• Title, Summary, Keyword: 예비 교사

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An Analysis of Pre-Service Science Teachers' Argument Structures, the Factors Affecting the Practice of State Change Experiment in 7th Grade and Cognition of Pre-Service Education (중학교 1학년 상태변화 실험수행과정에서 나타난 예비과학교사의 논증구조 및 이에 영향을 미치는 요인과 예비교사교육에 대한 인식 분석)

  • Paik, Seoung Hye;Son, Su Hee
    • Journal of The Korean Association For Science Education
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    • v.34 no.3
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    • pp.197-206
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    • 2014
  • The purpose of this study is to research pre-service chemistry teachers' inquiry ability and perception on inquiry by analyzing their argument structure. Nine graduating senior students have participated in this study. They have experimented with mass change during state change, which is included in 7th grade science textbook. We have analyzed pre-service teachers' experimental reports using Toulmin's argument model. Also, we have researched their views on science and experiments through questionnaires and semi-structured interviews. As results show, various factors have affected pre-services' argument structures; lack of science knowledge and inquiry ability, belief about error, and additive data. This study shows that pre-service teachers' inquiry abilities is insufficient, and it is necessary to review rearrangement of pre-service science teacher curriculum in order to offer inquiry experiments in teacher education program.

예비교사들의 과학을 잘하는 모습에 대한 인식

  • Jeong, Jin-U;Ryu, Chun-Ryeol
    • 한국지구과학회:학술대회논문집
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    • pp.18-18
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    • 2010
  • 교사들의 생각하는 과학학습의 목표는 학생들이 생각하는 과학학습의 목표와 다를 수 있다. 과학을 잘 하는 모습은 교사의 입장에서 볼 때 과학교수 목표를 의미한다. 그러한 의미에서 과학교사들은 학생들이 과학을 잘 하게 하기 위해 과학 수업을 하고 있다고 볼 수 있다. 그러나 과학을 잘하는 모습은 교사마다 다를 수 있기 때문에 교사마다 다른 지향점을 가지고 과학교수활동을 하게 된다. 본 연구의 목적은 예비 교사들의 과학을 잘하는 모습에 대한 인식을 탐색하는데 있다. 연구를 위해 과학을 전공하고 있는 1학년에서 4학년 사이의 예비교사 30명을 대상으로 개방형 질문으로 구성된 설문을 실시하였다. 연구결과 예비교사들이 지닌 과학을 잘 하는 모습에 대한 인식의 유형과 과학을 잘 하는 모습을 결정짓는 상황의 유형을 분류할 수 있었으며, 예비교사들의 과학을 잘하는 모습에 대한 인식과 과학교수목표의 차이를 확인할 수 있었다.

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무엇이 유능한 수학교사를 만드는가 -예비 초등교사의 관점을 중심으로-

  • Park, Man-Gu
    • Communications of Mathematical Education
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    • v.15
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    • pp.127-128
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    • 2003
  • 본 고에서는 교육대학의 3학년에 재학 중인 예비 초등교사들이 학생으로, 교생으로의 자신들의 경험을 중심으로 기술한 내용을 토대로 그들의 관점에서 본 수학에 대한 생각과 유능한 수학교사의 특징에 대하여 조사하였다. 이들 예비교사의 관점에서 보면 유능한 수학교사는 수학교과에 대한 수학 지식은 물론이고 수학교수에 대한 열정과 함께 학생들에 대한 관심과 사랑을 가지고 있어야한다.

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The Research on Multicultural Experiences Influence the Multicultural Understanding and Characteristics toward Multicultural Education of Early Childhood Preservice Teachers in Korea and the United States (한국과 미국 예비 유아교사의 다문화 관련 경험에 따른 다문화 이해 및 다문화교육 관련 특성에 대한 연구)

  • Seo, Hyun Ah;Chun, Hui Young;Wee, Su Jeong
    • Korean Journal of Childcare and Education
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    • v.7 no.4
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    • pp.69-94
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    • 2011
  • This research examines how experiences related to multicultural issues influence the understanding, perception, attitudes, and self-efficacy of early childhood preservice teachers toward multicultural education in Korea and the United States. 512 early childhood preservice teachers in Korea and the United States participated. Their multiculture-related experiences and their understanding, multiculture-related characteristics(perception, attitudes, and self-efficacy concerning multiculture) were measured using questionnaires. The key findings are as follows. First, more preservice teachers in the United States took multiculture-related courses, had experiences with children from multicultural families, traveled to other countries, and took courses with students from multicultural background than their counterparts in Korea. Second, there were no significant differences in understanding of multiculture according to their multiculture-related experiences between Korean and the United States preservice teachers. Third, there were no significant correlations between preservice teachers' multicultural experiences and perception and attitude toward the multicultural education in the United States. On the contrary, Korean preservice teachers who took classes with students from multicultural families showed better perception and attitude toward multicultural education. Regarding self-efficacy, there were no differences with varying multiculture-related experiences in the United States, whereas Korean preservice teachers who took multiculture-related courses exhibited higher degree of self-efficacy toward multicultural education.

Interpretation of Teacher Knowledge in Geometry with Shulman - Fischbein Framework: Cases of US Preservice Teachers (Shulman-Fischbein 개념틀을 활용한 예비 교사의 기하 영역에 대한 지식 해석 : 미국 예비교사들의 사례)

  • Kim, Ji Sun
    • Journal of the Korean School Mathematics Society
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    • v.21 no.2
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    • pp.113-139
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    • 2018
  • There is no doubt about the importance of teacher knowledge for good teaching. Many researches attempted to conceptualize elements and features of teacher knowledge for teaching in a quantitative way. Unlike existing researches, this article suggests an interpretation of preservice teacher knowledge in the field of geometry using the Shulman - Fischbein framework in a qualitative way. Seven female preservice teachers voluntarily participated in this research and they performed a series of written tasks that asked their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). Their responses were analyzed according to mathematical algorithmic -, formal -, and intuitive - SMK and PCK. The interpretation revealed that preservice teachers had overally strong SMK, their deeply rooted SMK did not change, their SMK affected their PCK, they had appropriate PCK with regard to knowledge of student, and they tended to less focus on mathematical intuitive - PCK when they considered instructional strategies. The understanding of preservice teachers' knowledge throughout the analysis using Shulman-Fischbein framework will be able to help design teacher preparation programs.

Pre-Service Secondary Mathematics Teachers' Modification of Derivative Tasks (중등 수학 예비교사의 미분계수 과제 변형)

  • Kim, Ha Lim;Lee, Kyeong-Hwa
    • School Mathematics
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    • v.18 no.3
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    • pp.711-731
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    • 2016
  • The purpose of this study is to investigate how pre-service secondary mathematics teachers modify mathematical tasks from a textbook and learning opportunities they have during the task modification. In the pursuit of this purpose, tasks was selected from derivative units in a textbook and five pre-service teachers was asked to modify the tasks. The findings from analysis are as follows. First, the cognitive demands of modified tasks were maintained or higher than those of the originals. Pre-service teachers' tendency toward conceptual understanding of derivative seems to make the result. Second, task modification provided a lot of learning opportunities for pre-service teachers. They tried to know intention of curriculum and textbook, realized the importance of predicting students' responses, and had opportunities for cooperation and reflective thinking.

Proportional Reasoning Strategy of Pre-service Elementary Teachers (초등예비교사의 비례추론 과제에 대한 전략 분석)

  • Choi, Eunah
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.4
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    • pp.601-625
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    • 2016
  • In this study, I hoped to reveal the understanding of pre-service elementary teachers about proportional reasoning and the traits of proportional reasoning strategy used by pre-service elementary teachers. The results of this study are as follows. Pre-service elementary teachers should deal with various proportional reasoning tasks and make a conscious effort to analyze proportional reasoning task and investigate various proportional reasoning strategies through teacher education program. It is necessary that pre-service elementary teachers supplement the lacking tasks such as qualitative reasoning and distinction between proportional situation and non-proportional situation. Finally, It is suggested to preform the future research on teachers' errors and mis-conceptions of proportional reasoning.

Pre-service and In-service Teachers' MKT about the Concept of Vector (예비교사와 현직교사의 벡터 개념에 대한 이해: MKT 중심으로)

  • Yoon, Hyun-Kyoung;Kwon, Oh-Nam
    • School Mathematics
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    • v.13 no.4
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    • pp.615-632
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    • 2011
  • The purpose of the study was to investigate the mathematical knowledge for teaching (MKT) of pre-service and in-service mathematics teachers on the concept of vector. 80 pre-service and 124 in-service mathematics teachers were asked to perform three questions based on MKT's subdomain. The results show that pre-service teachers have stronger common content knowledge(CCK). On the other hand, in-service teachers have stronger specialized content knowledge(SCK), knowledge of content and teaching(KCT) compared to those of pre-service teachers. The paper proposes CCK, SCK and KCT about the concept of vector and discusses the relationships between subdomains of MKT.

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How Pre-service Elementary Teachers Develop Mathematical Tasks (초등 예비교사교육에서 평가문항 개발의 적용과 효과)

  • Lee, Dong-Hwan
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.3
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    • pp.505-518
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    • 2014
  • The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

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Pre-Service Primary Teachers' Mathematical Investigation Through Transforming Mathematical Games (수학적 게임 변형을 통한 초등 예비교사의 수학적 탐구 경험)

  • Lee, Dong-Hwan
    • Journal of Educational Research in Mathematics
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    • v.26 no.1
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    • pp.143-157
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    • 2016
  • This study aims to find out the feasibility and effectiveness of mathematical games as a way to provide primary pre-service teachers with doing mathematics. The game had induced the active participation of elementary pre-service teachers. Through transforming the game, the teachers have been able to experience of mathematical problem posing and generating mathematical representation. Based on this, we discuss the role of mathematical games as a method of pre-service teacher education.