• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.127-132
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• 2023

The rapid development and progress of information and communication technology are bringing about changes in the field of education, and innovative methods in teaching-learning have been introduced and applied a lot in the actual field starting with the pandemic. Reflecting this trend, the purpose of this study is to examine the perception of prospective elementary school teachers on the use of edutech, which is widely used in the educational field after COVID-19. To this end, I analyzed the results of 7 major ideas selected at the Edutech Utilization Competition held by K University of Education and the focus group interview conducted with 2 pre-service teachers. As a result of the analysis, it was found that prospective elementary school teachers valued the necessity and importance of edutech-based classes. In addition, they were positively aware of the educational effect of edutech-based classes. To sum up, it could be predicted that edutech classes are also linked to the policies and plans of the Ministry of Education, and will play an important role in effectively guiding future learners while achieving the goals set by the curriculum.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.462-474
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• 2023

The purpose of this study is to analyze the stress experienced by pre-service chemistry teachers during their teaching practice. To do this, a stress test tool for pre-service science teachers was developed, and a survey was conducted with 19 pre-service chemistry teachers to investigate their anticipated stress before the practice and the stress experienced after the practice. The survey, conducted online before and after the teaching practice, was analyzed using descriptive statistics. The interpretation of the stress test results for pre-service chemistry teachers was based on teaching portfolios and interview data compiled during the teaching practice. The research findings are as follows: First, pre-service chemistry teachers anticipated various stresses before the teaching practice, but the number of stress factors and the number of pre-service teachers experiencing stress were generally lower during the practice. Second, there are a difference in the factors and percentage of anticipated and experienced stress before and during the teaching practice depending on the school level where pre-service chemistry teachers gained their practice. Third, there was no gender difference in the stress experienced by pre-service chemistry teachers during the teaching practice.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.507-518
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• 2008

The purpose of this study was to find out the difficulties of teaching the chapter on 'ight', experience of learning, teaching methods, and thinking types of 10 science teachers of the master's course in chemistry education. Discussion course for abduction thinking was carried out during 12 hours after the interview. Data were collected from individual interviews of 4 teachers among the 10 subjects and from the reports of the science teachers after the discussion course. From the data, it was found that most of the science teachers had suffered difficulty in teaching the chapter on light before the discussion course. Most of them had tried to teach drawing the path of light, but there was little teaching effect. Their teaching methods were similar to the method of what they had learned. During the course, the teachers recognized they could not see the path of light directly, and it needed inferring from image. From the abduction thinking, the teachers recognized the meaning of image and gained concrete methods in teaching students.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.424-437
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• 2008

In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.39-50
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• 2018

Objective: Social attention is paid to the issues concerning child care teachers' work multisibility and ambiguous legal status. Child care teachers are employees based on the "Labor Standards Act" and the "Child Care Act". They also play the role of kindergarten teachers based on the "Childhood Education Act" because of the Nuri curriculum. Based on the main tasks of the child care teachers who protect and nurture infants and toddlers, the Nuri curriculum education for infants is conducted. However, the duties and rights of child care teachers are disproportionate because there are many areas where teachers' professional roles do not suit their legal rights. Methods: The purpose of this study is to investigate how teachers perceive their own rights through field experience using qualitative method based on interpretative epistemology. Participants were 61 child care teachers working in the metropolitan area and used protocol description and focus group interview (FGI) for data collection. The collected data were derived as a central theme according to the data analysis method proposed by Creswell (2013). Results: Participants in the study described the 'Right and autonomy of education as a professional occupation', 'Right to request for improvement on working conditions, guarantee of living and to request for welfare system' and 'Right to guarantee of a teacher's status and adjustment of grievance.' They pointed out poor working conditions and welfare benefits at daycare centers, and emphasized that education and autonomy are necessary conditions to be strengthened for quality child care activities. On the other hand, they did not realize that 'Right to guarantee of a teacher's status and adjustment of grievance' was their right. And they have endured the infringement of this right. Conclusion/Implications: This study reveals the gap between teachers' responsibilities and rights, indicating the urgency of institutional arrangements. It is discussed that the social expectation for strengthening personality and professionalism as an infant and child specialist is increased and a practical alternative for the improvement of the right of teachers working in the child care field is needed considering the change of values about work.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1001-1024
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• 2014

The purpose of the study is to explore the experiences and meaning of the AP (Advanced Placement) at the specialized school for the highly gifted through the in-depth interview with 39 college students who had graduated from the specialized schools with the AP experiences. It is expected that the AP will be expanded to the students at the Science High Schools from the year of 2015, however, there has been no study to examine the realities of the AP in-depth especially through the voices of the AP participants. Students have taken 8 required and/or selective courses as AP in average. Students usually start to take AP from the second year of the specialized school for the highly gifted, but some start from the first year through the placement test. Numbers of available AP courses vary by subjects, but relatively more courses open in the areas of math and physics. Students' opinions regarding the AP were quite positive. Specifically, the high quality of the AP class and energetic interaction between student and teacher compared to the college classes were preferred by the students. However, it was controversial whether C+ is enough for the pass condition of the AP. Students were using the shortened time by AP in diverse ways, such as early graduation, double majors, exchange students, individual researches, and so on. Most of all, they tried to search for their career interests through the AP experiences. In closing, the present study provides some advices and future directions for the better AP management, including the improvement of administrative system between schools for the gifted and the universities, and the expansion of the number of university which approves the AP system.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.235-248
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• 2022

With the changes in the future educational environment, such as the rapid decline of the school-age population and the expansion of students' choice of curriculum, changes are also required in PCK, the expertise of science teachers. In other words, the categories constituting the existing 'consensus-PCK' and the characteristics of 'science PCK' are not fixed, so more categories and characteristics can be added. The purpose of this study is to explore the potential area of science PCK required to cope with changes in the future educational environment in the form of 'Family Resemblance Science PCK (Family Resemblance-PCK, hereafter)' through Wittgenstein's family resemblance approach. For this purpose, in-depth interviews were conducted with three focus groups. In the focus group in-depth interview, participants discussed how the science PCK required for science teachers in future schools in 2030-2045 will change due to changes in the future society and educational environment. Qualitative analysis was performed based on the in-depth interview, and semantic network analysis was performed on the in-depth interview text to analyze the characteristics of 'Family Resemblance-PCK' differentiated from the existing 'consensus-PCK'. In results, the characteristics of Family Resemblance-PCK, which are newly requested along with changes in role expectations of science teachers, were examined by PCK area. As a result of semantic network analysis of Family Resemblance-PCK, it was found that Family Resemblance-PCK expands its boundaries from the existing consensus-PCK, which is the starting point, and new PCK elements were added. Looking at the aspects of Family Resemblance-PCK, [AI-Convergence Knowledge-Contents-Digital], [Community-Network-Human Resources-Relationships], [Technology-Exploration-Virtual Reality-Research], [Self-Directed Learning-Collaboration-Community], etc., form a distinct network cluster, and it is expected that future science teacher expertise will be formed and strengthened around these PCK areas. Based on the research results, changes in the professionalism of science teachers in future schools and countermeasures were proposed as a conclusion.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.94-113
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• 2013

The purpose of this study was to examine the change in the classes of beginning science teachers through the collaborative mentoring program that induce reflective thinking practice. Participants in this study were three mentor-teachers, two teachers in doctor's or master's course, one university professor, and three mentee-teachers who have less than four years of teaching experience. We collected data such as video recordings of the mentee-teachers' classroom teaching and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor and mentee's journals, and RTOP classroom teaching observation reports. RTOP was used for the analysis of classroom teaching and mentee-teachers' recognition and changes in their classes were found out through journals and one-on-one mentoring interview materials. According to mentee-teachers' recognition and changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching style, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classroom teaching through their reflective practice and improvement. As a result of this study, the interactions with mentor-teachers through collaborative mentoring program stimulated mentee-teacher's reflections on their teaching. Therefore, these reflections led to their reflective practice that showed progressive changes in their teaching behavioral activities. The extent of these changes varied according to the mentee-teachers' individual disposition toward reflection and the issue of whether mentee-teachers' reflective practice was in accordance with priorities in motivational ZDP or not. Also based on the results of this study, the teachers' reflection was not all accompanied by reflective practice even if the beginning science teachers made some partial changes in reflective practice through reflection. It means that it is hard to lead reflective practice for mentee-teachers through mentoring in a short period of time. Therefore, we consider that a systematic and long-term mentoring program is necessary for beginning science teachers.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.860-870
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• 2011

This study is to explore the Pedagogical Content Knowledge of beginning earth science teachers about the porphyritic texture of igneous rocks, and to suggest the teaching device that can prevent a trial and error of students in earth science instruction. We developed an interview guideline concerned with basic perception on the porphyritic texture, formation condition and formation process of porphyritic rocks, teaching and learning on porphyritic rocks for it. And data was collected from 5 beginning earth science teachers (3 high schools, 2 middle schools) through a group discussion method. In result, despite the porphyritic texture can be found at hypabyssal rocks as well as volcano rocks and plutonic rocks, most beginning earth science teachers cognized that it could be found at hypabyssal rocks only by focusing the formation depth of hypabyssal rocks. Also, the formation of porphyritic texture should be considered the factors such as cooling rate, nucleation density, growth rate, growth time, etc. However they mainly reflected the formation temperature and growth rate as it's parameter. Participants have wrongly perceived that a phenocryst necessarily differs from a groundmass on chemical composition. And they are inclined to discriminate phenocryst from groundmass through their chemical differences, instead of grain size.

• School Mathematics
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• v.19 no.2
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• pp.319-343
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• 2017

In this study, we hope to reveal specialized content knowledge(SCK) and its features necessary to analyze student's errors and difficulties about the concept of irrational numbers. The instruments and interview were administered to 3 in-service mathematics teachers with various education background and teaching experiments. The results of this study are as follows. First, specialized content knowledge(SCK) were characterized by the fixation to symbolic representation like roots when they analyzed the concentration and overlooking of the representations of irrational numbers. Secondly, we observed the centralization tendency on symbolic representation and the little attention to other representations as the standard of judgment about irrational numbers. Thirdly, In-service teachers were influenced by content of students' error when they analyzed the error and difficulties of students. Lately, we confirmed that the content knowledge about the viewpoint of procept and actual infinity of irrational numbers are most important during the analyzing process.