• Title/Summary/Keyword: elementary teacher

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Correlation between environmental concept understanding degree and Environmental Sensitivity of Pre-service Elementary School Teacher (초등학교 예비 교사의 환경개념 이해도와 환경감수성과의 관계)

  • Lee, Yong-Seob;Kim, Soon-Shik
    • Journal of the Korean Society of Earth Science Education
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    • v.6 no.2
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    • pp.145-151
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    • 2013
  • The aim of this research is clarify the relationship between concept understanding degree about the environment and environmental sensitivity and heighten understanding of environmental education target to pre-service elementary teacher. The subjects of this study are science education intensive course 65 students of B educational university. Concept understanding degree about the environment was separately investigated by 'the definition of environmental education', 'Write The positive concept of the natural environment education and briefly describe.''The negative concept of the natural environment education and briefly describe'. Next clarify the relationship between concept understanding degree about the environment and environmental sensitivity target to pre-service elementary teacher. Based on these results, propose an alternative to cultivate pre-service elementary teacher's knowledge about environmental education. Degree of understanding of the concept environmental education research results are as follows. First, Cognition degree about definition of environmental education of pre-service elementary teacher is correctly recognized generally. Second, They do not think deeply about natural environment when it comes to the positive concept of the natural environment of pre-service elementary teacher. Third, They have only a little interest in natural environment when it comes to the negative concept of the natural environment of pre-service elementary teacher. Correlation research results of degree of understanding of the concept of environmental and environmental sensitivity are as follows. High understanding degree of environmental education is high environmental sensitivity. Heighten environmental sensitivity of pre-service elementary teacher will be sustainable environmental education so education is necessary for environmental Sensitivity training.

Beginning Elementary Teacher' Characteristics of their Teaching Skills in Science Classes (초등학교 신규교사의 과학수업에서 나타나는 수업기술의 특징)

  • Yang Il-Ho;Jeong Jin-Woo;Cho Hyun-Jun;Choi Hyun-Dong;Oh Chang-Ho
    • Journal of Korean Elementary Science Education
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    • v.24 no.5
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    • pp.583-594
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    • 2005
  • The purpose of this study was to investigate beginning elementary teachers' characteristics and improvement of their teaching skills in science class. The methodology of this study was a qualitative approach that included interviews, classroom observations, and teaching materials. In urban area, low beginning elementary teacher were selected. Four beginning elementary teachers were observed and recorded with VCR in their classroom at seven-times. The results showed that the beginning elementary teachers did not improve in their teaching skills in science teaching, and their characteristics of teaching skills in science were summarized as following; 1) their teaching methods were not inquiry-based science teaching, but explaining-based science teaching, 2) their main aims of the science teaching were focused on the science knowledges, 3) there were little students' science processes involved in their classes, 4) they focused on using textbook as teaching materials, 5) there were little waiting times after their questioning, and they usually used closed-questions rather than open-ended questions.

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Elementary Teacher's Beliefs and Attitudes on Mathematics and Their Teaching Practices (초등 교사의 수학에 대한 신념과 수학수업의 관계)

  • An Keum Jo;Lee Kyeong Hwa
    • Journal of Elementary Mathematics Education in Korea
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    • v.5 no.1
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    • pp.121-142
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    • 2001
  • The purpose of this study is to investigate elementary teacher's beliefs and attitudes about mathematics and how those reflect their teaching practices. For this goal : (1) Designing questionnaire to measure elementary teachers' beliefs and attitudes about mathematics (2) Inquiring into character of elementary teacher's beliefs and attitudes about mathematics after analyzing questionnaire (3) Analyzing two teachers' mathematics teaching practices to understand how teacher's beliefs and attitudes affect mathematics teaching practices.

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Elementary Teacher's Beliefs of Scientific Inquiry and Scientific Inquiry Teaching Method (초등학교 교사들의 과학적 탐구 및 지도방법에 관한 신념 연구)

  • Lee, Sang-Gyun
    • Journal of the Korean Society of Earth Science Education
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    • v.5 no.2
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    • pp.213-223
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    • 2012
  • This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

An Elementary Teacher's Practical Knowledge of Using mathematical Tasks for Promoting Students' Understanding and Discourse

  • Cho, Cheong-Soo
    • Research in Mathematical Education
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    • v.6 no.1
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    • pp.39-51
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    • 2002
  • This study described an elementary teacher's practical knowledge of selecting and using mathematical tasks for promoting students' understanding and discourse. The informant of this ethnographic inquiry was a third grade teacher and has 10 years of teaching experience. According to the analysis of multiple data sources, this study showed that based on his beliefs about the development of understanding of mathematics and discourse, he continually employed two different types of tasks: open-ended tasks and tasks from students' mistakes and comments during discourse. Teachers' practical knowledge of teaching mathematics and the classroom norms for students' understanding and discourse are suggested to be given attention for further research on this area.

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Prospective Elementary School Teachers' Conception on Good Mathematics Instruction (예비 초등 교사의 좋은 수학 수업에 대한 인식)

  • Pang, Jeong-Suk
    • The Mathematical Education
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    • v.51 no.2
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    • pp.145-160
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    • 2012
  • Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

Exploration of the Component Factors on Images of Good Elementary Teacher based on Implicit Theories (암묵적 접근을 통한 바람직한 초등학교 교사상의 구성요인 탐색)

  • Kang, Young-Sim;Lee, Mi-A;Jung, Eun-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.18 no.3
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    • pp.283-292
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    • 2006
  • The purpose of this study was to explore the component factors on images of good elementary teacher. 579 elementary teachers in Busan were sampled to be surveyed. The subjects answered open-ended questionnaire related to characteristics of good teacher. The number of items obtained from the questionnaire is 79. The exploratory factor analysis was applied to the data. As a result of exploratory factor analysis, the components of good teacher are classified into five factors : fairness, enthusiasm, commitment, warmth, self-management. All such factors might be related to the personality in common. It shows that teachers think the personality important as a characteristic of good teacher. On the basis of this result we offer a suggestion to the teacher education.

A Study on Mathematics for Elementary Teachers (part 2) - An Analysis of Textbooks for Liberal Mathematics in Elementary Teacher's Colleges and Groping for Syllabus of Mathematics for Elementary Teachers (초등학교 교직수학에 관한 연구(2) - 교육대학교 교양수학 교재 분석 및 초등학교 교직수학 교수요목 탐색)

  • 정은실;박교식
    • Journal of Educational Research in Mathematics
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    • v.10 no.1
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    • pp.115-137
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    • 2000
  • In this paper, we tried to analyze 7 textbooks for liberal mathematics in elementary teacher's colleges in Korea and 3 foreign textbooks (2 American textbooks and 1 Japan textbook) which are believed to be used for pre-service education. We tried also to analyze in 3 lesson plans in homepages of Japan teacher's colleges. Next we tried to grope for syllabus of Mathematics for Elementary Teachers, and we suggested one syllabus. But we think that syllabus as a tentative one. So, it must be criticized by other researchers to be better one.

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The Change of Preservice Teachers놀 Concepts on the Moon놀s Movement through Role Playing (달의 운동에 대한 역할놀이 학습이 초등예비교사의 개념 변화에 미치는 효과)

  • 채동현;최영완
    • Journal of Korean Elementary Science Education
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    • v.21 no.2
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    • pp.253-261
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    • 2002
  • This study is intended to develop the role plays on the moon's movement and to investigate how the preservice elementary teacher's concepts are affected by them. Subjects are 30 preservice elementary teachers. One instrument including 7 items was used for testing the preservice teachers' concepts on the moon's movement. Data were collected before using the role playing and after using them through the tests. As a result, the preservice elementary teachers' concepts on the moon's movement were improved by teaming through the role playing

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Pre-Service Elementary Teacher's Conceptions of Environmental Issues (예비 초등 교사들의 환경에 대한 태도 연구)

  • Lee, Eun-Ah;Choi, Seong-Hee
    • Journal of the Korean earth science society
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    • v.24 no.3
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    • pp.135-140
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    • 2003
  • The purpose of this study is to assess pre-service elementary teacher's conceptions of environmental issues. 141 pre-service elementary teachers from local college participated in this study. We discovered that most of participants understood the possibility of technological abuse that could lead to environmental destruction. They also well understood the crisis of the Earth's ecosystem. Nevertheless, it seemed most of participants were not ready to take action to save ti. In addition, they also showed stereo-typically biased opinions about science, technology and their relationship with environmental issues. It appeared to come from media-oriented environmental education. Since pre-service teacher's conceptions could directly effect future education, it is necessary to establish a more systematic educational system for environmental education, for both pre-service teachers and students.