• School Mathematics
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• v.10 no.4
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• pp.515-535
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• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.243-254
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• 2005

Along the information technology progresses, the demand for the educational application increases which derives the need for cyber education. Cyber education should take the knowledge construction model rather than the knowledge delivery model. For the educational paradigm shift by cyber education, 'Project-Based Learning' and 'Cyber Learning Community' need to be adopted. In this study, project-based cyber learning community for teacher education is developed with 5 major categories: Home(community vision, general information, project list, Q&A), project learning center(preparation for the instructional activities, group-based learning activities, presentations), meeting plaza(request for group mentoring, sharing ideas, meeting specialist, survey participating, forum participating, result presentation), references(cases of project studies, materials for project studies, materials for teacher education, general materials), management(project management, project cases, idea bank, finding partners, dialog with instructors, sharing references, sharing experiences, survey, forum).

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.565-582
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• 2020

The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.

• The Mathematical Education
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• v.58 no.2
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• pp.299-317
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• 2019

In this study, we analyzed the change of teacher knowledge through task design in the teacher-researcher community focused on knowledge of students in the area of derivatives application. The following subjects were studied. First, we have analyzed the focus of the discussion related to teacher knowledge of students within the teacher-researcher community. Second, we have analyzed the change of teacher knowledge of students according to the focus. The results of this study are as follows. First, community member' different knowledge of students led the discussion on the task solving paths. The main focus of the discussion was the possibility in inducing responses and motivation. Second, the process of reviewing and evaluating task solving paths and reaching consensus led the improvement of teacher knowledge. Teachers and researchers led changes of teacher knowledge by sharing the knowledge based on previous research and experience, respectively. This ultimately shows the necessity of co-learning between teachers and researchers in teacher education.

• Journal of Information Processing Systems
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• v.10 no.2
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• pp.271-282
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• 2014

The advancement of knowledge society has enabled the social network community (SNC) to be perceived as another space for learning where individuals produce, share, and apply content in self-directed ways. The content generated within social networks provides information of value for the participants in real time. Thus, this study proposes the social network community activity-based content model (SoACo Model), which takes SNC-based activities and embodies them within learning objects. The SoACo Model consists of content objects, aggregation levels, and information models. Content objects are composed of relationship-building elements, including real-time, changeable activities such as making friends, and participation-activity elements such as "Liking" specific content. Aggregation levels apply one of three granularity levels considering the reusability of elements: activity assets, real-time, changeable learning objects, and content. The SoACo Model is meaningful because it transforms SNC-based activities into learning objects for learning and teaching activities and applies to learning management systems since they organize activities -- such as tweets from Twitter -- depending on the teacher's intention.

• Research in Mathematical Education
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• v.26 no.1
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• pp.31-38
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• 2023

Mathematics educators have emphasized the importance of language use in mathematics education. However, previous studies have predominantly focused on the spoken language used in mathematics classrooms, which provides limited information on the written language used by mathematics teachers. The written language reflects the characteristics of the teacher community and social, cultural, and political contexts. Moreover, the written language affects teachers' instructional practices and their students' mathematics learning experiences. Therefore, this study aims to review a study conducted by Lee and Kim (2022) investigating changes in mathematics teachers' pedagogical lexicons.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.409-421
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• 2009

As the use of Internet becomes popular along with the rapid progress of digitalization, educators increasingly pay attention to online education as a method to complement the current educational system. Especially the Online Learning Community(OLC) has been successfully utilized for teacher education in many advanced countries including the U.S.A.. Considering such trend, this research analyzed representative cases which used the OLC for teacher education in the U.S.A. and explored major factors for successful construction and management of the OLC. Among various cases, five OLCs operated by universities and research institutes were selected, and special aspects of these OLCs were compared and analyzed. On the basis of the five case studies, this research suggested ten factors to be implemented for the successful construction and management of the OLC for teacher education.

• The Mathematical Education
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• v.46 no.4
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• pp.389-406
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• 2007

The purpose of this study is to understand the learning mathematics in elementary mathematics classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Do the identities which teacher has on mathematics and teaching mathematics, influence the social practices formed in mathematics classroom, and the identities which students has on mathematics and learning mathematics? 2) Do the social practices formed in mathematics classroom, and the identities which students has on mathematics and learning mathematics, influence the identities which teacher has on mathematics and teaching mathematics? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data for the social practices formed their classroom and their identities, and was analyzed the interaction between the social practices of mathematics classroom and teacher and students' identities. We found the scenes that teacher's identities influenced the social practices of mathematics classroom and students' identities, and also the scenes that the social practices of mathematics classroom and students' identities influenced teacher's identities. So, we could know that there existed the interaction between the social practices of mathematics classroom and teacher and students' identities.

• The Mathematical Education
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• v.62 no.4
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• pp.531-549
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• 2023

Despite the significance of mathematics teacher guidebooks as a support for teacher learning, there are few studies that address how elementary mathematics teacher guidebooks support teacher learning. The purpose of this study was to analyze the educative features of elementary mathematics teacher guidebooks for grades 3 and 4. For this, six units from each of ten kinds of teacher guidebooks were analyzed in terms of seven dimensions of Teacher Learning Opportunities in Korean Mathematics Curriculum Materials (TLO-KMath). The results of this study showed that mathematics content knowledge for teaching was richly provided and well organized. Teacher guidebooks provided teacher knowledge to anticipate and understand student errors and misconceptions, but were not enough. Sample dialogues between a teacher and students were offered in the teacher guidebooks, making it easier for teachers to identify the overall lesson flow and key points of classroom discourse. Formative assessment was emphasized in the teacher guidebooks, including lesson-specific student responses and their concomitant feedback examples per main activity. Supplementary activities and worksheets were provided, but it lacked rationales for differentiated instruction in mathematics. Teacher knowledge of manipulative materials and technology use in mathematics was provided only in specific units and was generally insufficient. Teacher knowledge in building a mathematical community was mainly provided in terms of mathematical competency, mathematical classroom culture, and motivation. This paper finally presented implications for improving teacher guidebooks to actively support teacher learning.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.101-110
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• 1990

The purpose of this study is to survey the learner’s need achievement, interest and practical level of the learning objectives according to the teacher’s teaching method in home economics of middle school(Dietary Life Unit), to examine the differences according to the local situation, and to get some information to improve the teaching method. This study surveyed the eight units of dietary life with 459 students in the rural community (224 students) and Seoul(235 Students). The collected data were analyzed by T-test, F-test. To sum up this study are as follows: 1. When the need, achievement, interest and practical level of unit “food”are compared the students of seoul with those of rural community, the student of Seoul show high in “The use of Processed Foodstuffs” and low in “Cooking the Processed Foodstuffs.”The student of rural community show in “A kind of Cooking Method”and low in “Environment and Food Life”. 2. The need, achievement, interest, practical level of the whole unit in rural community is higher than those is Seoul. 3. According to teaching method, comparison Seoul with rural community is revealed as follows. Seoul region is revealed significance to discovery learning in “Cooking Foodstuffs(The achievement and interest level) and ”Environment and Food Life”(interest level). Rural community is revealed significance to discussion learning in “The constituent and Food Life”(The need level, interest level). Rural community is revealed significance to explanation learning in “Environment and Food Life”(The achievement level).