• Title/Summary/Keyword: elementary preservice teacher education

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The Effects and Improvement Plans of the Program for Cultivating Elementary School Preservice Teachers' Competency to Manage Science Field Trips (초등 예비교사들의 과학현장학습 운영 능력 함양을 위한 프로그램의 효과와 개선 방안)

  • Jang, Myoung-Duk
    • Journal of Korean Elementary Science Education
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    • v.38 no.3
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    • pp.345-359
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    • 2019
  • The purpose of this study is to analyze the educational effects and the improvements of the 'Science Field Trips' Program which developed with the aim of fostering the prospective elementary school teachers' ability to manage science field trips. The participants were 13 senior students from a national university of education. The results of the study are as follows: First, with regard to the effectiveness in the science instruction aspect of the prospective teachers' geological field trip as an experiential activity, the responses of the participants were children's 'scientific knowledge'(69.2%), 'science related attitudes'(46.2%), and 'science inquiry'(30.8%). Second, regarding the effectiveness of the geological field trip in their management of science field trips aspects in the future, the responses of the participants were 'teaching strategies'(92.3%), 'plan implementation'(76.9%), 'teacher's science knowledge'(61.5%), 'self-confidence'(38.5%), 'enhancement of awareness of field trips'(23.1%), and 'career guidance'(7.7%). Third, with regard to the effectiveness in the science instruction aspect of their activities of planning a science field trip in their future working districts, the responses of the participants were children's 'science knowledge'(38.5%), 'science-related attitudes'(38.5%), and 'science inquiry'(23.1%). Fourth, regarding the effectiveness in their management of science field trips aspects of the activities of planning a science field trip, the responses of the participants were 'plan implementation'(92.3%), 'the identification of science field trip sites'(84.6%), 'teaching strategies'(76.9%), 'administrative affairs'(69.2%), 'teacher's science knowledge'(30.8%), 'enhancement of awareness of field trips'(23.1%), 'career guidance'(15.4%), and 'self-confidence' (15.4%). The improvements plans of the program and the suggestions for future research is also described in this study.

A Case Study of Elementary School Preservice Teachers' Mathematical Modeling Problem Creation Activities (초등학교 예비교사들의 수학적 모델링 문제 만들기 활동에 대한 사례연구)

  • Kim, YongSeok
    • Education of Primary School Mathematics
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    • v.26 no.3
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    • pp.141-162
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    • 2023
  • Recently, in school mathematics, classes using mathematical modeling are attracting attention to improve students' mathematical problem-solving skills. However, existing preceding studies have been conducted mainly on elementary, middle, and high school or in-service teachers, so it may be limited to apply the contents and results of the research as it is to pre-service teachers, who are future professors. Therefore, this study examined the school days' experiences of mathematical modeling for pre-service elementary school teachers. In addition, in order to provide a positive experience for mathematical modeling, mathematical modeling problem creation activities were conducted through group activities, and the results and their perceptions were examined. As a result of the study, elementary school preservice teachers had very little experience with mathematical modeling activities during their elementary, middle, and high school days. It was found that there is a deficiency in creating an appropriate mathematical modeling problem suitable for the level of elementary school students. In addition, it was found that they had a positive perception of mathematical modeling after participating in the study. Based on these results, implications for the training process for preservice teachers were suggested.

Preservice Teachers' Understanding about Elementary Mathematics: Focused on Multiplication with Fractions (초등수학에 대향 예비교사들의 이해: 분수의 곱셈을 중심으로)

  • 오영열
    • School Mathematics
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    • v.6 no.3
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    • pp.267-281
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    • 2004
  • The purpose of this study is to understand Preservice elementary teachers' knowledge about multiplication of fractions by focusing on their computation abilities, understanding of meanings, generating appropriate problem contexts and representations. A total of 115 preservice elementary teachers participated in the present study. The results of this study indicated that most of preservice elementary teachers have little difficulty in computing multiplication of fractions for right answers, but they have big difficulty in understanding meanings and generating appropriate problem contexts for multiplication of fractions when the multiplier is not an integer, called 'multiplier effect.' Likewise, the rate of appropriate representations surprisingly decreased for multiplication of fractions when the multiplier is not an integer. The findings also point out that an ability to make problem contexts is highly correlated with representations and meanings. This study implies that teacher education programs need to improve preservice elementary teachers' profound understanding of elementary mathematics in order to fundamentally improve the quality of teaching practices in classrooms.

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An Analysis on the Elementary Preservice Teachers' Problem Solving Process in Intuitive Stages (직관적 수준에서 초등 예비교사들의 문제해결 과정 분석)

  • Lee, Dae Hyun
    • School Mathematics
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    • v.16 no.4
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    • pp.691-708
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    • 2014
  • In general, the intuitive knowledge that can use in mathematics problem solving is one of the important knowledge to teachers as well as students. So, this study is aimed to analyze the elementary preservice teachers' intuitive knowledge in relation to intuitive and counter-intuitive problem solving. For this, I performed survey to use questionnaire consisting of problems that can solve in intuitive methods and cause the errors by counter-intuitive methods. 161 preservice teachers participated in this study. I got the conclusion as follows. preservice teachers' intuitive problem solving ability is very low. I special, many preservice teachers preferred algorithmic problem solving to intuitive problem solving. So, it's needed to try to improve preservice teachers' problem solving ability via ensuring both the quality and quantity of problem solving education during preservice training courses. Many preservice teachers showed errors with incomplete knowledges or intuitive judges in counter-intuitive problem solving process. For improving preservice teachers' intuitive problem solving ability, we have to develop the teacher education curriculum and materials for preservice teachers to go through intuitive mathematical problem solving. Add to this, we will strive to improve preservice teachers' interest about mathematics itself and value of mathematics.

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Exploring the Meaning of Self-directed Service experienced by Preservice Teachers -Focused on the Service of Daycare Programs for Lower Grades of Elementary- (예비유아교사가 경험한 자기 주도적 봉사의 의미 탐색 -초등학교 저학년 돌봄 교실 봉사를 중심으로-)

  • Hwang, Ji-Ae
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.11
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    • pp.443-452
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    • 2016
  • Six preservice teachers who participated in the "2016 service of summer vacation daycare programs by university and college students" focused on the programs for the formation of art, music and physical education and recreation culture were selected as research participants. The meaning of the experience they had through the service process was qualitatively analyzed. The subjects accepted the purpose of the self-directed service in which they should themselves solve a series of the entire process, from planning a volunteer program through drawing up the budget and purchasing materials to practice, evaluation and expressed the intention of participation. A volunteer program was conducted including visiting a daycare program for lower graders of elementary school (1st and 2nd grades) with more than 40 class hours during vacation. As research materials, research participants' journals, transcripts of individual interviews and group interviews, transcripts of phone calls, e-mail messages, and self-evaluation records of each class hour were collected. To increase the reliability and validity of the study, triangulation, member check, advice and review of the experts were conducted. In the study results, the volunteering experience-related significance for the preservice teachers who participated in the self-directed service were broadly categorized into 'Becoming a capable professional teacher', that consists of 'Increasing the power of thinking', 'Realizing the importance of communication', 'Doing together itself is important' and 'Ability to apply information and resources is needed'. 'Increase the continuity between preschool and elementary education' was subdivided into 'Get to know the necessity of the continuity between preschool and elementary education' and 'Want to learn the continuity between preschool and elementary education.'

A Study on Elementary Preservice Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge in Fraction-related Operations: A Teacher Education Perspective (예비 초등 교사들의 분수 연산에 관한 내용적 지식과 교수학적 지식 수준에 대한 연구: 교사교육적 관점)

  • 서관석;전경순
    • Journal of Educational Research in Mathematics
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    • v.10 no.1
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    • pp.103-113
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    • 2000
  • A case study was conducted to investigate the understandings of the subject matter knowledge and pedagogical content knowledge held by 63 elementary preservice teachers in dealing with the division by a fraction. The study results showed that, in terms of the subject matter knowledge, the preservice teachers did not have a conceptual understanding of the division by a fraction and, in terms of the pedagogical content knowledge, they depended heavily on algorithms without a conceptual understanding of the meaning of the division by a fraction.

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Influence of an Astronomical Observation Program on Preservice Elementary Teachers Astronomy Achievement, Astronomy Teaching Efficacy Beliefs, and Scientific Attitude (천체관측을 통한 학습이 천문성취도, 천문교수효능에 대한 신념, 과학적 태도에 미치는 효과)

  • 채동현
    • Journal of Korean Elementary Science Education
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    • v.18 no.2
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    • pp.79-101
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    • 1999
  • Astronomy is a good area to introduce a student to the study of science. The student often questions what causes the change in seasons, in the day and right, and in the rotation of stars, etc. Attempts to find answers to problems related to these astronomical observations influence the student`s intellectual development. This study is to investigate the effect of running an astronomical observations program on the preservice elementary teachers' astronomy achievement, astronomy teaching efficacy beliefs, and scientific attitude. Students consist of twenty four preservice elementary teachers. Three instruments are used: one is the astronomy achievement test, which is of an essay type, and 5 items. The other is the astronomy teaching efficacy beliefs test, which is of a Likert scale type, and 22 items. Another is the scientific attitude test, which is of the Likert scale type, and 10 items. Data are collected before and after instruction in the astronomical observations program, through the use of these tests. Data are compared. The results are: \circled1There is a significant difference between before and after instructions in the astronomy achievement test(t=11.31, p=000). \circled2There is a significant difference between before and after instructions in the astronomy teaching efficacy beliefs test(t=5.98, p=.000). \circled3There is a significant difference between before and after instructions in the scientific attitude test(t=270, pde. There fore, the a=.013). As a result, running an astronomical observations program has an effect on the preservice elementary teachers' astrono my achievement, astronomy teaching efficacy beliefs, and scientific attituuthor urges the teacher to teach astronomy through the astronomical observations in school.

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Influence of a Mathematical Philosophy Course on Preservice Elementary Teachers' Mathematical Beliefs (수리 철학 학습 과정이 예비 초등 교사의 수학적 신념에 미치는 영향)

  • Seo Kwanseog
    • Journal of Elementary Mathematics Education in Korea
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    • v.6 no.1
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    • pp.1-21
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    • 2002
  • Teachers' teaching behavior is directly influenced by teachers' belief, and students' belief system is directly influenced by teachers' teaching behavior. There has been a question whether curriculum of teacher training university could help preservice teachers form positive belief system. The purpose of this study was to address this issue empirically. First, a questionnaire about mathematical belief was given to freshmen preservice teachers. They generally showed positive belief about mathematics to the degree that is not satisfactory and responded most positively in the sub-area of teaching mathematics from three sub-areas of mathematics itself, studying mathematics, and teaching mathematics. After studying a mathematical philosophy course, the freshmen preservice teachers were given the same questionnaire that they responded before studying the course. Belief about mathematics itself was changed very positively, and increase in the sub-area of mathematics itself was the largest. These results show that the mathematical philosophy course helped preservice teachers form positive belief system in mathematics.

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Beyond adaptation: Transforming pedagogies of teaching elementary mathematics methods course in the online environment (온라인 환경에서 초등 수학 방법론 수업의 교수법 변화)

  • Kwon, Minsung;Yeo, Sheunghyun
    • The Mathematical Education
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    • v.61 no.4
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    • pp.521-537
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    • 2022
  • The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology's sake or how it can be repurposed in a new online environment in a way that students' learning is optimized. The findings of this study provide implications for unpacking MTEs' technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.

An analysis of characteristics on elementary teachers' noticing in fraction division lessons (분수의 나눗셈 수업에 대한 초등교사의 노티싱 특징 분석)

  • Sunwoo, Jin
    • Education of Primary School Mathematics
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    • v.27 no.1
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    • pp.1-18
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    • 2024
  • Teachers' ability to notice is a crucial indicator of their instructional expertise. Despite the significance of this ability, research in mathematics teacher education has predominantly focused on the noticing of preservice teachers, with limited exploration into the noticing abilities of experienced in-service teachers. This study addresses this gap by examining the noticing characteristics of in-service elementary teachers actively developing their competency in elementary mathematics education. For this purpose, 23 elementary school teachers were asked to complete an analysis sheet while viewing the mathematics lesson video depicting on the concept of (fraction)÷(natural number), allowing us to scrutinize their attending, interpreting, and responding skills in detail. The study's results revealed that teachers demonstrated a tendency to attend mathematically significant aspects related to the teaching of fraction division. They interpreted the observed phenomena through the lens of fraction division's instructional principles, proposing specific pedagogical alternatives. These findings offer valuable insights for mathematics teacher education research.