• Title/Summary/Keyword: elementary teacher

Search Result 1,835, Processing Time 0.022 seconds

The Effects of Teacher's Background Variables and Teacher Efficacy on Elementary School Teacher's Instructional Behavior in Student-Participatory Class (학생 참여형 수업에서 교사 배경변인과 교사효능감이 초등교사의 수업행동에 미치는 영향)

  • Kim, Do-Hyeong;Lee, Dong Yub
    • Journal of Digital Convergence
    • /
    • v.18 no.11
    • /
    • pp.51-58
    • /
    • 2020
  • The purpose of this study was to provide research results on how teacher background variables and teacher efficacy affect the teacher's instructional behavior of elementary school teachers in student participatory classes. A survey was conducted on 122 elementary school teachers in the G area and a regression analysis was conducted to analyze the relationship of influence between variables. As a result of the regression analysis, self-regulation efficiency and task difficulty preference had a significant impact on elementary teachers' instructional behavior. As for teaching knowledge, class motivation, which are sub-variable factors in class behavior, self-regulating efficacy had a higher influence than task difficulty preference and for class communication, task difficulty preference had a higher influence than self-regulating efficacy. Based on the results of the study, we considered ways to show desirable teaching behavior of elementary school teachers in student participatory classes.

Elementary School Teachers' Perception and the Status of Education Program on Science Museum Field Trips (과학관 현장체험학습에 대한 초등 교사의 인식과 교육에 대한 실태 조사)

  • Moon, Jae-Won;Na, Jiyeon
    • Journal of Korean Elementary Science Education
    • /
    • v.38 no.1
    • /
    • pp.87-101
    • /
    • 2019
  • The purpose of this study was to investigate elementary school teachers' perception and the status of education program on science museum field trips by using a questionnaire (188 teachers) and interview (6 teachers). The results of the research are as follows. First, factors influencing elementary school teachers who choose the science museum as a place for field trips were 'student's interest', 'teacher's own experience related to the science museum', 'science curriculum', 'suggestions from a fellow teacher', 'space available for field work' and so on. Second, 82% of the respondents conducted pre-education program, but they mainly conducted safety education. Third, the teacher conducted post-education program less than pre-education program. In the post-education program, the most activities were to express and share knowledge and experience gained from the science museum. Fourth, 52.2% of the teachers provided tasks or activity sheets during science museum field trips. Fifth, the teachers mainly served as safety guide. In addition, the teachers thought that safety guide was the most important role of teacher in science museum field trips. Sixth, the teachers thought that the method of viewing the science museum's collection, which emphasizes the role of docent rather than the teacher, was more educational.

An Analysis of Teacher's Scientific Questioning in Elementary Science Classes (초등학교 과학수업에서 사용된 교사의 과학적 질문유형 분석)

  • Lee, Sang-Gyun
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.5 no.3
    • /
    • pp.287-296
    • /
    • 2012
  • This research analyzed elementary teacher's scientific questioning during science teaching. This research studied 4 elementary school teachers in Gyeongnam were observed and the classes were videotaped. all teacher's questioning and student's answering were transcribed. Teacher's questionings were categorized into 2 types such as simple questions and productive questions. The findings of the research were as following. First, in the teaching-learning activities of the science subject, teacher-student conversation was used 202 times on average, and questions asked by the teachers were 72 times on average. The teachers use productive questions more than simple questions. Second, in the type of simple questions, management questions were used the most, and the next were simple confirmation questions and rethink questions in order. Third, productive questions used by the teachers in the class were mostly the attention-focussing questions, but the type of higher level questions such as problem-posing questions, comparing questions, action questions and reasoning questions was rarely adopted.

Effect of the Teacher's Science Teaching Efficacy on the Science Process Skills and Scientific Attitudes of Elementary School Students (초등교사의 과학 교수 효능감이 학생의 과학 탐구 능력과 과학적 태도에 미치는 영향)

  • Lee, Se-Jung;Lim, Cheong-Hwan
    • Journal of Korean Elementary Science Education
    • /
    • v.30 no.4
    • /
    • pp.459-467
    • /
    • 2011
  • The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

A study on the consumer education in elementary schools -Focusing on the analysis of the curricula and teacher attitudes- (초등학교 소비자교육에 관한 연구 -교육과정 및 교사의 인식과 요구를 중심으로-)

  • 박승련;박명희
    • Journal of Korean Home Economics Education Association
    • /
    • v.11 no.2
    • /
    • pp.27-38
    • /
    • 1999
  • The aim of this study is to identify needed consumer education changes through the analysis of the consumer education in elementary schools. The findings of this study are:1. The current situation of elementary school consumer education was examined through analysis of the curricula of elementary schools. 2. Teacher attitudes and perceptions toward elementary school consumer education were also examined. Although the elementary school teachers clearly understood the importance of consumer education, the problem is that a training workshop or program has not been provided for them. This deficiency needs to be addressed quickly. 3. The third part of the study consisted of an analysis of the curriculum of the 11 Teacher’s Colleges in Korea. This partof study revealed that consumer education was not systematically addressed at Teacher’s Colleges. This finding suggests that it is important to have an included with other opening lecture on consumer education, cultural subject. The content of the consumer education must be positively emphasized and applied systematically.

  • PDF

A Study on Need of Safety Education Teachers and Their Qualification for Elementary Students (초등학생의 안전교육 교사의 필요성 및 자격에 관한 연구)

  • Park, Dae-Sung;Lee, Young-Hyun
    • The Korean Journal of Emergency Medical Services
    • /
    • v.9 no.2
    • /
    • pp.39-53
    • /
    • 2005
  • This study examines need and qualification of safety education teachers with elementary school students and aims to provide data for improving safety education of elementary school As a result of study, it was found that on need of safety education teacher at elementary school, 'very needed' showed the highest response and students who answered 'the first class emergency medical technician' on qualification of safety education teacher showed the highest safety consciousness and low rate of safety accidents. Therefore, for improving safety education at elementary school, adoption of optional course at college or university to learn qualification and functions necessary for being special teacher and institutional support by the ministry of education that employment after passing elementary school teacher appointment examination are needed.

  • PDF

A Didactic Analysis of Prospective Elementary Teachers' Representation of Trapezoid Area (예비초등교사의 사다리꼴 넓이 표상에 대한 교수학적 분석)

  • Lee Jonge-Uk
    • The Mathematical Education
    • /
    • v.45 no.2 s.113
    • /
    • pp.177-189
    • /
    • 2006
  • This study focuses on the analysis of prospective elementary teachers' representation of trapezoid area and teacher educator's reflecting in the context of a mathematics course. In this study, I use my own teaching and classroom of prospective elementary teachers as the site for investigation. 1 examine the ways in which my own pedagogical content knowledge as a teacher educator influence and influenced by my work with students. Data for the study is provided by audiotape of class proceeding. Episode describes the ways in which the mathematics was presented with respect to the development and use of representation, and centers around trapezoid area. The episode deals with my gaining a deeper understanding of different types of representations-symbolic, visual, and language. In conclusion, I present two major finding of this study. First, Each representation influences mutually. Prospective elementary teachers reasoned visual representation from symbolic and language. And converse is true. Second, Teacher educator should be prepared proper mathematical language through teaching and learning with his students.

  • PDF

A Study on Information Need and Use Behavior of Elementary Teachers According to Their Task (초등학교 교사의 정보 요구 및 이용 행태에 관한 연구)

  • Lee, Seung-Min;Jeong, Jiun
    • Journal of Korean Library and Information Science Society
    • /
    • v.52 no.2
    • /
    • pp.209-233
    • /
    • 2021
  • This study aims to obtain implications for educational information services for elementary school teachers by analyzing their information seeking behavior. The in-depth interview was carried out in-depth interviews with 11 elementary school teachers and it analyzed of the core roles and tasks of elementary school teachers, the required information and usage behavior of information sources. The study result showed that elementary school teachers perceived homeroom duties, teaching/learning activities, school duties, and other as their works and tasks, and the response to the importance of task performance was homeroom teacher, teaching-learning activities, school works, and other tasks. Also, elementary school teachers needed information in order of teaching-learning activities, homeroom teacher, school works and they used various information sources including web, interpersonal sources and book. Moreover, this study observed some factors that elementary school teacher mainly used web information source which other elementary school teacher developed and that they got teaching-learning materials from fellow teachers. Based on these findings, the author proposed teacher librarian share library based instruction materia in web resource, provide cooperative educational information service through learning community, and provide homeroom work material for elementary school teachers.

Job analysis and satisfaction of dietitians.nutrition teacher in school foodservice by school type in Gwangju and Jeonnam area (광주.전남 지역 학교급식 영양사.영양교사의 학교유형에 따른 직무분석 및 만족도 연구)

  • Kim, Hye-Kyoung;Khil, Jin-Mo
    • Journal of Nutrition and Health
    • /
    • v.45 no.3
    • /
    • pp.274-282
    • /
    • 2012
  • The objective of this study was to examine job performance and importance, and job satisfaction of school foodservice dietitians nutrition teacher in Jeonnam and Gwangju area according to the school types (elementary school, middle school, high school). A total of 646 questionnaires were distributed, 244 questionnaires were analyzed using SPSS 12.0 for a descriptive analysis, t-test and ANOVA. There were significant differences between the school dietitians' nutrition teachers' job performance and importance in all areas of the job analysis for all school types. In the foodservice management/evaluation and nutrition education area, elementary and middle school foodservice dietitian nutrition teacher showed a significantly higher performance, compared to that of high school dietitian nutrition teacher. Nutrition education was recognized by elementary and middle school dietitian nutrition teacher to be more significantly important than that of high school dietitian nutrition teacher. Elementary school foodservice dietitian nutrition teacher was most satisfied with their job condition. Dietitian working in middle school was least satisfied with the salary and compensation. These results suggest that appropriate curriculum should be structured according to foodservice dietitian nutrition teacher of the school type for improving the work efficiency. In order to increase the job satisfaction, the employment status of school dietitian should be guaranteed by the government and school officials, especially in the middle and high schools.

Analysis of the 'Structure' of an Elementary School Teacher's Practical Knowledge on Science Experiment Lessons (과학 실험 수업에 관한 한 초등학교 교사의 실천적 지식의 '구조' 분석)

  • Cho, Young-Mi;Oh, Phil-Seok
    • Journal of Korean Elementary Science Education
    • /
    • v.30 no.2
    • /
    • pp.162-177
    • /
    • 2011
  • The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.