• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.1
• /
• pp.109-118
• /
• 2019

The purpose of this study was to investigate the effects of experience as a science experiment assistant teacher on the science instruction anxiety and the science teaching efficacy beliefs of elementary pre-service teachers in a small scale school. For this study, 21 elementary pre-service teachers were selected and then they worked as science experiment assistant teachers in small scale schools for about 10 months. They were tested the science instruction anxiety and the science teaching efficacy beliefs in before and after. After analyzing the tests results, some pre-service teachers were interviewed. The results of this study are as follows. The experiences as science experiment assistant teachers positively influenced on reducing the science instruction anxiety to elementary pre-service teachers. The experiences also had positive effects on reducing both state anxiety and trait anxiety, which are the sub-factors of science instruction anxiety. In addition, the science teaching efficacy beliefs and its sub-factor, the self-efficacy in science teaching, had positive impacts, but the experiences did not have a positive impact on the outcome expectancy. The effects of the experience as a science experiment assistant teacher were different according to the personal experiences and cognitions of pre-service teachers.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.546-564
• /
• 2008

The purpose of this study was to examine the types and characteristics of the knowledge constructed by pre-service secondary science teachers. Data included 26 student-teachers' narratives regarding their experiences in teaching high school students who were enrolled in extra-curricular science classes. It was revealed that the pre-service teachers awoke to the importance of subject matter knowledge, and learned it themselves in the situation of their own teaching. Especially their concern about science content knowledge was strongly associated with the matter of didactic transposition of the knowledge. The result also showed that the pre-service teachers constructed knowledge about the relationship with students as well as pedagogical knowledge to help students learn, and that they newly realized the nature of science in the context of teaching science. In addition, the teaching experiences allowed for the student-teachers to develop knowledge of oneself as a teacher and knowledge about science education in schools. It was believed that the knowledge constructed personally by the pre-service teachers from their teaching experiences could be a platform for the development of teacher expertise. Implications of the present study for science teacher education and relevant research were discussed.

• Journal of Korean Elementary Science Education
• /
• v.33 no.4
• /
• pp.683-699
• /
• 2014

The purpose of this study was to explore the characteristics of teacher learning and changes in teachers' epistemic beliefs within a learning community of elementary science teachers. Three in-service elementary teachers who majored in elementary science education in a doctoral course of a graduate school of education participated in the study, and learning activities in the teachers' beginning learning community provided a context for the study. Data sources included field notes produced by the researcher who engaged jointly in the teacher learning community as a coach, audio-recordings of the teachers' narratives, and artifacts generated by the teachers during the process of teacher learning. Complementary analyses of these multiple sources of data revealed that epistemic beliefs of the three elementary teachers were different and that each teacher made a different plan of science instruction based on his own epistemic belief even after the learning experiences within the teacher community. It was therefore suggested that science teacher education programs should be organized in consideration of the nature of teachers as constructivist learners and their practical resources.

• School Mathematics
• /
• v.12 no.2
• /
• pp.97-111
• /
• 2010

The purpose of this study is to examine a preservice elementary mathematics teacher's beliefs and stated-actions in which she planned and implemented mathematical activities in a field experience within a mathematics methods course. Results show that the preservice teacher seemed to be dealing with conflicts and trying to resolve them in order to make sense to herself. Results also suggest that the preservice teacher's beliefs about how children learn seem to get confirmed through the field experiences so that she was able to articulate, which influence her experience of focusing on an individual child. This, in turn, induces her to elaborate her beliefs. These processes would explain her beliefs and actions as a sensible system.

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

• Korean Journal of Childcare and Education
• /
• v.18 no.1
• /
• pp.71-90
• /
• 2022

Objective: This study examined the experiences of pre-service Early Childhood teachers who participated in major-associated autonomous club activities. Methods: Participants were 31 students of the Department of Child Care at A University located in Gyeonggi-do, who participated in a major-associated autonomous music club activity. A content analysis was conducted to examine the meaning of the participation experience of pre-service Early Childhood teachers. Qualitative content analysis was the best method to analyze the meaning of their experience while participating in the activities. Results: The meaning of the experience of music club activities was organized into three categories: "enjoying abundant college life," "growing as a competent childcare teacher," and "being a responsible member of a community." Conclusion/Implications: The results show that pre-service Early Childhood teacher's participation in the activities of major-associated autonomous clubs has a positive impact on desirable changes in college life and adaptation to the department and on the growth of future professional Early Childhood teachers.

• International Journal of Advanced Culture Technology
• /
• v.10 no.4
• /
• pp.168-174
• /
• 2022

Purpose: We investigated the impact of parent, teacher, and peer relationships on adolescent school life satisfaction and confirmed the mediating effects of delinquency experiences on this relationship in this study. The structural equation modeling technique was used to analyze survey data from 650 adolescents in the W area for this survey study. The following are the key findings: First, the more positive adolescents' relationships with their parents, teachers, and peers, the lower their delinquency and the greater their satisfaction with school life. The study also discovers that delinquency experiences have a mediating effect on the relationships between parents, teachers, and peers, as well as on adolescents' school life satisfaction. Based on these findings, we present convergent intervention and practice strategies for improving adolescent school life satisfaction.

• Journal of the Korean earth science society
• /
• v.31 no.5
• /
• pp.500-520
• /
• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• Research in Mathematical Education
• /
• v.20 no.1
• /
• pp.11-19
• /
• 2016

Investigating students' lived mathematical experiences presents dual challenges for the researcher. On the one hand, we must respect that students' experiences are not directly accessible to us and are likely very different from our own experiences. On the other hand, we might not want to rely upon the students' own characterizations of what constitutes mathematics because these characterizations could be limited to the formal products students learn in school. I suggest a characterization of mathematics as objectified action, which would lead the researcher to focus on students' operations-mental actions organized as objects within structures so that they can be acted upon. Teachers' and researchers' models of these operations and structures can be used as a launching point for understanding students' experiences of mathematics. Teaching experiments and clinical interviews provide a means for the teacher-researcher to infer students' available operations and structures on the basis of their physical activity (including verbalizations) and to begin harmonizing with their mathematical experience.

• The Mathematical Education
• /
• v.61 no.4
• /
• pp.521-537
• /
• 2022

The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology's sake or how it can be repurposed in a new online environment in a way that students' learning is optimized. The findings of this study provide implications for unpacking MTEs' technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.