• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1092-1109
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• 2011

The purpose of this study was to analyze of the effects of instructional supervision emphasizing reflective thinking on science teaching of elementary teachers. The participants in this study were two teachers. This study was divided in former, middle, and later periods, and consisted of monitoring their own teaching, interviewing, journal writing, discussion with peer teachers and teacher training. Data included descriptions of nine science classes, nine interviews, seven journals and the journals of the researcher. Data analysis tools were the frameworks of the questions, feedback, teaching methods, elements of teaching behavior, and reflection levels. This study employed qualitative research, analysis of the frequency of data, and quoting of descriptions related to the result. The results of this study were as follows: First, teachers showed mainly technical reflection, but changed to show more practical reflection, and critical reflection in the later period of instructional supervision. Second, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers meaningfully changed the question, feedback, teaching methods and teaching elements of teachers. From the results of this study, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers can be considered an effective method in improving teaching elementary science, and instructional supervision used in this study made possible the higher level of reflection and appropriate teaching behavior.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.49-55
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• 2019

In the age of information, newly produced knowledge is mostly written in English. Therefore, there has been a strong demand for English language learning in the EFL context. However, most EFL learners possess a lack of interest and motivation in the text-based reading class. In this educational context, film is one of the most widely used materials in English reading classes considering that modern learners are predominantly familiar with various audiovisual materials. The purpose of this study is to investigate how Korean EFL learners experienced in the film-based reading class. Specifically, this study aims to analyze the EFL students' perceptions about the class and learning strategies that they used during the class. In order to comprehensively interpret the EFL learners' experiences in the classroom, a coding system consisting of five categories was developed: report, emotion, reflection, evaluation, future plans. The results of data analysis showed that the use of movies in English reading classes had positive effects on reading comprehension and inference of word meaning. The most frequently used learning strategies were affective strategies which helped them control their emotion, attitude, motivations and values, whereas memorization strategies were rarely used. In this respect, this study suggests that the use of movies in the EFL reading classroom encourage students' attention and help them obtain and activate schema which is useful in gaining a better understanding of text-based reading materials.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.373-389
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• 2013

This study investigated secondary beginning science-gifted education teachers' reflection on their science teaching through coteaching with the case study. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science teaching for science-gifted students during nine class hours over three times. We observed their science classes through coteaching, and analyzed the transcripts for reflective discussions between them and their reflective journals in terms of 'productive reflection,' a concept suggested by Davis (2006). The results revealed that the aspects of 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection processes on science teaching, regardless of the type of data and the class time. 'Curriculum for science-gifted education' were also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment' was hardly included. Two to four aspects among five aspects of the science teaching for science-gifted students were variously integrated in their reflection processes. Especially, the integrations between 'instructional strategies and instruction for science-gifted education' or 'sciencegifted students' and the other aspects were most frequent, and this tendency was stronger in more experienced teacher in science-gifted education. The integrations between 'subject matter knowledge' and the other aspects were often included in the more experienced teacher's reflection processes.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1170-1185
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• 2013

In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers' reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection regardless of class time. 'Curriculum for science-gifted education' were also frequently included although fewer than the two aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of 'instructional strategies and instruction for science-gifted education' or 'science-gifted students' with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers' productive reflection on their science teaching.

• Journal of Oriental Neuropsychiatry
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• v.24 no.3
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• pp.229-244
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• 2013

Objectives : The purpose of this study was to provide information about Maumgongbu to meet the needs of people by analysing the concept of Maumgongbu in group counseling. Methods : This study was conducted using Walker and Avant's Concept Analysis Strategy. Dictionaries, Wonbuddhism's Kyunjions and literatures, and participants' journals were reviewed after enrolling in Onsarm maumgongbu group counseling. Results : The attributes of the Maumgongbu include emotion, object, self-reflection, attribution, and creativity. The antecedents of "Maumgongbu" are the conditions arising from negative emotions. The Maumgongbu helps people find the emotional causality of their inner self by self-reflecting, getting out of false belief, restoring positive emotions, maintaining healthy and warm relationships with oneself, family, friends and society. Above all, the Maumgongbu makes people experience tranquility and true happiness and activate their positive energy or power. Conclusions : If there is a clear indication of linkage to principles, attributions, precedents and consequences, and empirical referents to any of Maumgongbu programs, there is no doubt that our understanding of the human mind and lives will be greatly enriched. Furthermore, self-discipline and steadfast complements give us calmness, peacefulness and better quality of life.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.277-292
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• 2012

Teacher's competence in student assessment can be developed by the successive experiences that they choose assessment methods, develop assessment instrument, administer the assessment, score and grade students' responses, analyze, interpret, use, and communicate assessment results, and reflect the whole assessment processes. In this study I educated pre-service teachers in order for them to improve their assessment competence. Mathematics pre-service teachers practiced and reflected the assessment processes. In the aspects of reflections, I analyzed their journals about the knowledge of assessment, the dual situation as a student and a teacher, and their assessment practices. These areas are proved to interact each other, contribute pre-service teachers' assessment competence and construct the elements of assessment competence. And I identified the development of pre-service teachers' assessment competence quantitatively by the teacher's assessment competence test.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.23-31
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• 2019

This study was a quasi-experimental study with a single group pre-posttest design for evaluating the effects and meanings of a global health training program for nursing students. A mixed data collection method utilizing both qualitative and quantitative methods was applied. The qualitative method consisted of reflection journal entry analysis, while the quantitative study evaluated data collected from a self-reported questionnaire. After attending the program, cultural competencies of participants significantly increased than pre-test while global citizenship was not. Through an analysis of reflection journals written during the overseas training period, the meanings of experiences derived after the program were classified into five themes and 12 sub themes, which were, 'improvement of global health leadership', 'experience of barriers in reality', 'improvement of nursing professional value', 'inspiration of a perspective on health equity', and 'internal growth'. The results indicate that global health training program evaluated in this study was meaningful; it provided students with opportunities to experience the nurse's role in diverse global environments and attempted to measure the effects.

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.1
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• pp.75-85
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• 2024

This study explored the overall perception of teaching media from the perspective of pre-service teachers. For this purpose, reflection journals written by 138 pre-service teachers were analyzed, and positive and negative perceptions of teaching media were explored. In the reflection diary, pre-service teachers were asked to write down examples of appropriate use of instructional media and the effects of their experiences, cases of inappropriate use of instructional media, and areas requiring improvement. The main research results are as follows. First, the positive aspects of teaching media perceived by prospective teachers were that it presented examples that could help understanding, aroused curiosity to focus attention, and encouraged participation to motivate learning. Second, the negative aspects of teaching media perceived by prospective teachers include cases where the playback time of the video containing learning content is excessively long and the content of the video is unclear or is higher than the learner's level and difficult to understand. This study is significant in that it presents pre-service teachers experiences and perceptions of teaching media and their desirable use methods.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.

• Journal of The Korean Society of Integrative Medicine
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• v.7 no.4
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• pp.171-180
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• 2019

Purpose : The purpose of this study is to understand the experiences of nursing students in clinical practice at a public health center through their self- reflections. Subjects : The 110 students in the 3rd year, practice at two public health centers in city P and city K. From the110, 53 male and female university students who practice in city K were selected to participate : 11males (20.8 %) and 42 females (79.2 %). Methods : The data analyzed were the self-reflections regarding the clinical practice. Results : These data indicate that : most of the participants now believe that public health centers provide many more services to the community than they previously knew about. They rate the public health center's programs highly, and want to be community health nurses. For the first time, they realize that the work of public health nurses is very important. In particular they note that their emotions while at the public health center differ significantly from when they work at the other. The environment in the public health center makes them feel more comfortable and less stressed. Generally, they are satisfied with their practice at the public health center. Conclusion : On the basis of these findings, the following recommendations can be made. Experience at public health centers is an important part of nursing students' education. I suggest that research on nursing students' experiences while practicing at the public health center should expand to include research methods other than the analysis of their reflection journals, In addition a follow-up study of experiences while practicing at the public health center should be attempted of self-reflections.