• Title, Summary, Keyword: 예비 교사

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A study on pre-service mathematics teachers' MKT (예비수학교사의 MKT에 관한 연구)

  • Han, Hyesook
    • Communications of Mathematical Education
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    • v.30 no.1
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    • pp.101-120
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    • 2016
  • The purposes of the study were to analyze pre-service mathematics teachers' MKT and to examine the perceptions of MKT to find implications for the improvement of pre-service mathematics teacher education program in the aspect of teachers' content knowledge. Twenty-six pre-service mathematics teachers participated in the survey to examine the perceptions of MKT and they also finished two MKT tasks which focused on a specific area of middle school geometry. According to the survey results, the participants thought that they have enough knowledge in all categories of MKT except KCT-2 and they appreciated the importance of MKT education in pre-service mathematics teacher education program. However, the participants showed difficulties in MKT task items which required SCK, KCS, KCT, especially, the proportions of those who showed appropriate knowledge on the items required SCK and KCT was less than 50%. These results show disagreement between the perceptions of pre-service mathematics teachers' MKT and practice of MKT.

Analysis of Pre-service Secondary Chemistry Teachers' Uses of Teacher's Guide in Planning Lessons (중등 예비화학교사의 수업 계획에서 교사용 지도서의 활용 방식 분석)

  • Yang, Chanho;Song, Nayoon;Kim, Minhwan;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.36 no.4
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    • pp.681-691
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    • 2016
  • In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

Prospective elementary teachers' preconceptions and experiences of diagrams in solving math word problems (초등예비교사의 수학 문장제 해결 도구로서 다이어그램에 대한 초기 관념과 수행)

  • Yim, Jaehoon
    • Journal of Elementary Mathematics Education in Korea
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    • v.22 no.2
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    • pp.161-181
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    • 2018
  • This study involved an investigation of prospective elementary teachers' preconceptions and experiences of diagrams and their ability to draw diagrams in solving math word problems. A questionnaire and two math word problems were administered to prospective elementary teachers who began to taking an introductory mathematics education course. The results from the analysis of their responses to the questionnaire items indicate that prospective elementary teachers appreciate the value of diagrams as tools for problem solving and communication. In addition, prospective elementary teachers have the will not only to teach their future students how to use diagrams but also to encourage them to draw diagrams in solving math word problems. However, the results also indicates that prospective elementary teachers neither use diagrams spontaneously in their math problem solving activities nor have confidence in drawing useful diagrams. Prospective elementary teachers also manifested low scores on the questionnaire items asking whether they were taught how to draw useful diagrams or encouraged by their teachers to use diagrams in their previous learning experiences. The results from the analysis of the diagrams that prospective elementary teachers drew in solving math word problems showed that most of them had difficulty drawing diagrams that represent their reasoning and solving process.

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A Perception on Pre-service Teacher's Awareness of Robot Programming Education (로봇 프로그래밍 교육에 대한 예비교사의 인식 조사)

  • Kim, Seong-won;Lee, YoungJun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.169-171
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    • 2016
  • 본 논문에서는 로봇 프로그래밍 교육에 대한 예비 교사의 인식 조사를 분석하고자 한다. 연구를 위하여 로봇 프로그래밍 교육프로그램과 예비 교사의 인식을 조사하기 위한 서술형 검사 도구를 개발하였다. 분석한 결과는 다음과 같다. 예비 교사는 프로그래밍 교육에서 로봇이 흥미, 자신감, 성취감을 얻을 수 있다고 말하였고, 문제 해결 활동을 할 수 있다는 점과 직접 구현하면서 만들 수 있다는 점 때문에 이해가 쉽다고 말하였다. 반면에 로봇이 조립과 분해가 어렵고, 비용과 시간이 많이 든다는 점, 부품 관리의 어렵다는 점, 조작이 어렵다는 점때문에 로봇 프로그래밍 교육에 대하여 부정적인 의견을 나타냈다. 이러한 부정적인 의견 때문에 로봇을 수업에 활용하지 않겠다는 예비 교사가 더 많았다. 마지막으로 예비 교사가 로봇 활동은 개별 활동보다 조별 활동을 선호한다고 응답하였다.

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The Development of Study on Pre-service Early Childhood Teachers Knowledge Information Processing Competence - An Explorative Study (예비유아교사 지식정보처리역량 구성 방향 탐색)

  • Choi, Dea-Hun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.103-104
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    • 2020
  • 본 논문은 예비유아교사 양성과정에서 요구되는 핵심역량 중 재개념화가 필요한 지식정보처리역량의 구성방향과 이를 위한 교육내용 탐색을 목표로 한다. 이를 위해 과거 정보화역량과 지식정보처리역량의 개념 및 가치를 비교하여 기초내용을 구성한 후 현장전문가, 교육전문가, 예비교사 등 15인을 대상으로 포커스그룹 인터뷰 연구방법을 통하여 연구결과를 도출한다. 본 논문에서는 선행연구를 참고하여 예비유아교사의 지식정보처리역량을 교육현장의 문제해결을 위하여 다양한 영역의 지식과 정보를 처리하고 활용할 수 있는 역량이라 개념정의 하였고 전문가 인터뷰를 통해 이를 위한 교육내용을 설정할 것이다. 본 논문을 통해 제시된 예비유아교사의 지식정보처리역량의 개념 및 교육내용은 예비유아 교사양성과정의 교육과정개발을 위한 기초자료로 활용될 것이다.

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Preservice Elementary Teachers' Perceived Preparedness of High-Leverage Practices in Mathematics Teaching (수학교수 관행에 대하여 예비교사들이 자각하는 준비도)

  • Lee, Ji-Eun;Dumitrascu, Gabriela
    • Education of Primary School Mathematics
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    • v.20 no.2
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    • pp.153-162
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    • 2017
  • This study examined elementary pre-service teachers' (PSTs') perceived preparedness of high-leverage practices (HLPs) in mathematics teaching. Eighty-one elementary PSTs who enrolled in four sections of an elementary mathematics methods course at a Midwestern University in the United States participated in a survey that inquired their self-reported confidence and competence levels on HLPs. This study specifically investigated the comparison between PSTs' perceptions of HLPs and the mathematics teacher educators' expectations. Findings show several glaring differences between the PSTs' perceptions and experts' perceptions in regards to the complexity of some HLPs. This study suggests that initial teacher training programs should include more specific investment in PSTs' insights into details of each teaching practice in mathematics by deliberate decompositions.

A Case Study of Chemistry Major Pre-service Teacher's Understanding about the Properties of Dilute Solutions and Perception on Teacher Education Curriculum (묽은 용액의 성질에 대한 화학전공 예비교사들의 이해 및 화학교사 양성교육에 대한 인식 사례 연구)

  • Lee, Song-Yeon;Kim, Soeng-Hye;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.54 no.6
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    • pp.787-798
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    • 2010
  • We compared the understanding of 4 pre-service teachers of chemistry education major and 2 pre-service teachers of chemistry major related to conceptions of "properties of dilute solutions" chapter in high school Chemistry II textbooks. As results, few pre-service teachers understood fully the concepts of high school Chemistry II textbooks. Some pre-service teachers had misconceptions related to properties of dilute solutions. We found that few differences existed between the pre-service teachers' understanding regardless of whether they took a major in chemistry education of a education college or a major in chemistry of noneducation college. Most of the pre-service teachers who attended this research recognized the lack of practical knowledge in their pre-service teacher curriculum.

Narrative Inquiry on Effects of Portfolio Application on Pre-service Science Teachers' Reflective Thinking (포트폴리오 활용이 예비 과학교사의 반성적 사고에 미치는 영향에 관한 내러티브 탐구)

  • Kang, Kyunghee
    • Journal of The Korean Association For Science Education
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    • v.36 no.2
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    • pp.221-229
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    • 2016
  • This study aimed to investigate the effects of portfolio application on pre-service science teachers' reflective thinking. For the purpose, we used narrative inquiry on pre-service science teachers' portfolios. We also analyzed the dimensions and levels of pre-service science teachers' reflective thinking. Analysis results showed that the pre-service science teachers' reflective thinking was mostly centered on focus at the beginning of semester. In addition, they exhibited routine and technical levels of reflective thinking. Analysis of pre-service science teachers' reflective thinking showed it as gradually extending to the dimension of inquiry and dimension of change by the end of semester. Here, the level of reflective thinking was higher at the dialogic level and transformative level. Pre-service science teachers showed that they had difficulties in making portfolios. However, they answered positively about application of portfolios. The results of this study suggest that there is a need to actively introduce portfolio assessment in teacher education courses in order to increase the reflective thinking of pre-service science teachers.

Improving Mathematics Pre-service Teachers' Assessment Competence through Practice and Reflection (실습과 반성을 통한 수학 예비교사의 평가 전문성 신장)

  • Kim, Sun-Hee
    • Journal of Educational Research in Mathematics
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    • v.22 no.2
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    • pp.277-292
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    • 2012
  • Teacher's competence in student assessment can be developed by the successive experiences that they choose assessment methods, develop assessment instrument, administer the assessment, score and grade students' responses, analyze, interpret, use, and communicate assessment results, and reflect the whole assessment processes. In this study I educated pre-service teachers in order for them to improve their assessment competence. Mathematics pre-service teachers practiced and reflected the assessment processes. In the aspects of reflections, I analyzed their journals about the knowledge of assessment, the dual situation as a student and a teacher, and their assessment practices. These areas are proved to interact each other, contribute pre-service teachers' assessment competence and construct the elements of assessment competence. And I identified the development of pre-service teachers' assessment competence quantitatively by the teacher's assessment competence test.

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What Characteristics Do Preservice Teachers Show During Trilobite Classification Activities? (예비교사들은 삼엽충 분류활동 중에 어떤 특성을 보이는가?)

  • Lim, Sungman
    • Journal of the Korean Society of Earth Science Education
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    • v.12 no.1
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    • pp.40-53
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    • 2019
  • This study was to analyze the inquiry characteristics of preservice teachers as they classify trilobites. For the study, 70 preservice teachers attending teacher training university participated. The classification tasks used in the study were 9 photos of trilobite fossils. The preservice teachers' inquiry activity was to classify the evolutionary processes of trilobites after observing trilobite fossils by group and then to construct a phylogenetic tree. The results of the study are as follows. First, preservice teachers observed the external features of the trilobites and constructed systematic classification results based on their observed contents. Second, preservice teachers classified trilobites using various classification criteria. Third, the phylogenetic tree of preservice teachers and the phylogenetic tree of scientists were very similar. The preservice teachers constructed a sphylogenetic tree based on the observation and inference of the change from a simple form to a complex form, which is a general evolution process of the trilobite fossil claimed by scientists. These results suggest that group-based inquiry activities with sufficient time are very effective and that the experience of inquiry activities is very important for preservice teachers.