• 디지털산업정보학회논문지
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• 제11권1호
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• pp.135-144
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• 2015

This study aims to propose an evaluation model that enables cooperative learning using e-Learning system. Even if the teacher and the student are not in the same place at the same time, the team project deliverable submitted by the student to the online system can be viewed by the teacher, enabling the teacher to assess the student not only based on the project but also in many other aspects. The proposed e-learning cooperative learning model allows the development of assessment factors, using such factors in assessment of the student's activities which are performed through the e-learning system, and the feedback of the results to the student so that the student is further motivated for learning. The teacher performs a comprehensive assessment of such factors, which is considered in conjunction with the student's assessment. Implementing the cooperative learning model proposed in this study in various e-learning systems such as Moodle is expected to motivate the student for learning, produces better cooperative learning results, provides greater convenience of assessment to the teacher, and improves fairness of assessment by showing the student's activities in real time.

• 영재교육연구
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• 제22권1호
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• pp.173-196
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• 2012

본 연구에서는 관찰 추천전형으로 선발된 학생들의 영재수업프로그램 수행 사례와 교사추천서의 관련성을 분석하였다. 이를 위해 C 교육대학교 부설 과학영재교육원에서 2010년 관찰 추천전형으로 선발된 학생 9명의 교사추천서를 분석하였다. 교사추천서의 서술방식과 내용에 따라 학생들을 4그룹으로 분류하고, 분석대상으로 그룹별로 1명씩 선정하였다. 연구 결과, 교사추천서에 일화 형식으로 영재의 인지적 특징이 서술된 학생 a1은 영재프로그램 수행과정에서 적극적인 과제집착력과 논리적인 문제해결능력을 나타내었다. 일화 형식으로 영재의 정의적 사회적 특징이 주로 서술된 학생 a2는 적극적인 태도로 수업에 임하나 동료나 교사의 도움을 받아서 문제를 해결하였다. 교사추천서에 피상적으로 인지적 특성이 나열된 학생 b1은 과제집착력, 실험설계능력, 실험기구조작능력 등을 바탕으로 우수한 문제해결력을 보였다. 교사추천서에 피상적으로 정의적.사회적 특성이 나열된 학생 b2는 적극적이며 바른 태도로 수업에 임하나 과제해결이 미흡하였다. 따라서 관찰 추천이 효용성을 갖기 위해서는 교사추천서에 영재의 인지적 특성에 대한 구체적인 서술이 필요함을 알 수 있었다.

• Human Ecology Research
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• 제52권1호
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• pp.63-73
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• 2014

The purpose of this study is to investigate early childhood student teachers' practicum anxiety on the basis of the teacher's image and self-efficacy during their practicum. The participants of this study were 499 student teachers who were enrolled in the department of early childhood education in a college or a university and had completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments for this study were the Teacher's Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnaire for socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson's partial correlation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, the student teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and their self-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of the teacher's image was obtained in the case of student teachers who enrolled in a 2- or 3-year college program and completed the practicum in the metropolitan city. Second, there was a significant negative correlation between the sum of student teachers' practicum anxiety and their professional skills of teacher's image as well as significant correlations between the sum of student teachers' practicum anxiety and their self-efficacy, except self-control efficacy. Finally, the student teachers' practicum anxiety was found to be 17.5%-24.4% and was explained the most by the confidence of self-efficacy.

• 대한간호학회지
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• 제4권3호
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• pp.1-12
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• 1974

It is the purpose of this study to determine an effective method of communication between teachers and students. This study was done by using the theory, methods and tools of transactional analysis as developed by Borne and Harris. In order to achieve this objective: First; The teacher and student communication process is to be used, noting the student's reaction when the teacher uses "Adult" and "Parent" stimulus. Second; The effectiveness of the reaction toward the "Adult" and "Parent" stimulus is to be determined with these objectives in mind. The problems of this research study are as follows; What influence on the response of the student is brought about by the method of communication used by the teacher? 1) When the teacher uses the "Parent" Stimulus method what response of the student is shown? 2) When the teacher uses the "Adult" Stimulus method what response of the student is shown? 3) What method of communication helps to promote the student′s growth? In order to determine the answers to these questions data was collected from 40 first year students at a school of nursing in Inchon. These students were divided into two groups and the unstandardized interview technique was used to interview each student for ten minutes. A tape recording was made of each interview and the nonverbal communication was recorded by process recording immediately following each interview. The recorded material obtained from the two groups was analysed and then the Borne and Harris transactional analysis method was used in analysing the writer of this thesis undertook. Hypothesis 1. When the teacher used the "Parent" stimulus the student′s response was more frequently "Child" than "Adult", the results showed a significant difference of P〈0.001. Hypothesis 2. When the teacher used the "Adult" Stimulus the student′s response was more frequently of "Adult" than "Child", the results showed a significant difference of P〈0.001, The following conclusions are drawn from this study: 1) There is an indication that the teachers use of "Parent" stimulus communication is not an effective method to increase the growth of the student. 3) Since the teachers use of "Adult" stimulus resulted in an increase in the "Adult" response of the student there is ah indication that use of an effective communication method can help the student to develop. The writer of this research paper suggests for further study the following; 1) A comparison of the differences in response to the giving of both "Adult" and "Parent" stimulus to the same Students. 2) A comparison of the differences in student response to the communication method according to the student′s grade, age, sex and level in school.

• 한국과학교육학회지
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• 제22권5호
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• pp.1071-1081
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• 2002

This article describes the status of science teacher education in Taiwan. The pre-service and in-service science teacher training system, institutes, curricula, programs, and evaluation on the institutes were briefly introduced. The differences before and after the 1996 reform of science teacher training system were compared. Finally, the attempts and efforts that have been done through the channels of research to promote science teachers' professional development were addressed. These efforts include the Case studies of exemplary science teachers' teaching performances, the development of licensure instruments for the certification of science teachers, the use of computers and distance education for supervising student teachers, the exploration of promoting science teachers' understanding about the nature of science, the exploration of promoting science teachers' pedagogical content knowledge, the exploration of promoting science teachers' ability of increasing effective student-teacher and student-student interactions, and the exploration of effective teaching strategies.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권4호
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• pp.247-270
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• 2003

The purpose of this study is to build a model that explains the relationship between and among five variables that are student background, teacher background, home environment, school characteristic, and student mathematics achievement, using structural equation modeling. Another purpose of this study is to compare the relationships of these variables between the United States and Korea in 7th and 8th grades mathematics. Student, teacher, and school background files from population 2 in the TIMSS were selected for this study. The result of the study provides practical information for teachers, parents, school principals, and other people who are interested in improving student achievement, and also provides the information that may explain differences and similarities between the US and Korea in mathematics achievement.

• East Asian mathematical journal
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• 제37권2호
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• pp.245-262
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• 2021

This study describes a sixth-grade teacher's professional development journey through action research for improving students' responses in a mathematics class. In the action research, the influence a teacher's questioning tactics would have on students' ability to determine answer reasonability to mathematics problems was investigated. Drawing on qualitative analysis of the teacher's lessons, reflection journal and interviews as well as the classroom students' questionnaires and interviews, this study examines how action research can affect the teacher and the classroom students. The results suggest the popularization of action research among teachers by teacher training and development programs showing the positive changes in the teacher's performance leading to improved student responses.

• 융합보안논문지
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• 제9권1호
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• pp.1-10
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• 2009

현재 인터넷을 교육에 이용함으로서 새로운 정보화 시대의 교육 패러다임이 이루어지고 있으며, 이에 따라 교육에서의 인터넷의 활용은 갈수록 증가하는 추세에 있고 인터넷을 이용함으로서 다양한 형태의 교육방법을 선보이고 있다. 교사와 학생들이 웹을 이용함으로서 교사는 수업관리와 학생관리를 편리하고 효율적으로 수행할 수 있으며, 학생들도 학업에 관한 여러 가지 사항을 효율적으로 처리할 수 있는 장점이 있다. 그러나 기존의 시스템은 거의 학습관리를 구현하였으며 학생관리를 위한 시스템의 구현은 저조한편이다. 따라서 본 논문에서는 인터넷을 이용하여 효율적으로 학습 및 학생관리를 할 수 있는 시스템을 설계 및 구현하였다. 구현된 시스템은 크게 교사모듈과 학생모듈을 나누어 설계하였으며 교사모듈에서는 수업관리와 학생관리를 위한 다양한 기능이 포함되어 있으며 학생모듈에도 강의 및 리포트, 성적에 관련된 다양한 기능을 포함하고 있다.

• 한국과학교육학회지
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• 제24권4호
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• pp.748-757
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• 2004

When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).