• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.467-476
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• 2012

This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.

• East Asian mathematical journal
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• v.32 no.2
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• pp.175-192
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• 2016

This study aimed to understand the needs of changes in the teaching-learning environment in the university and to develop the liberal art subject of mathematics. The changes of mathematical belief in the university students were investigated to understand how the liberal art subject of mathematics affected them related to mathematics. Upon the study results, the significant changes were occurred from the utility factor on the subject of mathematics in mathematical belief, the importance factor of the answers in the teaching-learning belief, teaching activity factor of the teachers, and inborn capability factor in the belief on the self-concept. The meaningful learning environment and teaching method for the liberal art subject of mathematics are suggested further by these results.

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

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.103-121
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• 2010

The University of Education trains the teachers who are experts in the education and expects them to achieve the purpose of the education in the field. The goal of this study is to apprehend the characteristics of the belief and the faith of the elementary teacher and of the university student who are preliminary elementary teachers, about the mathematics and the mathematical teaching and learning and also to figure out what differences those belief and faith shows as the year goes by. In order to find the characteristics of the belief and faith, we have set up three research-problems and have found the answers of that by analyzing the replies of several multiple choice questions and essay questions we have invested for. We also have collected several information through the interviews and inspection. As a result, we have analyzed and charted the outcome of the statistical analysis of the answers about each questions and have discussed the remarkable features of those results which showed significant changes in the belief of elementary teachers about the mathematics and mathematical teaching & learning after taking the courses of "Life & Mathematics".

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.43-55
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• 2022

It is critical to examine changes in teachers' beliefs on how to teach and learn mathematics through teacher education programs. This study aims to develop an instrument measuring elementary pre-service teachers' beliefs on student- and teacher-centered instruction. After developing questionnaires with mathematics education experts, the structural validity of the instrument was evaluated by collecting and analyzing data from 166 pre-service teachers. Parallel analysis and exploratory factor analysis were applied sequentially to collect validity and reliability evidence. The results showed that this instrument can be used to examine changes in pre-service teachers' two different types of belief: student- and teacher-centered instruction. We also suggested how to interpret scores appropriately.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.239-244
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• 1999

This study aims to present the necessity of 'mathematics for teacher' and advices for enhancing professionalism of mathematics teacher. Many mathematics teachers don't know formula giving roots of cubic and quartic equation which is presented as a example of mathematics for teacher, but they feel the necessity of professional knowledge like mathematics for teacher. As the role of mathematics teachers changes, professionalism in various fields is required. That is, they must be equipped with the belief and attitude as a professional and understand the content of mathematics for teacher and mathematics education theory. After all, loaming mathematics depends on the quality of mathematics teacher.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.374-389
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• 2006

The purpose of this study was to investigate the alternative models of seasonal changes that preservice secondary teachers presented using the Lakatosian methodology. Participants included 74 undergraduate students who majored in science education within the college of education. Their responses to these questions revealed students' alternative models were inconsistent with scientific models. A great deal of this apparent inconsistency could be explained by assuming that the students used, in a consistent fashion, a alternative core belief on seasonal changes. This study also discussed the core beliefs and the possible sources held by preservice teachers in order to overcome their alternative models. The sources of alternative models may lie in the contents used in textbooks.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.87-108
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• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.