• 한국수학교육학회지시리즈A:수학교육
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• 제52권4호
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• pp.465-481
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• 2013

In this study, 27 pre-service teachers presented virtual mathematics instruction to develop his/her own teaching practice ability. I found several attributes in their virtual mathematics instruction such as connecting contents, asking justification, encouraging students' communication, representing variously, and using ICT etc. These will be the characteristics of the future mathematics class. When peer pre-service teachers assess presenter's instruction quantitatively, there are differences in the results between expert and pre-service teachers. Pre-service teachers didn't find the elements of student self assessment or group assessment and communication activities at the virtual instruction. When they assess peers' virtual instruction qualitatively, the results are specific or new ones compared with the quantitative assessment elements. Thus I suggested some implications for the mathematics pre-service teachers' virtual instruction in the view of teacher education.

• 대한지구과학교육학회지
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• 제8권3호
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• pp.378-386
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• 2015

This study is to find out that pre-service elementary teacher's the effects of a ecology mentor club activities to the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. This study has been aimed at 25 students of 5th grade in B metropolitan city S elementary school in 2015, B educational University of elementary pre-service teachers 10 people, Elementary School Teachers10 people to apply a ecology club mentor activities to investigate a comment participated in environmental mentor club activities of elementary pre-service teachers and the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. Procedures for this research was the topic for setting ecology club mentor activities of elementary school students, pre-service elementary school teachers receive consultation from field teachers and guide to ecology club mentor activities of elementary school students. Before the ecology club mentor activities, pre-test environmental sensitivity and the environment-friendly attitude of were carried out. After the experiment, post-test of environmental sensitivity and environmental friendly attitude check was carried out. Also, investigate a comment of pre-service elementary teachers participate and guide to ecology club mentor activities of elementary school students. After the experiment results are as follows. First, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate environmental sensitivity of the elementary school students. Second, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate eco-friendly attitude of the elementary school students. Third, after ecology club mentor activities of elementary school students, pre-service elementary school teachers now have a very good feeling. Based on these results, suggestions for further research are as follows. First, the variety of ecological club programs target to elementary school students are needed. Second, there is a need for continuing research on the ecology club activities.

• 한국초등과학교육학회지:초등과학교육
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• 제36권1호
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• pp.85-94
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• 2017

The purpose of this study was to investigate the perspectives of pre-service elementary teachers on science education of future by using Draw-A-Science-Teacher-Test Checklist and open-ended questionnaire. The subjects of this study were 136 pre-service elementary teachers. The results of the research are as follows. The pre-service teachers thought that the physical environment reflecting the latest science and technology for science education will be developed in the future. However, few respondents indicated that student-centered equipment or a free and creative classroom environment would be provided. Second, they predicted that there would be changes in teacher's activities due to the introduction of advanced facilities and equipment, but most of the other teachers' activities were thought to be similar to those of current teachers. Third, the pre-service elementary teachers thought that a variety of new technologies would be used in science education and science teachers would mainly teach high-technology, IT technology, science knowledge, and newly discovered science concepts. In addition, we found that pre-service elementary teachers' images were more 'teacher-centered' than 'student-centered'. These results show that pre-service elementary teachers are expected to utilize the latest science and technology actively in science education in 2030 and that it will lead to changes in the physical environment, teachers' activities, education contents, and teaching and learning methods. In addition, they viewed acquisition of science concept as an important goal of science education in the future and had different points of view from the current science education curriculum and scholars' emphasis on educational research for the future.

• 한국초등과학교육학회지:초등과학교육
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• 제41권4호
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• pp.690-700
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• 2022

이 연구에서는 초등 예비교사와 현직교사의 과학 PCK에 대한 학업 열정 수준을 비교하였다. 또한 예비교사와 현직교사별로 과학 내용학에 대한 학업 열정과 과학 교육학에 대한 학업 열정 수준도 비교하였다. 이를 위해 2학기에 교육대학에서 과학 관련 강좌를 수강하고 있는 비과학 심화전공 1~4학년 학생 182명과 초등학교에서 근무하고 있는 현직교사 161명을 선정한 후, 과학 내용학 및 과학 교육학에 대한 학업 열정 검사를 온라인으로 시행하였다. 연구 결과 첫째, 집단 내 비교에서는 과학 내용학에 대한 학업 열정의 경우 현직교사가 예비교사보다 '중요함'과 '좋아함'의 수준이 높았지만, 예비교사는 현직교사보다 '시간/에너지 투자'의 수준이 더 높았다. 과학 교육학에 대한 학업 열정에서는 예비교사가 현직교사보다 '시간/에너지 투자'의 수준이 높았지만, 다른 하위 영역에서는 두 집단 간에 유의미한 차이가 나타나지 않았다. 둘째, 집단 간 비교에서는 예비교사의 경우 '조화열정'에서만 과학 내용학에 대한 학업 열정보다 과학 교육학에 대한 학업 열정 수준이 더 높았다. 현직교사의 경우에는 '좋아함', '중요함', '시간/에너지 투자', '강박열정'에서 과학 교육학에 대한 학업 열정보다 과학 내용학에 대한 학업 열정 수준이 더 높았다. 마지막으로 연구 결과에 대한 교육적 시사점을 논하였다.

• 한국콘텐츠학회논문지
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• 제14권4호
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• pp.480-490
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• 2014

본 연구에서는 예비 기독영어교사들이 전공봉사학습의 일환으로 서울 소재 두 교회의 주일학교 중학생들을 대상으로 개발한 영어성경학습 교재를 실제 교육상황에 적용해 본 후, 예비 영어교사들의 교재개발 과정에 대한 인식과 주일학교 교사들의 교재에 대한 인식이 어떠한지를 살펴보고자 하였다. 본 연구에는 영어성경학습 교재 개발 과정이 단계별로 기술되어 있다. 본 연구의 자료 분석을 위해 예비 영어교사들과 주일학교 교사들과의 심층 인터뷰를 실시하였다. 인터뷰 내용은 녹음하여 전사하였고 내용분석 방법을 통해 분석하였다. 연구 결과, 예비 영어교사들의 영어성경학습 교재 개발 경험을 통한 전공봉사학습이 전공 전문성 향상은 물론 교회를 돕는 보람과 만족감을 갖게 한 것으로 나타났다. 성경학습 교재 내에서 성경교육과 영어교육 목표 사이의 균형을 이루는 것은 예비 영어교사들과 교재를 사용해 본 주일학교 교사들 모두에게 어려운 점으로 드러났다. 마지막으로, 주일학교 교사들은 교재 내의 학습활동들의 연계가 자연스럽지 못한 점을 한계로 인식하였으나, 교재의 소재가 학생들의 실생활과 밀접하게 연관되어 있는 점은 긍정적으로 인식하고 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.316-325
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• 2010

The purpose of this study was to analyze elementary school teacher' expectation and reality before and after science experiment in-service training program. The surveys for before and after in-service training were conducted among 231 elementary school teachers who participated for science experiment in-service training. 5 elementary school teachers who took part in surveys were interviewed after training. The results of this study are as follows: First, teachers' interest for science increased regardless of willingness to training participation through science experiment training. Second, discussion for science teaching strategies were not enough while the training recognized with experiments and lecture of instructors mainly. Third, teachers prefered alternative experiments and practical experience of experiments to lecture and basic experiments based on textbook. Forth, assessment of teachers in training must be improved.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제34권3호
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• pp.277-297
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• 2020

본 연구의 목적은 수학교육적 가치에 대한 예비 초등교사와 현직 초등교사의 인식을 확인하고 비교하는데 있다. 이를 위해 설문지를 활용하여 자료를 수집하고 주성분 분석(PCA)을 실시하여 요인 6개를 도출하였다. 이 요인은 체계적인 라벨링 과정을 거쳐 6가지 수학교육적 가치 즉 '재미', '문제 해결', '표현', '계산', '능력', '설명'으로 명명되었다. 예비 초등교사와 현직 초등교사 모두 '문제 해결'을 가장 중요하게 생각하였으며 이 요인에 대해 통계적으로 집단 간 유의미한 차이는 없었다. '설명'을 제외한 모든 수학교육적 가치에 대해 1학년 예비 초등교사, 4학년 예비 초등교사, 현직 초등교사 순으로 더 중요하게 여기는 경향이 있었다. 특히 예비 초등교사와 현직 초등교사 사이에 각 가치에 대한 인식의 차이가 두드러지는 것으로 나타났다. 이와 같은 연구 결과를 토대로 교사 교육 프로그램에서 수학교육적 가치의 구현과 관련하여 더 중요하고 의미 있게 다뤄야 할 것이 무엇인지 논의의 필요성을 강조하였다.

• 대한화학회지
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• 제65권6호
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• pp.441-454
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• 2021

이 연구에서는 교육실습에서 나타나는 예비과학교사의 어려움을 예비교사와 지도교사의 관점에서 조사하였다. 서울특별시에 소재한 사범대학 화학교육과에 재학중이며 교육실습에 참여한 9명의 예비교사와 이들의 지도교사 2명이 연구에 참여하였다. 교육실습을 관찰하고 문서 자료를 수집하였으며 면담을 실시하였다. 근거 이론의 분석 방법에 따라 수집한 자료를 분석하였다. 분석 결과, 예비교사들은 실험 수업을 준비하고 실행하는 과정에서 어려움을 겪었으며, 이는 사범대학에서 중·고등학교 실험과 관련된 교육이 부족하고 실습 학교의 환경이 낯설기 때문이었다. 예비교사들은 학생 중심 활동에서 나타나는 학생들의 다양한 반응을 접하며 어려움을 겪었고 이에 따라 학생들을 통제하고자 하였다. 지도교사들은 예비교사의 자율성을 보장하기 위해 구체적인 도움을 제공하지 않았고 이로 인해 예비교사들은 어려움을 겪었다. 과학 동아리 활동을 지도해 보는 것은 예비교사들에게 의미 있는 경험이었으나 예비교사와 지도교사 모두에게 부담으로 작용하였다. 연구 결과가 갖는 교육적 함의와 교육실습 개선을 위한 시사점을 논의하였다.

• 한국과학교육학회지
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• 제32권8호
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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.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권4호
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• pp.221-234
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• 2007

A comparison of mathematics teachers' personal beliefs between in- and pre-service teachers for Chinese secondary schools (grades 7-12) about mathematics theories, teaching and learning has been studied. In-service teachers' beliefs are close to constructivist's aspect and pre-service teachers' beliefs are close to absolutist's views. Based on the results, we give some suggestions to both teacher education and in-service teachers' training.