• East Asian mathematical journal
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• v.34 no.4
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• pp.463-486
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• 2018

This study identifies elements involved in designing rehearsals for improving preservice teachers' capacity to teach mathematics. Observation of a secondary mathematics methods course and regular interviews with the teacher educator following each class were used in this research. After characterizing what is considered and enacted in rehearsals as a way to help preservice teachers practice the work of teaching mathematics, I illustrate them with examples from the observations and interviews. I then discuss the challenge of dual contexts-the teacher education classroom and the secondary mathematics classroom-and dual perspectives-the mathematical and pedagogical-in designing and enacting rehearsals. I conclude with implications for mathematics teacher education.

• Journal of Agricultural Extension & Community Development
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• v.19 no.2
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• pp.273-299
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• 2012

This study examined importance and performance of urban agriculture education program of the trainees who attended urban agriculture education, and suggested reformation of urban agriculture instructor course of Gyeonggi Provincial Agricultural Research & Extension Services by IPA models. The investigation was done on October 7, 2011. The subject was 40 trainees of urban agriculture instructor course of Gyeonggi Provincial Agricultural Research & Extension Services. The study suggested reformation of urban agriculture education program based on the findings as follow: Firstly, the instructors should teach trainees not theoretically but practically to let the trainees make use of learning at urban agriculture. Secondly, teaching material that is not theoretically but practical enough to apply it to actual urban agriculture should be supplied. Thirdly, urban agriculture education should be done not theoretically but practically considering its characteristics. Theoretical contents have been already included in teaching material, and practice oriented education should be done to let trainees put theory into practice on-the-spot. Practice oriented education should be supported in the planning future education. In addition future urban agriculture education program should consider importance as well as practice of educational contents, lecturers, operations and facilities.

• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.87-100
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• 1997

The purpose of this study were to investigate and no investigate and to compare perceptions of home economics teachers and educators regarding home economics student teaching pratice, thereby to provide fundamental information for improving home economics student teaching pratice. The specific objectives of this study were at follows. 1. To determine and compare the perceptions of home economics teachers and teacher educators regarding the importance and achievement of (1) the objectives of student teaching, (2) the experiences of student teaching, (3) procedures for selecting cooperating teachers, (4) roles and responsibilities of cooperating teachers, and (5) roles and responsibilities of university supervisors. 2. To identify problems and revisions about home economics student teaching pratice suggested by home economics teachers and teacher educators. The subjects in this study included 90 home economics teachers in 500 girls’middle schools and 13 teacher educators in 21 universities with home economics education department in Korea. For this study, the Habedi’s instruments were used through testing validity and reliability. The data of this study were analyzed by using mean, standard deviation, t-test, and content analysis. The results of this study were as follow；1. The areas with the difference of perceptions of the importance between the two groups were objectives of student teaching, experiences of student teaching, procedures for selecting cooperating teachers, and roles and responsibilities of cooperating teachers. 2. Regarding problems about home economics students teaching practice, home economics teachers indicated difficulty in performing adequate student teaching because of reduction in class hours, and lack of student teachers’positive attitude in performing student teaching, while teacher educators indicated having reluctancy of cooperating school to admit student teachers, and difference in experiences of student teachers because of disparity among cooperating schools. As solutions about the problems of home economics student teaching practice, home economics teachers suggested that student teaching course should be limited to the students qualified for teaching and that class observation and teaching practice in real class should be emphasized, while teacher educators suggested that student teaching should be performed adequately by providing institutions to control student teaching practice teacher should be made efficient by examining the scales of cooperating schools.

• School Mathematics
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• v.16 no.3
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• pp.471-489
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• 2014

In this study, we carried out mathematics teacher-training course. The topic of this training course is the understanding of content area reading in school mathematics. The teacher-training course is planned to guide mathematics teachers can perform effectively the teaching of content area reading. In particular, we illustrated the pre-service mathematics teacher education practice. Mathematics teachers investigated various teaching strategies that can lead their students read reading materials related to mathematics effectively. In this training courses, teachers reflects on their own experience and they have an opportunity to learn the new strategies that improve their teaching methods. Teacher educator and in-service teachers share and discuss their practices, they have a meaningful learning experiences. In this study, we presented the processes of the teacher-training course and the results of practice. Furthermore, on the basis of the limitations of this study, we suggested recommendations for the future teacher training program.

• Journal of Engineering Education Research
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• v.23 no.4
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• pp.76-83
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• 2020

The purpose of this study is to conduct Project Based Learning (PBL) in collaboration with industry experts to operate practical subjects in an industry-university-linked teaching method. PBL is a teaching method in which students can learn through actively engaging in real-world and personally meaningful projects. For a long period of time, PBL methodologies have been found to be especially effective in engineering education. This case study deals with the operational results of a practice subject which has been conducted over three years from 2017 to 2019 in Korea University of Technology and Education. The course is for the 4^th grade students in the school of mechatronics engineering. The results of the surveyed learning outcomes (for example, Program Outcomes and Course Learning Outcomes) have been analyzed and reflected in the next years for the Continuous Quality Improvement. By working on practical projects linked to industry, students have been able to develop so-called 4C's capabilities which are Critical Thinking, Creativity, Communication and Collaboration.

• Journal of Information Technology Applications and Management
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• v.27 no.2
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• pp.23-36
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• 2020

The promulgation of the overall framework of Chinese students' development of core literacy has made the implementation of core literacy into specific teaching activities an urgent problem to be solved in the field of education. Based on the analysis of the problems existing in the undergraduate education under the mode of emphasizing theory and neglecting practice, this paper constructs the practical teaching system of Database Principle Course Based on the core quality, expounds the implementation strategy of practical teaching, and probes into how to train the students in the practical teaching of database principle Cultivate scientific spirit, learning ability, practical innovation, responsibility and other core literacy. After 5 rounds of practice, students have achieved better development in independent development and collaborative work, and their awareness of practical innovation has been significantly improved.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.2
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• pp.169-179
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• 2015

Purpose: The purpose of this study was to improve the quality of fundamental nursing practice course. Methods: Participants were 132 students who took the fundamental nursing practice course at D university in N city. The study included processes of planning, action, observation, and reflection. Quantitative data were analyzed using SPSS 20.0 program and qualitative data were evaluated through content analysis. Results: The 12-step designing college courses model by Fink was applied in the planning. In the acting stage, the course was conducted according to the instruction in designing the course, students wrote reflective journals and the professor gave feedback to the reflective journal and the class observation journal was used for lessons. In the observation stage, the course evaluation was surveyed and analyzed, evaluations were positive with 47.1% of students positively evaluating the teaching strategy. In the reflecting stage, outcomes in course improvement were reflected on and, the number of students at the lower level-of-achievement decreased. Conclusion: Action research was a useful research method that could capture the quality improvement process in college courses. Expression of effort and passion to improve quality of education through action research in various ways and to share quality improvement strategies for nursing education are important.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.259-281
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• 2009

The ICELT(In-Service Certificate in English Language Teaching) is a highly practical course-based English teacher education program which integrates classroom teaching and off-site teacher training. This case study analyzes the three-year implementation of the ICELT program in Korea and discusses its effects and the implications for improving the inservice English teacher education system. It has been found that the course participants were satisfied with the quality of its execution, thinking that it contributed to their professional development in the areas of teaching practice, methodology and language competence. The study has identified several success factors as shared program goals among the course participants, including systematic selection of course participants, well-qualified tutors and the proper provision of resources including syllabus, teaching materials and course assessment system. Nonetheless, it has been suggested that attention needs to be paid to generalized application of the ICELT for English teacher education due to the limitations such as the heavy workload caused by the program, lack of course participants' collaboration with other teachers at their schools and tutors' poor understanding of the Korean education context. Bearing this in mind, the implications for improving the inservice English teacher education system in Korea have been discussed. Finally, further studies have been suggested, which are concerned with in-depth investigation in exploring the division of roles between native English speaking tutors and Korean ones and the impact of the program on the sustainability of course participants' professional development and the impact on schools.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.41-68
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• 2020

The purpose of this study is to analyze the cognition of per-service teachers, who experienced a teacher education process for developing their discursive competency, about relations between class plan and class practice as well as discursive competency required in class process. For this purpose, 15 pre-service teachers participated in the course of mathematics teaching theory for developing discursive competency and their final projects including the process of analysing their own teaching discourse after actually teaching middle or high school students were collected as data and analyzed. Results show that they realized that there were differences between class plan and class practice after having experienced unexpected teaching and learning situations, recognized the importance of discursive competency learned from the course, and reflected on their discursive competency in conjunction with their classes. These results imply that the course contributed to pre-service teachers' cognitions of the existential possibility of discursive competency. which helps to develop a teaching method combining teachers' knowledge and practice, the importance of discursive competency, and the need for developing it. The course also provided practical ideas about a teacher education program to develop prospective teachers' discursive competency

• Journal of Korean Academy of Nursing
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• v.46 no.4
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• pp.501-513
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• 2016

Purpose: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula. Methods: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis. Results: Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-oriented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP. Conclusion: The findings indicate that for successful integration of EBP ni nursing education there is a need for faculty training and integrated EBP courses.