• International journal of advanced smart convergence
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• v.8 no.3
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• pp.138-144
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• 2019

Understanding teachers in the early childhood education is crucial as it can not only affect the quality of children's education but also cause many critical problems such as child abuse. A significant amount of research work has been made on the use of robots in childcare classrooms. The finding from the research has shown many advantages such as the improvement of learning performance, social/emotional skills, creativity, concentration period, physical and cognitive development. However, most of the study has been implemented at the K-12 classrooms but not much has been focused on the education at the early childhood classrooms. Importantly, it is very crucial to understand teachers' perception, demands and technical competence about the new teaching tool, in order to maximize its educational effect. This paper investigates some critical issues existing in both teaching and managing in the early childhood education. It will also explore teachers' perceptions and expectations on the use of robots to identify some dilemmas that exist in their working and teaching environment. A survey study was conducted with 119 early childhood educators in South Korea. It analyzed the educators' perception of using robots to improve their teaching performance and to make better outcomes for children, investigated job satisfaction and difficulties that they have in the current work environment. This paper concludes with several guidelines for integrating and setting robotics in the early childhood environment, in order to engender productive outcomes for the future early childhood education.

• Journal of Contemporary Eastern Asia
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• v.19 no.2
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• pp.197-215
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• 2020

Teaching has become a feminized profession, especially in elementary teaching, in which it is regarded as "women's work." Concerns about the "extinction" of men in the field resulted in calls for male teachers. While studies indicate that there is positive discrimination in favor of men (despite the feminization of teaching), it appears that there are also forms of discrimination that work against them. As such this study explored the challenges of being a male in the feminized profession from the perspective of male teacher candidates. Studies in the field of teacher education in the Philippines mainly focus on curriculum and students' academic achievement, hence an inquiry must be done on the plight of male teachers in a gendered profession. A phenomenological study was employed to look into the realities of six male teacher candidates. Findings show that male teachers are: (1) leadership-destined; (2) conflicted; (3) limited; and (4) devalued. The narrative of male teachers in the Philippine education sector reveals the need to revisit programs and policies in professional development and support. Finally, recommendations are made for teacher education programs to guide teacher candidates' experiences towards a more inclusive profession.

• Education of Primary School Mathematics
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• v.8 no.1
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• pp.13-22
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• 2004

There were a lot of challenges to reform mathematics education. These challenges may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, innovative resources for teaching mathematics. Although there is considerable consensus that meeting these challenges will require that mathematics teachers have deep insights about mathematics, about students as learners of mathematics, and about teaching method, the teachers themselves may have little knowledge of them. The most of the professional development includes elective participation in reeducation course, workshop, and special lectures which designed to transmit a specific set of ideas, techniques, or materials to teachers. But such approaches treat mathematics teaching as routine and technical, and also provide limited opportunities for meaningful interactions within the teaching community. So, this paper suggests that what is needed to develop professional teachers of mathematics is community where teachers work with colleagues rather than working alone.

• The Mathematical Education
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• v.42 no.4
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• pp.465-480
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• 2003

The main purpose of this work is to propose programs of mathematics education and mathematics history courses for the department of mathematics education of teacher training universities. Foundation of Mathematics Education, Mathematics Teaching and Learning Theories, Mathematics Problem Solving, Analysis and Evaluation of Mathematics Teaching Materials and Mathematics History are discussed in this article.

• Research in Mathematical Education
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• v.22 no.2
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• pp.123-134
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• 2019

In this paper, we articulate what is a lesson for all learners with different cognitive levels and what kind of teaching practices are required to implement this type of lesson. For all learners' own sense-making, open-ended tasks are the primary sources to bring their various mathematical ideas. These tasks can be meaningfully implemented by appropriate teaching practices: providing enough time (for thinking deeply and for preparing a reply), acting intentionally (alternative wrapping up activities and appointment of a struggling student), and cultivating collaborative classroom norms (respecting peer's thinking and learning from peers). This exploratory study has the potential to help practitioners and researchers understand the complexity of the work of teaching and clarify how to deal with such complexity.

• 제어로봇시스템학회:학술대회논문집
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• 2000.10a
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• pp.122-122
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• 2000

Polishing work of a free-curved surface die demands simple and repetitive operations but requires a considerable amount of time for high precision. In out previous study, to reduce the polishing time and solve the problem of the shortage of skilled workers, the automatic polishing system was developed. However, in the polishing process of die, workers have to stay still in factory to monitor the polishing process for a long time in the poor environment. Therefore, this study proposes the remote operation and monitoring system of the automatic polishing robot. The developing system offer worker monitoring functions and teleoperating functions, as following: system state check, manual manipulation mode, automatic mode, manual teaching mode, automatic teaching mode, simulation by virtual manufacturing device. And automatic teaching system is developed to easily obtain a teaching data.

• Research in Mathematical Education
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• v.24 no.3
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• pp.201-228
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• 2021

Teacher noticing has been termed consequential to teaching because what you see and do not see impacts decisions made within the classroom. Further, how a teacher responds to student thinking depends on what a teacher sees in student thinking. Within this study we sought to understand what teachers noticed within an engineering lesson and the decisions made as a result of that noticing. Findings indicate that student teachers and cooperating teachers drew on their pedagogical knowledge for decisions, rather than taking up the integrated content of student thinking and understanding. These findings serve as a guide for the experiences needed to engage in the complex work of teaching or, more specifically, implementing engineering into instruction through a responsive teaching frame.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.449-466
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• 2013

Mathematical discussion has been highlighted so that what students do actually guides their learning of mathematics and mathematical practice. However, the work of leading mathematical discussions has not yet been specified in such a way that it can be adequately studied and taught to teachers. This study analyzes a teacher's lessons that show full engagement in leading discussions, and examines the work of leading mathematical discussions in elementary classrooms. It identifies and illustrates the central tasks of leading mathematical discussions with single case questions with five steps. This article argues several key issues in leading mathematical discussions: helping students engage in struggling with important mathematical ideas, treating mathematical connections in an explicit and public way to have coherent and structured discussions, and parsing the work of teaching at a grain size that is usable in educating teachers.

• Journal of Welding and Joining
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• v.14 no.2
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• pp.96-105
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• 1996

Robot systems are widely utilized in the shipbuilding industry to enhance the productivity by automating the welding process. In order to increase productivity, it is necessary to reduce the time used for robot teaching. In this work, the automatic teaching system is developed for the subassembly process in the shipbuilding industry. A alser/vision sensor is designed to detect the weld seam and the image of the fillet joint is processed using the arm method. Positions of weld seams defined in the CAD database are transformed into the robot coordinate, and the dynamic programming technique is applied to find the sub-optimum weld path. Experiments are carried out to verify the system performance. The results show that the proposed automatic teaching system performs successfully and can be applied to the robot system in the subassembly process.

• 제어로봇시스템학회:학술대회논문집
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• 2002.10a
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• pp.118.5-118
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• 2002

To apply induction hardening method to a press die having 3-D free surface, the induction hardening tool moves on a press die above 1～2mm gap with constant velocity. Since the induction hardening process requires its own hardening path for each die, a direct teaching method which generates working path directly guided by operators is more suitable than an offline method using CAD/CAM data. The direct teaching apparatus in this work includes a teaching tool with a force/torque sensor and data processing computer to finally generate robot's Induction hardening program , in direct teaching operation, an operator teaches working path maintaining contact with surface of press die by holding...