• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.617-625
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• 2005

With enforcement of information usage education since 1997, teachers have been given many different types of training to improve teacher's expertise. Especially, It has established distance education centers as an attempt to construct advanced training system in digital information society to solve the problems with current attendance-based training, and then its number has increased until now, total 53 institutes are on the list at the moment (Sep.2004). In this research, it has conducted a survey and analysis on educational contents and general management state, based on the curriculum of distance training center, for making its quality improvement plan including mutual contentment of both provider and demander for elementary school teachers. Examining the survey, it is expected for providers to accommodate persistent feedback to reflect periodically changing needs and various interest. From users' perspective, they wanted varied programs to choose in many other subjects for enhancing its expertise, rather than taking classes just for evaluation.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.307-320
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• 2019

This study explores how an elementary school homeroom teacher who continued to lecture, can use diversified science teaching methods for learner-centered instruction. Using an auto-ethnographic approach over the course of a year, self-memory data, facebook diaries, class diaries, and interview data of an elementary teacher's day-to-day preparations and practice of elementary science, in the context of a Korean elementary school, were collected. The data was analyzed through cultural historical activity theory, examining how the interplay of key elements (i.e., the subject as a homeroom teacher with instructional expertise, norms, community, division of labor, tools, and goals) was characterized within and across distinct two-activity systems, and how these elements shaped the teacher's teaching methods into either lecture format or diversified teaching. The study revealed that a non-cooperative community, lack of division of labor, and norms that neglect preparation for science class were the elements that perpetuated the lecture format, and that a contradiction between goals and tools occurred in the activity system. However, these elements were able to be transformed into a cooperative community, shared labor, and norms that saved preparation time for both science class and diversified teaching methods, and those changed elements facilitated the teacher in using diversified teaching methods (e.g., experiments, subject-integrated classes, field work), thereby mitigating the contradiction. This study also discusses that diversified teaching methods can be facilitated when dealing with norms, community, and division of labor elements in an elementary school context as well as improving individual teachers' instructional expertise.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.1-18
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• 2024

Teachers' ability to notice is a crucial indicator of their instructional expertise. Despite the significance of this ability, research in mathematics teacher education has predominantly focused on the noticing of preservice teachers, with limited exploration into the noticing abilities of experienced in-service teachers. This study addresses this gap by examining the noticing characteristics of in-service elementary teachers actively developing their competency in elementary mathematics education. For this purpose, 23 elementary school teachers were asked to complete an analysis sheet while viewing the mathematics lesson video depicting on the concept of (fraction)÷(natural number), allowing us to scrutinize their attending, interpreting, and responding skills in detail. The study's results revealed that teachers demonstrated a tendency to attend mathematically significant aspects related to the teaching of fraction division. They interpreted the observed phenomena through the lens of fraction division's instructional principles, proposing specific pedagogical alternatives. These findings offer valuable insights for mathematics teacher education research.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.445-453
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• 2015

In 2005, descriptive assessment was introduced to increase students’ higher mental ability like problem-solving ability and creativity. Every year the ratio of descriptive assessment increases and it is regarded as an alternative evaluation to a multiple-choice item which measures simplicity knowledge. Externally the descriptive assessment took a root in school, but we can’t say definitely that it meets its original goal. In this paper, science descriptive assessment items of 5 middle schools in Gyeonggi-do were analysed; examiners was interviewed about how well they understood the characteristic of the assessment items. According to the analysis, characteristic of the items are ① unequal distribution of unit, ② difference of item’s type by unit, and ③ disappearance of measuring higher mental ability. It is considered that there are several factors of these characteristic - the lack of teachers’ ability to make assessment item; understanding of assessment instrument. These factors can be explained by the lack of assessment expertise. So the society’s effort is needed to raise teacher’s ability for the descriptive assessment.

• Journal of the Korean earth science society
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• v.35 no.3
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• pp.203-212
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• 2014

It is important to explore ways that reinforce teachers' curricular expertise at the school level as the school curriculum autonomy expands. This study investigated teachers' curricular expertise that is required for teachers' professionalism, autonomy, and accountability to cope with the increasing school curriculum autonomy. Teachers in the future school are expected to explore and develop school level curriculum within a given school context. Through literature reviews, domestic and foreign case studies, and survey of teachers, this study examined difficulties in science teachers' exercise of their professionalism on curriculum organization and implementation at the school level. Difficulties in exercising teachers' curricular expertise include lack of actual autonomy in curriculum operation at the school level, inadequate infrastructures, demanding accountability based on students' achievement results, lack of time for reflection, and lack of recognition for teachers as independent curriculum designers. In the conclusion section, a couple of ways to solve these difficulties are suggested including expansion of actual autonomy, activation of teachers' participation in policy decision making, reinforcement of qualitative components in school assessment, diversification of the teacher's career ladder, and activation of teachers' participation in professional learning communities.

• Journal of Korean Library and Information Science Society
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• v.51 no.1
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• pp.21-41
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• 2020

This paper aims to propose ways to promote SNS marketing at school library sites with case study analyses in school libraries. To this end, in-depth interview was conducted with 10 Teacher Librarians who had used SNS in library operation and an in analysis was made of the operation status, motives and objectives, strategies and performances of the school library's SNS marketing. According to the study, most Teacher Librarians were found to be using SNS such as Facebook, Instagram, Kakao Plus Friends and so on in an attempt to improve accessibility and utilization of the library resources first. Not only that, they used SNS for the purpose of communicating with users while increasing the number of visitors and identifying the needs of users. The messages provided through SNS are information on school libraries and their reading programs, and the target market mainly involved their students. Based on the above research results, measures to promote SNS in school libraries were discussed, including the need for marketing consultative bodies, expansion of SNS targets, and enhancement of expertise in SNS.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.263-271
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• 2017

Teacher reeducation is required to be comfortable with the 'Integrated science' subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher's certificates, and developed ways to improve in-service science teachers' competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised 'Integrated science' curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers' competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers' certification and required teacher competencies for teaching 'Integrated science', we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised 'Integrated science' (Type A), in-service training courses for 'Integrated science' (Type B), and in-service teacher training certificate program for 'Integrated science' (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve 'Integrated science' teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in 'Integrated science' teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for 'Integrated science' teaching and ways to improve 'Integrated science' teacher training.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.399-424
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• 2014

Although teacher preparation programs are important for prospective teachers to build a foundation of teaching expertise, there has been lack of research in this area. This paper analyzed in what ways prospective teachers' ability in describing and commenting on elementary mathematics instruction has been changed while they were taking in the course of teaching elementary school mathematics. The results of this study showed that in late description the teachers tended to notice the core flow of a lesson and the use of instructional strategies appropriate to the mathematical content to be taught. They also tended to comment on instructional strategies and mathematical discourse from the teacher's perspective and evaluated them without alternative approaches. A noticeable change occurred in late comments wherein prospective teachers considered both the teacher and students, supported their comments by theories they had learned through the course, and interpreted the classroom events they had noticed. Building on these results, this paper closes with implications of teacher education programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.520-532
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• 2015

The purposes of this study were to examine what kinds of educational activities were carried out during the practice teaching based on CoRe and to identify the role of CoRe and its influence on the development of expertise of student teachers. This study was performed as qualitative case study. The subjects of this study were one practice supervisor teacher and two student teachers. Data were collected through recording CoRe discussion process, student teachers' instructional scene, and semi-constructed interview, and analyzed by an inductive method. Student teachers noticed their own misconceptions, and clarified the concepts based on CoRe during the discussion with supervisor teacher. They also supplemented their lack of knowledge and made up new strategies through the process of sharing their ideas. During the discussion, the supervisor teacher conveyed his teaching experience based on his own orientations toward science teaching. In this course, CoRe plays roles as follows. Firstly, CoRe played a role as guiding supervisor teacher's coaching process. Secondly, CoRe helped for the supervisor teacher to recognize their own PCK. Thirdly, CoRe served as a tool of helping their communication. In turn CoRe proved to be a useful frame for teaching student teachers during practice teaching. Student teachers were provided with a useful framework for preparing lessons by developing CoRe for the topic they teach. Developing CoRe with supervisor teacher at the planning stage of lessons enhenced student-teachers' subject matter knowledge and their PCK including knowledge of science curricula and knowledge of student's understanding of science. Also student teachers understood the components of PCK and experienced the positive understanding toward students, teaching activities, and themselves as a science teacher.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.373-389
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• 2015

This study was to investigate the practice of the teachers who changed their teaching subject to Mathematics from other subjects. Teacher, A who had traditional belief and Teacher, B, non-traditional belief were chosen for the study through the questionnaire in Sep. 2014. The result indicated that Teacher, A in traditional belief showed teacher-centered teaching but Teacher, B in nontraditional belief showed inconsistent way of teaching in comparison to the original perspective. The later said she could not teach students as she wanted to teach because of the lack of knowledge of teaching as a math teacher. The difficulties Teacher, A encountered were: to handle too many works beyond teaching and to teach too many contents to cover without having enough time to prepare. Teacher, B didn't know how to teach students math in a constructivism way. They asked to offer them more in-service training program to develop their expertise for teaching mathematics.