• Title, Summary, Keyword: preservice teachers

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A study on the Conflict of preservice teachers affected by the Role recognition and Performance of Cooperating teachers in the Early childhood education practicum (유아교육기관 실습지도교사의 역할인식과 수행에 따른 예비교사의 갈등에 관한 연구)

  • Kim, Seon-Hae;Kim, Kyu-Soo
    • Korean Journal of Human Ecology
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    • v.17 no.2
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    • pp.223-233
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    • 2008
  • The purpose of this study was to find out conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum. The following research questions were established in order to achieve this purpose. First, Is there any differences in conflict of preservice teachers according to their personal variables? Second, Is there any differences in the role recognition and performance of cooperating teachers according to their personal variables? Third, Is there any differences in conflict of preservice teachers according to the role recognition and performance of cooperating teachers? The subjects of this study were 214 pairs of cooperating teachers who taught preservice teachers. The data were collected with the role recognition and performance of cooperating teachers and conflict of preservice teacher instrument and analyzed by t-test and ANOVA using SPSS 14.0 software. The results show that there was significantly difference conflict of preservice teachers according to their personal variables. Second, there was significantly differences the role recognition and performance of cooperating teachers according to their personal variables. Third, there was significantly differences conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum.

An Analysis on the Elementary Preservice Mathematics Teachers′ Representation about Fraction (초등수학 예비교사들의 분수에 대한 표상의 분석)

  • 이대현;서관석
    • Education of Primary School Mathematics
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    • v.7 no.1
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    • pp.31-41
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    • 2003
  • Representation has been main topic in teaching and learning mathematics for a long time. Moreover, teachers' deficiency of representation about fraction results in teaching algorithms without conceptual understanding. So, this paper was conducted to investigate and analysize the elementary preservice mathematics teachers' representation about fraction. 38 elementary preservice mathematics teachers participated in this study. This study results showed that, the only model of a fraction that was familiar to the preservice teachers was the part of whole one. And research showed that, they solved the problems about fraction well using algorithms but seldom express the sentence which illustrates the meaning of the operation by a fraction. Specially, the division aspect of a fraction was not familiar nor readily accepted. It menas that preservice teachers are used to using algorithms without a conceptual understanding of the meaning of the operation by a fraction. This results give us some implications. Most of all, teaching programs in preservice mathematics teachers education have to devise to form a network among the concepts in relation to fraction. And we must emphasize how to teach and what to teach in preservice mathematics teachers education course. Finally, we have to invent the various materials which can be used to educate both preservice teachers and elementary school students. If we want to improve the mathematical ability of students, we will concentrate preservice teachers education.

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Using Facets of Effective Science Learning Environments to Examine Preservice Elementary Teachers' Observations of Their Clinical Experiences in Korea and the U.S.

  • Morey, Marilyn;Park, Do-Yong;Lee, Myon U
    • Journal of The Korean Association For Science Education
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    • v.32 no.9
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    • pp.1452-1469
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    • 2012
  • This study examined the science learning environments experienced by Korean and U.S. preservice elementary science teachers during their 3-week clinical experience. Observational experiences of 97 Korean and 112 U.S preservice teachers were surveyed with an instrument that we developed for the study. Follow-up interviews provided a clearer picture of what preservice teachers observed and experienced in science classrooms during their clinical experiences. Korean preservice teachers experienced a variety of science teaching environments, whereas the U.S. preservice teachers reported limited opportunities to observe science teaching and learning in terms of 6 identified facets that we posed. Along with our interpretation of the contrast in findings, some of the challenges are discussed in providing preservice teachers with opportunities to observe, experience, and teach in effective science learning environments during the clinical experience.

Preservice Biology Teachers' Learning to Teach Science through Science Methods Courses

  • Kim, Sun Young
    • Journal of The Korean Association For Science Education
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    • v.32 no.9
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    • pp.1427-1442
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    • 2012
  • This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

The Study of Elementary Preservice Teacher's Classes on Seasonal Variation (초등예비교사들의 계절변화 수업에 대한 연구)

  • Kim, Soon-Shik
    • Journal of the Korean Society of Earth Science Education
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    • v.5 no.3
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    • pp.245-255
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    • 2012
  • The purposes of this research are to analyze preservice elementary teachers' degree of difficulty in classes of seasonal variation and suggest the measures of classes so that preservice elementary teachers can progress classes of seasonal variation effectively. To achieve them, the research was conducted for 90 first graders completing teaching method of elementary science in P university of education from Sep. to Dec. 2012. This research was conducted, based on the results of in-depth interview for 9 preservice elementary teachers who performed classes of seasonal variation, survey on the degree of class difficulty and evaluation of classes on 8 classes theme of Earth sector in elementary science. The results of this research are as follows. The first, preservice elementary teachers had relatively high class difficulty for teaching seasonal variation among the sector of the earth in elementary science. The second, in the evaluation of preservice elementary teachers' classes, the more the subject showed high class difficulty, the more the score of class evaluation was low. The reason is analyzed that high class difficulty reduces teacher's confidence. The third, preservice elementary teachers had insufficient knowledges and concepts which are basically necessary for the classes of seasonal variation. Especially, it was more serious for preservice elementary teachers who didn't learn Earth-science during their high school time. The fourth, it is necessery that concrete and systematical teaching method should be developed so as to improving preservice elementary teachers' teaching method for the classes of seasonal variation.

Preservice Elementary Teachers' Understandings of Children's Science Misconceptions (학생들의 과학 오개념에 관한 초등 예비 교사들의 이해)

  • Jang, Myoung-Duk
    • Journal of Korean Elementary Science Education
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    • v.29 no.1
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    • pp.32-46
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    • 2010
  • The purpose of this study was to examine preservice elementary teachers' understandings and instructional strategies about children's science misconceptions. The participants were sixty senior students from a national university of education located in the midwestern area of Korea. A questionnaire, developed on the basis of Gomez-Zwiep's semi-structured interview questions, was used. The results of this study are as follows: first, many of the preservice teachers showed appropriate understanding of 'definition of misconceptions' (96.67%), 'examples of misconceptions' (78.33%), 'resistance to change of misconceptions' (71.67%), and 'impact on instruction of misconceptions' (91.67%), except for 'sources of misconceptions' (45.00%); second, although almost all the preservice teachers (96.67%) appreciated the necessity of identifying children's misconceptions before instruction, 43.33% of the preservice teachers did not show appropriate understandings on when and how to identify children's misconceptions; third, most of the preservice teachers (81.67%) were generally aware of instructional strategies to address children's misconceptions.

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Pre-service Teachers' Learning to Teach: Theory Into Practice

  • Kwak, Young-Sun;Choe, Seung-Urn
    • Journal of the Korean earth science society
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    • v.23 no.2
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    • pp.166-179
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    • 2002
  • This study investigated preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. Unique features that the university-based coursework and field experiences had on preservice teachers' learning to teach were also explored. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Major findings include: preservice teachers' having traditional pedagogy as the default, recovery of prior beliefs, constraints on implementing constructivist pedagogy, and being overly confident in themselves as teachers. With the influence of constructivist epistemology, these preservice teachers' pedagogical beliefs evolved and were refined over time as they incorporated various constructivist ideas. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. Recommendations for future research are also presented.

The study of multicultural education for preservice teachers in Gangwon-do who major in mathematics education (강원지역 수학과 예비중등교사의 다문화 교육에 대한 연구)

  • Oh, Ju-Mok
    • The Mathematical Education
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    • v.52 no.3
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    • pp.379-398
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    • 2013
  • The purpose of this research is to study a perception of multicultural education for preservice teachers who major in mathematics. The research has been done on the data collected from 126 preservice teachers in Gangwon-do who major in mathematics. The data collected include experience of multiculturalism, multicultural efficacy, multicultural understanding and multicultural sensitivity. The data have been analyzed by reliability test, t-test, one-way anova and pearson correlation. Most of preservice teachers who major in mathematics have had no experience of multiple cultures. But they have shown a high perception on multicultural education and a significant positive correlation on their experience of multiculturalism, multicultural efficacy and multicultural sensitivity. Furthermore, the female preservice teachers' multicultural efficacy, multicultural understanding and multicultural sensitivity are much more high than the male preservice teachers'. The difference between different sex has been statistically significant.

Preservice secondary matheamtics teachers' understanding of irrational numbers (예비 중등 교사들의 무리수에 대한 이해)

  • Lee, Sunbi
    • Journal of the Korean School Mathematics Society
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    • v.16 no.3
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    • pp.499-518
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    • 2013
  • The purpose of this study is to examine the preservice secondary mathematics teachers understanding and dimensions of knowledge about definition of irrational numbers and irrational numbers and operations. I adopted a framework consisting of formal dimensions, intuitive numbers, algorithmic dimentions suggested by Tirosh et al.(1998) by adding instrumental dimension for his study. I surveyed 65 preservice secondary mathematics teachers who are in bachelor program and post-bachelor program for teacher certificate by using a questionnaire suggested by Sirotic and Zazkis(2007). The results of this study suggest that 83.1% of the participants gave correct answers in definitions of irrational numbers. 43% of the preservice secondary teachers gave correct answers in adding with irrational numbers. Also 91% of the preservice teachers gave correct answers in multiplying irrational numbers. The preservice teachers appeared to understand irrational numbers and operations at formal dimension. More than half of the preservice teachers gave incorrect answers in adding irrational numbers and a few participants gave incorrect in multiplying irrational numbers. The preservice teachers seemed to understand irrational numbers and operations at intuitive or instrumental dimension. The results also suggest that the preservice secondary mathematics teachers have incorrect understanding about irrational numbers.

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Korean Pre-service Teachers' Understanding about the Nature of Science (NOS)

  • Seung, Eul-Sun;Bryan, Lynn A.;Nam, Jeong-Hee
    • Journal of The Korean Association For Science Education
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    • v.29 no.3
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    • pp.314-328
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    • 2009
  • The purpose of this study was to examine Korean preservice science teachers' understanding of the nature of science (NOS). Thirty-one Korean preservice teachers were given an open-ended questionnaire about their understanding of NOS. The Korean preservice teachers' responses were categorized according to pattern and theme. These findings will provide information to aid in the development of curriculum and instruction to improve preservice teachers' understanding of NOS. Compared to in previous studies, Korean preservice teachers demonstrated various philosophical stances that have been suggested by philosophers of science. In addition, they were more likely to connect science to human endeavors and social needs. These results were interpreted in relation to the influence of the science methods course, secondary science curriculum, and the traditional cultural view.