• Title, Summary, Keyword: 예비 교사

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A Study on Mathematics Pre-service Teachers' reflection in Microteaching (마이크로티칭에서 수학 예비교사들의 반성에 대한 연구)

  • Shim, Sang-Kil;Yun, Hye-Soon
    • Journal for History of Mathematics
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    • v.25 no.1
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    • pp.89-105
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    • 2012
  • This study analyzed the lesson analysis reports and survey of pre-service teachers who have practiced the microteaching in order to identify the reflection of mathematics pre-service teachers. The professors who are teaching pre-service teachers need to propose the examples of an instructional model that can induce the opened reaction and the effective usage of time through interesting topics. In addition, pre-service teachers who have practiced the first microteaching have shown a lot of reflection more than expected. Therefore, to improve the quality of lectures, it is important for pre-service teachers to have experiences of microteaching and reflection.

The Analysis of Problem Posing Cases of Pre-Service Primary Teacher (초등 예비교사의 수학적 문제제기 사례 분석)

  • Lee, Dong-Hwa
    • School Mathematics
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    • v.19 no.1
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    • pp.1-18
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    • 2017
  • In this study we analyse the features of process of problem posing and explore the development of mathematical knowledge of primary preservice teachers as result of their engagement in problem posing activity. Data was collected through the preservice teachers' class discussions. Analysis of the data shows that preservice teachers developed their ability to understand connections among mathematical concepts.

An Analysis on the Relationship and Influence of Pre-service Early Childhood Teacher's Personality Factors and Teacher Efficacy (예비유아교사의 성격유형과 교사효능감의 관계 및 영향력 분석)

  • Go, Jeong-Wan
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.7
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    • pp.341-346
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    • 2019
  • This study analyzed the relationship between the personality factors in pre-service early childhood teachers and teacher efficacy. To carry out the research, this experiment subjected 228 pre-service early childhood teachers in G city. The collected data were descriptive methods, Pearson correlation analysis and multiple regression using the SPSS 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the personality factors and teacher efficacy. Second, the personality factors was an important factor for predicting the teacher efficacy of pre-service early childhood teachers. Also, the explanation power of personality factors for teacher efficacy of pre-service early childhood teachers was 25%, extroversion is one of the most personality factors of infant pre-serve early childhood teacher. Therefore, according to this research, a preserves early childhood teacher training program for improvement of extraversion in personality factors is strongly desired.

Exploring Beliefs and Stated-Actions of a Preservice Mathematics Teacher (예비교사의 수학교수학습에 대한 신념체계와 기술된 수업행동 분석)

  • Kim, Goo-Yeon
    • School Mathematics
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    • v.12 no.2
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    • pp.97-111
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    • 2010
  • The purpose of this study is to examine a preservice elementary mathematics teacher's beliefs and stated-actions in which she planned and implemented mathematical activities in a field experience within a mathematics methods course. Results show that the preservice teacher seemed to be dealing with conflicts and trying to resolve them in order to make sense to herself. Results also suggest that the preservice teacher's beliefs about how children learn seem to get confirmed through the field experiences so that she was able to articulate, which influence her experience of focusing on an individual child. This, in turn, induces her to elaborate her beliefs. These processes would explain her beliefs and actions as a sensible system.

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Pre-Service Biology Teachers' Views of the Nature of Science and the Origins of Human Beings: Focusing on Religions (예비 생물교사의 과학의 본성과 인간의 기원에 대한 인식 조사: 종교배경을 중심으로)

  • Kang, Kyunglee
    • Journal of Science Education
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    • v.34 no.2
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    • pp.246-259
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    • 2010
  • The purpose of this study was to investigate pre-service biology teachers' perception of the evolution. This study was to compare the views of pre-service biology teachers with no religion with those of christian preservice teachers. Subjects were 77 pre-service biology teachers who enrolled in an university and graduate school of education located in Seoul. The instrument of this study was a questionnaire which consisted of 14 items on 2 domains: the nature of science, the origins of human beings. The key results are as follows. Most pre-service teachers showed highly understanding of the characteristics of science. However pre-service biology teachers still possessed naive views on the distinction of law and theory. In terms of the methods of science, many of the pre-service biology teachers considered scientific theories to progress through the accumulation of observation and experiments or through changes and modifications in existing theories. Compared with the pre-service teachers with no religion, christian pre-service teachers had conflicting views and misconceptions about the origins of human beings. The factors of religion were found to be one of the important barriers which prevent them from understanding the origins of human beings. The results suggested that the education program for pre-service biology teachers integrating the concepts and development process of the scientific knowledges should be effective for understanding the nature of science. For pre-service biology teachers, It is important to understand conflicting views of the christian pre-service teachers who understand creationism as a science.

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Pre-Service Secondary Music Teachers' Concerns About Music Teaching and Learning (중등예비음악교사의 교직에 대한 염려 조사)

  • Shin, Jihae
    • Journal of Music and Human Behavior
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    • v.15 no.1
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    • pp.1-23
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    • 2018
  • Recently, there has been a growing focus on the concerns pre-service teachers have as they move through different stages of their teacher preparation programs. Accordingly, the purpose of this study was to investigate pre-service secondary music teachers' concerns about music teaching and learning. The specific research questions were as follows: (a) What concerns are most common among participants? (b) What are differences in the concerns of pre-service secondary music teachers based on their stage of teacher preparation? (c) What are differences in the concerns of pre-service secondary music teachers based on their previous teaching experiences? A survey was distributed to pre-service secondary music teachers in a university in Seoul, and responses from a total of 93 participants were included in the final analysis. Data analysis indicated that pre-service music teachers experienced more concerns related to teaching tasks and student impact than themselves. Also, as participants progressed through their teacher preparation programs, self concerns decreased while task concerns and student impact concerns increased. Pre-service secondary music teachers who had previously taught in a school had fewer concerns than participants with no teaching experience. Suggestions for how teacher preparation programs can address the concerns of pre-service secondary music teachers are offered.

The Analysis of Difficulties of Pre-service Teachers in Process of Instructional Design based on Programming (프로그래밍 기반 수업 설계 과정에서 예비 교사의 어려움 분석)

  • Kim, Seong-Won;Lee, Youngjun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.209-210
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    • 2019
  • 정보 교과가 아닌 타 교과에서 교육 도구로써 프로그래밍의 교육적 효과가 증명됨에 따라 프로그래밍을 수업에 도입하기 위한 다양한 연구가 진행되었다. 김성원과 이영준(2017)은 TPACK 이론을 도입하여, 테크놀로지 도구로 프로그래밍 언어를 도입하고, 예비 교사의 수업 전문성 향상을 위한 프로그래밍 기반 TPACK 교육 프로그램을 개발하였다. 개발한 교육 프로그램을 수업에 도입하였지만, 예비 교사는 여러 가지 어려움을 느끼고 있었다. 따라서 본 연구에서는 프로그래밍 기반 TPACK 교육 프로그램을 개선하기 위하여 예비 교사에게 선행 연구에서 개발한 교육 프로그램을 적용하고, 프로그래밍 기반 수업 설계를 하는 과정에서 예비 교사가 겪는 어려움을 조사하였다. 연구 결과, 예비 교사는 예비 교사는 프로그래밍 학습, 프로그램의 설계 및 구현, 교과 특성에 맞는 프로그램 개발, 프로그래밍 언어의 한계로 프로그래밍 기반 수업 설계에서 어려움을 겪고 있었다. 향후 연구에서는 이러한 어려움을 해결하기 위한 교육 프로그램 개선을 진행하고, 개선한 교육 프로그램을 예비 교사에게 적용하여 효과를 검증하고자 한다.

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Pre-service Teachers' Attitude towards Robots (예비 교사의 로봇에 대한 태도)

  • Kim, Seong-Won;Lee, Youngjun
    • Proceedings of The KACE
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    • pp.167-169
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    • 2017
  • 기술의 발전에 따라 사회, 경제, 산업에서 다양한 변화를 겪고 있다. 이러한 변화를 4차 산업 혁명이라고 부르며, 이러한 변화를 주도하는 기술로 로봇이 주목받고 있다. 로봇은 다양한 연구에서 교육적 효과가 뛰어나다는 것이 확인되었고, 이에 따라 로봇을 교육에 도입하기 위한 다양한 연구가 진행되었다. 하지만, 로봇교육과 관련된 다양한 요인이 로봇 교육의 활성화를 저해하고 있었다. 특히, 다른 나라에 비해 예비 교사의 로봇에 대한 태도는 부정적이었으며, 이러한 부정적인 태도는 2015 개정 교육과정에서 로봇 교육의 어려움을 유발할 수 있다. 따라서 본 연구에서는 예비 교사의 로봇에 대한 태도와 다양한 요인에 따른 차이를 분석하였다. 연구 대상은 K 대학에 다니고 있는 317명의 예비 교사이었으며, 예비 교사의 로봇에 대한 태도를 측정하기 위하여 선행 연구에서 활용한 Negative Attitude towards Robots Scale(NARS)를 사용하였다. NARS를 통하여 예비 교사의 로봇에 대한 태도를 살펴본 결과, 성별에 따라 예비 교사의 로봇에 대한 차이가 나는 것을 확인할 수 있었다. 또한, 로봇을 조작한 경험과 로봇 관련 강의를 수강한 여부가 로봇에 대한 태도가 차이 나게 만드는 요소인 것을 확인할 수 있었다. 반대로 매체를 통한 로봇을 접촉한 경험은 로봇에 대한 태도에 관련이 없었다. 이와 같은 연구를 통하여 예비 교사의 로봇에 대한 태도에 미치는 요인을 살펴볼 수 있었다. 향후 연구에서는 예비 교사의 로봇에 대한 태도를 긍정적으로 바꾸기 위한 방안에 대한 연구가 필요하다.

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A Study on the leisure activities and the level of stress for pre-service preschool teachers (예비유아교사의 여가활동 실태와 스트레스 수준에 관한 연구)

  • Kang, Shin-Young
    • Korean Journal of Childcare and Education
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    • v.7 no.4
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    • pp.95-118
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    • 2011
  • The purpose of this study is to understand the leisure activities and the level of stress of pre-service preschool teachers. For this study, we conducted a questionnaire survey of 557 pre-service preschool teachers in Pusan, Daegu, Gangwon province. The contents of survey were their demographical characteristics, the leisure activities, the level of stress. Analysis was done with SPSS statistics program. The conclusion of this study are as follows: First, the most of pre-service preschool teachers didn't enjoy leisure activities. Second, they experienced much stress in Academic Achievement. Third, most leisure activities have no relations with the level of stress except pre-service preschool teachers' sleeping pattern and perception about wealth.

An Analysis of Pre-Service Science Teachers' PCK for Lessons Using Analogies (예비과학교사의 비유 사용 수업에 대한 PCK 분석)

  • Kim, Minhwan;Kim, Sunghoon;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.39 no.3
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    • pp.441-456
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    • 2019
  • In this study, we investigated pre-service science teachers' design for lessons using analogies in the perspectives of PCK. Three pre-service science teachers at a college of education in Seoul participated in this study. After the workshop of instructional analogies in science education, they practiced lessons using analogies in teaching practices. We observed their lessons and collected all of the teaching-learning materials. Semi-structured interviews were also conducted. The analyses of the results reveal that they dealt with mapping and unshared attribute only when using main analogies in their lessons and these processes were teacher-centered. There were some cases where they failed to adequately deal with analogies including concepts beyond the curriculum. When dealing with unshared attributes, they did not tend to accept students' opinions although they thought that unshared attributes are strongly related to misconceptions. Their understanding of assessment using analogies was not high. Assessment was relatively well done when they use student-centered analogies such as physical analogies or role-playing analogies. On the bases of the results, we suggest some educational implications for pre-service science teacher education.