• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.253-268
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• 2008

This paper has two major purposes. One is to introduce the essentialist methodology as a way to articulate subjective aspects of human beings (e.g. teachers' personal values and concerns, philosophies, subjective experiences, etc.) at a deeper level. And the other is to present two portraits, as examples, of science teachers who actively address socioscientiifc issues (SSI) out of their own motivations. The primary data source was consecutive in-depth interviews with two science teachers, Jenna and Thomas, and the interviews were conducted on the basis of the principle of the "participant as ally" (Witz, 2006). The articulation based on the essentialist methodology shows that teachers' deep-rooted values and convictions often play a significant role as a personal social capital enough to expand their teaching practice (i.e. teaching SSI). Namely, this study confirms that teachers who are motivated out of their own convictions are likely to actively develop their own personal practical knowledge, and to implement particular topics or teaching strategies.

• Educational Technology International
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• v.17 no.1
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• pp.87-116
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• 2016

In this research, we designed a teacher professional development (PD) program where a small group of mathematics teachers could share, reflect on, and discuss their pedagogical knowledge and practices of ICT-integrated lessons, using a video annotation tool called DIVER. The main purposes of this paper are both micro and macro: to examine how the teachers were engaged in the meaning-making process in a video-based PD (micro); and to derive implications about how to design effective video-based teacher PD programs toward a teacher community of practices (macro). To examine teachers' meaning-making in the PD sessions, discourse data from a series of 10 meetings was segmented into idea units and coded to identify discourse patterns, focusing on (a) participation levels, (b) conversation topics, and (c) conversation depth. Regarding the affordance of DIVER, discourse patterns of two meetings, before and after individual annotation with DIVER were compared through qualitative vignette analysis. Overall, we found that the teacher discourse shifted the focus from surface features to deeper pedagogical issues as the PD sessions progressed. In particular, the annotation function in DIVER afforded the teachers to exercise descriptive analyses of video clips in a flexible manner, thereby helping them cognitively prepared to take interpretative and evaluative stances in face-to-face discussions with colleagues. In conclusion, deriving from our research experiences, we discuss the possibilities and challenges of designing video-based teacher PD in a school context.

• Research in Mathematical Education
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• v.8 no.1
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• pp.19-30
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• 2004

This research applies the discursive approach to investigate the social transformation of students' conceptual model of differential equations. The analysis focuses on the students' use of metaphor in class in order to find kinds of metaphor used, their characteristics, and a pattern in the use of metaphor. Based on the analysis, it is concluded that the students' conceptual model of differential equations gradually becomes transformed with respect to the historical and cultural structure of the communal practice of mathematics. The findings suggest that through participating in the daily practice of mathematics as a historical and cultural product, a learner becomes socially transformed to a certain kind of a cultural being with historicity. This implies that mathematics education is concerned with the formation of historical and cultural identity at a fundamental level.

• Journal of Korean society of Dental Hygiene
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• v.12 no.4
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• pp.827-837
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• 2012

Objectives : The purpose of this study was to investigate the knowledge, attitudes, and practices of dental health care among the teachers at local children centers. Methods : The author administered a questionnaire with 105 teachers while undergoing his/her teacher's internship at a Local Center for Children's Welfare in Daegu, from Feb 18th to Feb 20th, 2011. The statistical techniques as frequencies and means, t-test, ANOVA, Pearson's Correlation Coefficient and multiple regression with the PASW 18.0 program were used to analyze the data. Results : The knowledge, attitudes, and practice of dental health care was average 19.1 point in knowledge, average 7.8 point in attitudes, average 11.9 point practically high in gender role values. The multiple regression results related each variable to practice of dental health, the practice is significant associated to oral health education, children's dental check-up opportunities, and the higher score attitude of dental health care. Based on the results of this study mentioned so far, the teacher's practices of administering the oral hygiene is deemed to be influenced by the existence of their experiences in the oral hygiene educations, and their attitudes on the subject. Conclusions : t is, therefore, just to provide an education program about dental health care of the children to the teachers on consistent base, in order to assist them to develop an appropriate attitude which would lead to better practices.

• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.131-149
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• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.494-503
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• 2011

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

• School Mathematics
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• v.18 no.4
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• pp.773-791
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• 2016

Teacher noticing ability has been considered as one of important elements influencing a quality of teaching. Noticing is closely related to teachers' in the moment decision making in a class, and teachers notice things as they create and interact with their classroom setting. Mathematics teachers as an expert should notice students' mathematics learning during a class. The aim of this study was to analyze how mathematics teacher's pre-noticing activity that the teacher anticipated students' typical strategies and difficulties in learning targeted mathematics knowledge and prepared appropriate responses worked in practice. As a result, the teacher conducted three types of noticing in her classes: noticing shaping students' understanding by using students' misconceptions or errors; noticing creating students' learning opportunities based on their prior knowledge; noticing improving students' informal reasoning. This study concluded with discussion about the positive effect of teacher's pre-noticing activity on her actual noticing in practice, as well as implications for teacher education.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.390-404
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• 2013

The premise of the study is that teacher communities or teacher interest groups are one of the representative examples of Communities of Practice (CoP) formed by teachers who engage in the process of collective learning regarding science teaching. Based on the theory of CoP, we investigated and interpreted the process of identity development of six science teachers who have been actively involved in teacher communities. We conducted 2-3 individual interviews with the teachers in order to explore their narratives and personal experiences of being involved in the communities over the years. Results indicated that a teacher community is a place where the teachers not only generated and shared repertories of ideas, documents on teaching and learning, or routines (i.e. practices), but also formulated a set of relationships through social participation. Teacher communities actively provide the teachers a sense of joint enterprise and identity, and where the teachers have an opportunity to develop themselves personally and professionally as science teachers playing major roles in their communities.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.269-284
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• 2013

The purpose of this study was to investigate the epistemic process in elementary science classrooms by analyzing classroom discourse as a epistemic practice. Data came from four elementary teachers in the form of video-recordings. A total of 12 elementary science lessons were examined to reveal the discursive modes and sequences in which the teacher and students participated when they constructed and developed scientific knowledge during the lessons. Three representative discursive patterns were found in the elementary science lessons explored: (i) 'Retrieving-Retrieving-${\cdots}$' by which well-established scientific knowledge was retrieved repeatedly, (ii) 'Exploring-Building on the Shared' which allowed introducing new scientific knowledge based on the scientific phenomena explored by the teacher and students together through practical work, and (iii) 'Retrieving-Elaborating/Reformulating/Narrating' or 'Building on the Shared-Elaborating/Reformulating/Narrating' which expanded and strengthened scientific knowledge already learned. These discursive patterns were suggested as discursive-epistemic mechanisms employed frequently in the epistemic process in elementary science lessons and as a basis for defining epistemic cultures of science classrooms.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1329-1342
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• 2013

The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.