instructional improvement through mentoring on beginning chemistry teacher's teaching practice. Therefore, we consider that more systematic and long-term mentoring is necessary to improve professionalism in teaching beginning teachers. In particular, we propose mentoring programs reflecting the individual needs of beginning teachers.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.778-788
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• 2013

The purpose of this study was to examine the change of the beginning science teachers' perception change through the mentoring program. Participants in this study were four mento-teachers, one university professor, two teachers in doctor, two teacher in doctor's or master's course, and four mentee-teachers who had less than three years teaching experience. We performed five times one to one mentoring for a year. We collected data such as video recordings of mentee-teacher's classes, lesson plans, recording of one to one mentoring and transcription, mento and mentee journals, preliminary-interim-post interview and transcription, and RTOP class observation report. Based on the result of this study, five times mentoring over a year changed mentee-teacher's perception and their teaching practice.

• Journal of the Korean Chemical Society
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• v.62 no.6
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• pp.441-452
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• 2018

This study investigated mentor teachers' mentoring types and how the types of mentoring changed throughout the collaborative mentoring program for beginning science teachers who had difficulties in teaching practice. One-on-one mentoring meetings were audio-taped and transcribed for analysis. The result of the study showed that mentors took various roles such as Observer, Critical friend, Provider of feedback, Instructor, Role model, Evaluator, Counselor, and Equal partner. However, if mentoring did not bring about a change in the perception of a science instruction of a mentee teacher, there was no positive change in the teaching of the mentee teacher. Therefore, mentor teacher must have enough time to concretely discuss about mentee teachers' perception of a science instruction, mentoring method, etc. with mentee teacher before mentoring.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.638-648
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• 2014

The purpose of this study was to examine mentor teachers' difficulties during their collaborative mentoring process to improve beginning science teachers' teaching practice. Participants were fourteen science teachers. This study collected questionnaires for mentor teachers' perception of the mentoring program, questionnaires for mentor teachers' efficacy, a record and transcript of interview, a record and transcript of mentoring conversation, and mentor teachers' journals for the study. The result showed that mentor teachers were having difficulties with mentee teachers when they have different major or work in different levels of school, and they found it hard to set aside time for mentoring due to heavy amount of school work. Also, they had low self-confidence experiencing a lack of expertise as a mentor teacher, and some mentor teachers were having difficulties in building a rapport with mentee teachers. Mentor teachers had difficulties as well when they have different point of view with mentee teachers about mentoring.

• Journal of the Korean Chemical Society
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• v.65 no.3
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• pp.209-218
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• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.68-78
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• 2009

The purpose of this study was to investigate teaching anxiety and the professional development of beginning secondary science teachers. For this study, a survey was conducted among beginning science teachers (N=83) with under five years of experience, and in-depth interviews with these five teachers were carried out. The survey tackled beginning secondary science teachers' anxiety levels by asking about their difficulties in teaching science classes, and results showed that the teachers' levels of teaching anxiety marked high. Levels of teaching anxiety in physics among subjects and in chemistry among experiments marked highest. To overcome teaching anxiety, teachers searched for information on the Internet or received help from their colleagues and veteran teachers. They revealed that plans for professional development as science teachers included receiving in-service training and joining teacher communities. In addition, the best type of required training program for professional development appeared to be lectures about teaching know-how from veteran teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.658-666
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• 2014

This study was designed to explore pre-service secondary science teachers' understanding and views of argument-based inquiry approach. Participants were 17 pre-service secondary science teachers enrolled in chemistry curricular materials and teaching methods course for majors in the college of education at a university in Seoul. Main data sources included each student responses to an open ended survey and individual interviews. Data analyses indicated that the pre-service teachers had very limited and biased understanding on scientific inquiry at the beginning of the semester. While the pre-service teachers understood that scientific inquiry should be an essential component of science teaching, a few pre-service teachers mentioned 'argumentation' or 'discussions' when they defined what scientific inquiry is. The majority of the pre-service teachers mentioned that science should be taught through scientific inquiry since science is inquiry itself. However, the pre-service teachers expressed several potential barriers and their concerns on implementing argumentation in scientific inquiry. While they concerned about students' lack of participation at the beginning of the semester, they concerned more about the teachers' ability of leading student argumentation at the end of the semester.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.148-158
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• 2018

In this study, we investigated the characteristics of planning lessons using analogies by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of instructional analogies in science education, they planned lessons using analogies. We also conducted semi-structured interviews. For the analyses, we used a revised framework from a previous work which characterized the dimensions of teaching through analogies. The analyses of the results revealed that most pre-service teachers planned to use analogies in beginning or developing lesson and to present analogs before target concepts. The degree of activity allowed for students was not high. Many did not recognize the necessity of assessment and did not include assessment in planning lessons. They planned clarified mapping strategies which are teacher-centered and also not to cover unshared attributes and multiple analogies, because they thought that students could misunderstand mapping and unshared attributes could make students confused. Most planned to use figures, pictures, and videos to help students understand analogies that they presented. Educational implications of these findings are discussed.