• Title/Summary/Keyword: teacher education

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A Comparative Study on Science Teacher Education System

  • Im, Sung-Min;Yoo, June-Hee;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.21 no.5
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    • pp.855-866
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    • 2001
  • An important issue for qualified science teacher education should be a proper system of pre-service education for the science teacher. There are various types of science teacher education systems in accordance with their socio-cultural backgrounds. In this paper, science teacher education systems were analysed into 3 different types: Focusing Undergraduate Certification of Education (FUCE), Open Undergraduate Certification of Education (OUCE), and Post Graduate Certification of Education (PGCE). Science teacher education systems and their outcomes, such as the quality of the science teacher, were discussed with their socio-cultural backgrounds, compared by the 3 types of science teacher education systems. For this the results of meta-analysis from TIMSS-R and OECD data sets were used. Special interests focused on countries; Japan, Korea, the United Kingdom and the United States, which would represent stereotypes of science teacher education systems and different backgrounds of oriental and western culture.

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Teacher Education Program and Mathematics Teacher Education in New Zealand (뉴질랜드의 교사교육 프로그램과 수학교사교육)

  • Choi, Chang-Woo
    • The Mathematical Education
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    • v.49 no.3
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    • pp.287-298
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    • 2010
  • The purpose of teacher education can be accepted in various meanings but it is not too much to say that the ultimate purpose is focused on training teachers to teach instruction in school effectively. The purpose of this article consists in giving some suggestive points to the primary teacher education of our country by introducing education system, teacher education programs, real cases of teacher education in new zealand to the readers. To do this, I took part in four classes and observed the ones, interviewed some students and collected the materials of products of activity during one year and also videotaped for analysis in the case of needed and so we have reached the following conclusions. First, we have found that the teacher education program, practicum, management of class and assessment system of new zealand college of education are quite different with our primary teacher education systems and also various courses are established. Second, the teacher education in new zealand is focused on how they compose the environment of learning related to the context of one. Third, we have to think seriously how we can teach our students interestingly in our classroom. Finally, the global trend of instruction in new zealand teacher education is oriented to learner and so I felt that daily class itself is the one to cultivate creativity of learner.

Constructivist Reflection on the Training for Secondary Science Teachers in Korea

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.24 no.4
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    • pp.675-686
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    • 2004
  • The enhancement of the quality of the teaching practice is a major factor in securing better schooling opportunities for students. In this article, initial teacher preparation of secondary school Earth science teachers, in-service science teacher education, and improving teacher policy are discussed. Data from in-depth interviews with exemplary science teachers were used to explore how to improve the quality of science teacher education in Korea. In terms of preservice teacher education, most exemplary teachers contended that teacher education programs should provide preservice teachers with practical knowledge by translating theory into practice. Their suggestions for how to improve in-service education are also discussed. Regarding directions of improving teacher policy in Korea, the teachers proposed an alternative teacher-promotion structure that incorporates the master-teacher position. Implications for introducing action research courses into teacher (re)education programs are also discussed.

Study of a Reflective Teacher Education Plan through Survey of Experienced Korean Language Teachers: Focusing on the Area of Teaching Professionalism (한국어 경력교사 대상 요구조사를 통한 성찰적 교사교육 방안 모색 -수업 전문성 영역을 중심으로-)

  • Lee, Sunyoung
    • Journal of Korean language education
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    • v.29 no.1
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    • pp.109-137
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    • 2018
  • The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for 'peer coaching', 'peer observation', and 'teaching portfolios' among reflective teacher education programs. Lastly, many respondents selected 'development and utilization of teaching materials', 'encouraging learner's utterances', and 'leading learner's interest and motivation' as sub-elements of teaching professionalism that they wish to improve through teacher re-education.

A Study on Developing the Teacher Education Program for Mathematical Excellence

  • Kim, Soo-Hwan
    • Research in Mathematical Education
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    • v.7 no.4
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    • pp.235-246
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    • 2003
  • To develop the content and form of the teacher education program for mathematical excellence, we reviewed several teacher education programs. CGI is an excellent model for teacher education program for mathematical excellence. We developed the 12 teacher education programs based on mathematical tasks developed for the gifted children and have applied them to teacher education. It is not so difficult to develop more programs, because we have made a lot of tasks for the gifted in mathematics for 8 years. Wooden Die for Drinking Game which is one of 12 programs is introduced in this article.

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An Analysis of Preceding-Research on Science-Teacher and Science-Teacher Education in Korea and America (과학교사에 관한 선행연구 분석)

  • Hong, Sung-Il;Woo, Jong-Ok;Jeong, Jin-Woo
    • Journal of The Korean Association For Science Education
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    • v.15 no.3
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    • pp.241-249
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    • 1995
  • There were many studies on the science teacher. Also, there were many researches on the science teacher education. What seems to be needed is more analysis and synthesis of these results. In this study, the results of preceding-research were analyzed and categorized. The study subjects were preceding-researches published on the 'Journal of the Korean Association for Research in Science Education' and the 'Science Education' of America. The results of this study were as follows : The trend of research on science teacher and teacher education became more various and diverse. The domain of research were categorized in three : (1) Teacher Character(of Cognitive and Affective), (2) Teacher Education(of in-service and pre-service ), (3) Professional Practice (of Teaching). The implication of this study was that it was more necessary to investigate on the teacher's teaching strategies.

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A Convergent Study on the Teacher Aide System in Special Education (특수교육보조원제도에 대한 융복학적 연구)

  • Cho, Hong-Joong;Kim, Tae-Sook
    • Journal of the Korea Convergence Society
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    • v.7 no.6
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    • pp.297-305
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    • 2016
  • The purpose of this study was to suggest the operational problems and improvement methods of the teacher aide system in Korean special education. To suggest the operational problems and improvement methods of the teacher aide system in special education, annual statistics for special education, annual reports for special education, annual operational plans for special education, and the Act on Special Education for the Disabled Persons, etc. were analyzed. The operational problems of the teacher aide system in special education included (1) the uncertainty of special education teacher aide's role, (2) the lack of cooperation between teachers and special education teacher aides, and (3) the lack of a specific guideline for the management of special education teacher aides. The improvement methods included (1) the legislation of special education teacher aide's role, (2) a training system to improve special education teacher aide's professionalism, and (3) the development of a specific guideline to use and manage special education teacher aides.

Kindergarten Teacher's Perception and the Practices about the Multicultural Education (유아교사의 다문화교육에 대한 인식과 실태에 관한 연구)

  • Chae, Young-Ran;Park, Hee-Suk
    • Korean Journal of Human Ecology
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    • v.18 no.3
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    • pp.571-581
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    • 2009
  • The purpose of this study was to examine teacher's perception, practices about the multicultural education. The subjects were 382 kindergarten teachers in G province. Kim A Young(1996)'s questionnaire which is modified and improved after preliminary research was used to measure teacher's perception and practices about the multicultural education. The data were analyzed by the descriptive statistics, t-test, one-way ANOVA, Scheffe test. The results of this study were as follows. First, Kindergarten teacher's perception about multicultural education were significantly different by teacher's teaching careers, teacher's kindergarten types, children's age, learning experience in preservice curriculum. Second, Kindergarten teacher's practices about multicultural education were significantly different by teacher's teaching careers and kindergarten types.

The effects of secondary pre-service math teacher' belief for 「Studies in mathematics education」 instruction (「수학교과교육론」 수업이 예비 중등 수학교사의 수학 및 수학교육에 대한 신념에 미치는 효과)

  • Lee, Jong Hak;Choi, Jae Ho
    • East Asian mathematical journal
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    • v.29 no.2
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    • pp.169-187
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    • 2013
  • The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.

The Influence of Factors Related to Preparation by Pre-Service Teachers for Gender Equity Education and Teaching Gender Equity

  • Kwon, Yoo-Jin;Jeon, Se-Kyung
    • International Journal of Human Ecology
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    • v.11 no.1
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    • pp.97-107
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    • 2010
  • Gender equity education is ineffective in a public school system even though gender equity education is a current issue in South Korean education. One of the problems is attributed to teacher education because no better gender equity education can be accomplished without teacher preparation. Therefore, the effectiveness of teachers is a very important keyword in teacher education. This study examines learning experience, gender equity value, teacher preparation for gender equity education of pre-service teachers in Gonju, South Korea, the factors that influence teacher preparation for gender equity education, and the instruction of gender equity. A survey was delivered to pre-service teachers in 2008, and the data of 350 pre-service teachers were analyzed. MANOVA and Multiple Regressions were used for analyzing the data. The results will contribute to the development of effective teacher education for gender equity education and information on a partnership between the family and the public school system that is centered on gender equity education.