• The Mathematical Education
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• v.53 no.4
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• pp.449-462
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• 2014

In this study, mathematics teachers' awareness of the need for motivation and its utilization in the actual classes were analyzed through a survey. As a result, the mathematics teachers answered positive on the need for motivation but the attempts for motivation in actual classes were rather low. In addition, they answered that teacher training for motivation were helpful in actual classes. Among Keller's ARCS, the strategies mathematics teachers recognized necessary and those used frequently in actual classes often showed generally consistent, and the need for motivation and the degree of utilization got highest score in motivation sector. On the other hand, mathematics teachers need to acknowledge specific utilization strategies of ARCS but showed incompetent in utilizing them in actual classes. Thus, in order to efficiently utilize the strategies for motivation in mathematics classes, mathematics teachers needed practical teacher training, specific instruction methods, researches on practical instructional methods and in-service, and administrative supports for the activations of teacher's study group and mentor system.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.219-245
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• 2011

This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

• School Mathematics
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• v.12 no.1
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• pp.17-26
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• 2010

The purposes of this study were to understand mathematics teachers' difficulties under the context of community and to contribute to the research on professional development using a partnership between a high school and a university. I examined what struggles mathematics teachers had in building a learning community. I used data from a project in South East area in U.S.A. Three student teachers, three mentor teachers, and a university teacher participated in this study. Data sources included cluster meeting observations, interviews, and documents (such as open-ended surveys and e-mail responses). Data were analyzed using case study and narrative analysis methods. The results showed that the participants had power issues, issues about selecting topics to discuss, criticizing others, sharing goals, and managing time and the number of members.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1613-1626
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• 2012

The purpose of this study was to develop an effective mentoring program model. In order to develop an effective mentoring program, we identified four elements of mentoring program based on the analysis of secondary science teachers perceptions of in-service science teacher training program and mentoring. For the study, a questionnaire was developed by the authors and it was administrated to 114 secondary science teachers participated in science teacher training program. The interviews were conducted with 14 secondary science teachers. The results of this study are as follows: Most of the secondary science teachers recognized that in-service science teacher training program, which they had taken, positively affected their teaching. However, there are some aspects needed for improvements in the current teacher training program. They wanted to take the opportunities to interact with their colleagues and researchers, sharing their experiences on teaching within the teachers' community, and reflecting on their own teaching. Based on these analysis we suggest four elements for effective mentoring program. These are 'Communication,' 'Reflection for Mentor,' 'Reflection for Mentee,' and 'Evaluation.' In addition, the mentoring program is proposed to consist of four activities such as 'Feedback on teaching', 'Seminar and Workshop', 'Conference', and 'Self-evaluation'.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.20 no.2
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• pp.155-166
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• 2009

This study focused on and analyzed the mentoring program for low income families practiced by Northern Seoul Metropolitan Office of Education, and develop the program to become an opportunity to vitalize the school library. Parents mentoring programs from five Northern Seoul elementary schools were analyzed from many different perspectives for this research. Firstly analyzed current status of mentoring program, interviewed mentor, mentee, and people in charge of these programs, were surveyed, and homeroom teachers, after school curriculum teachers were interviewed. Also the mentoring journals by mentor were analyzed. Based upon this research, school library parent mentoring program expands the role of school library, inviting the students with any possibility of being alienated from the society to the broader world by books. Eventually, this chance is to allow the small communication started out with books bring changes to the society and help to diffuse the social gap conflict in our society.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.621-640
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• 2011

The purposes of this study were to analyze the PCK of pre-service chemistry teachers and to know the changes of in PCK before and after the educational practice. For this study, four pre-service teachers majoring in chemistry education were selected as proteges and one professor of chemistry education department participated as a mentor. For the analysis of pre-service teachers' PCK, proteges' instructions, mentoring process, and semi-constructed interviews were collected. According to the results, most of the elements of the PCK were lack of proteges' instructions before the mentoring, because they didn't know the necessary practical knowledge for instructions. They also didn't know how they could apply their knowledge to the instructions. However, most of the pre-service teachers developed their PCK through the mentoring. This study shows that pre-service teacher's PCK could develop effectively by well-formed programs of mentoring before and after the educational practice in college education for pre-service teachers.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.1-22
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• 2018

The purpose of the study was to examine the effects of mentoring experience in STEAM classes on pre-service mathematics teachers' teaching competency for STEAM education. The study was conducted with 23 pre-service mathematics teachers who participated in the mentoring program affiliated with free learning semester system during one semester. To investigate the changes of pre-service mathematics teachers' teaching competencies for STEAM education and the effects of the mentoring program, pre, post questionnaires, lesson journals, and whole group discussion data were collected. According to the results, pre-service mathematics teachers' competencies for 'knowledge of STEAM education', 'subject matter knowledge', 'teaching and learning methods', and 'learning environments and circumstances' categories were improved significantly after the mentoring program. Especially, some results indicated that pre-service mathematics teachers' teaching experiences in real STEAM classrooms were very helpful for the development of understandings of STEAM education and construction of practical knowledge.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.612-621
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• 2014

The purpose of this study is to examine the effect of peer mentor on academic achievement of mentee and views on nature of science. The experimental group was consisted of 20 mentor students, formed as a high level being less than 20% of achievement test, and 20 mentee, low level less than 15% of that. The mentoring activities were conducted 23 times for 8 weeks and progressed for 15~30 minutes after the teacher's main classes. During the mentoring activity, studying materials were provided to students and mentees asked to mentors for the parts which were difficult to understand among the contents of classes and got replies by arranging studying materials. As the results of this study, First, peer mentoring activity was shown statistically meaningful effects and improved the academic achievement in mentee's group than traditional classes (p<.01). But, there was no meaningful effects on mentor's achievement (p>.05). Second, the students who took part in the peer mentoring activity said that it was a good chance to have a close relationship between mentors and mentees. Also, the science recognition of the students were changed positively even though the science is hard and difficult to memorize, but interesting subject included the experiments. Third, the satisfaction of the peer mentoring activity is high both mentors and mentees (p<.01). Fourth, according to mentees' positive attitude, and as the level of closeness is higher, the academic achievement was increased. Based on this study, if teachers organize mentoring team effectively according to their closeness, one can expect the positive change of recognition on science as well as academic achievement of mentees.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.239-248
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• 2022

The purpose of this study is to analyze the educational effect of learning mentoring conducted by EBS for elementary and middle school students, the changes in self-directed learning skills, emotional stability and learning effect were analyzed for 425 students who participated in the EBS learning mentoring. As a result, There was no statistically significant difference in the educational effect according to the mentoring service period, method, and frequency, and there was a statistically significant difference in self-directed learning ability according to the mentoring time. As a result of analyzing the effect of the perception of the mentor on the educational effect, the more positive the mentor and the more positive the mentor role, the higher the self-directed learning ability and emotional stability. As for the learning effect, mentoring satisfaction had the greatest influence on the learning effect of Korean, English, and mathematics. The mentor role was affecting the Korean language and mathematics. Therefore, in order to reduce the learning gap of underprivileged students in the distance learning situation, the EBS learning mentoring project should be continuously promoted, and the mentoring period and the number of students and teachers participating in mentoring should be significantly increased.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.131-140
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• 2018

The KAIE computing system curriculum consists of information equipment, operating systems, and information and communication fields, and covers basic understanding and principles of computer science. The role of the teacher is important to achieve the curriculum achievement standards. Therefore, we examined the factors affecting the teaching capacity of the KAIE computing system curriculum. The results of this study show that the teaching methods of teachers through the literacy of information and communication technology have a statistically significant effect on the teaching competency of the computing system curriculum. Also, male teachers perceived higher perceived factors than female teachers. The differences in teaching competency between teacher groups of less than 5 years and less than 5~10 years were significant. Based on these results, it is necessary to develop collaborate SW teaching strategies and mentor - centered training programs that can strengthen ICT and SW professors' competence and encourage participation of low - career teachers and female teachers.