• Title, Summary, Keyword: preservice teachers

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The Study of Preservice Teachers' Perceptions about Children from Single Parent Families (한부모가족 아동에 대한 예비유아교사들의 인식연구)

  • Ahn, Hyo-Jin;Lim, Youn-Jin
    • Journal of the Korean Home Economics Association
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    • v.44 no.3
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    • pp.61-68
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    • 2006
  • The purpose of this study was to explore the perceptions of preservice teachers toward children from single parent families. 218 preservice teachers (209 female and 9 male) who were enrolled in the department of early childhood education and child care & education were participated in this study. A questionnaire was developed based on the questionnaire developed by Song, Sung, & Han (2003). Data were analyzed by using SPSS 11.5. The results were followed. First, preservice teachers' personal experiences of single parent families did not influence their perception of children from single-parent family. Second, preservice teachers who strongly held the view of keeping traditional family structure showed negative expectations of children's school adjustment. Third, preservice teachers reported the importance to help the children adjustment at school as well as to deal with their personal and family problem. The results presented that there was an increasing need in teacher education, to develop curriculum for preservice teachers to have balanced views or reduce their biased perception against diverse family structure and children from single parent families.

Preservice Elementary Teachers' Difficulties in Moon Observations and Their Pedagogical Suggestions (예비 초등 교사들이 달 관측 활동에서 경험하는 어려움과 교수법적 제안)

  • Oh, Phil Seok
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.447-460
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    • 2017
  • This study asked preservice elementary teachers to conduct an inquiry of observing the moon, and analyzed the phenomena observed, difficulties experienced, and pedagogical suggestions by the preservice teachers. Participants were 31 undergraduate students enrolled in a science course in a university of education. As a part of the course, the preservice teachers observed the moon for about a month and completed personal journals which described the phenomena they observed, difficulties they experienced, and the pedagogical suggestions to help elementary students conduct the same inquiry activity. The analysis of the journals revealed that the preservice teachers observed the moon mostly during the evening or night and that they noticed lunar phases, directions, altitudes, and color and brightness more frequently than other phenomena. The preservice teachers experienced difficulties related to the observation time, lunar phases, directions, and altitudes, and, reflecting on their own experiences, suggested a variety of pedagogical ideas about these difficulties. The pedagogical suggestions by the preservice teachers also included how to help elementary students keep their interest and perform the moon observation for a rather long period of time. Implications for moon investigations in the elementary school science classroom and relevant research were discussed.

Preservice Teachers' Beliefs and Practices: Project Approach in Classroom Context (반성적 사고를 통해 나타난 예비유아교사의 신념과 실천: 프로젝트접근법을 통해)

  • Ahn, Hyo-Jin
    • Journal of the Korean Home Economics Association
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    • v.44 no.2
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    • pp.13-23
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    • 2006
  • The purpose of this study was to explore 6 preservice teachers's perceptions and practices on children and teaching while they implemented the Project Approach. Using qualitative research, data were collected from individual and group reflections, interviews, classroom observations, and videotaping. Results showed that preservice teachers recognized the importance of observing children in context and the meaning of learning through the Project Approach. Preservice teachers developed their identities through reflective thinking on their theories and practices.

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.

Analysis of Preservice Mathematics Teachers' Perceptions on Mathematics Digital Textbook (수학과 디지털교과서에 대한 예비수학교사들의 인식 연구)

  • Heo, Nam Gu
    • The Journal of the Korea Contents Association
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    • v.16 no.10
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    • pp.364-372
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    • 2016
  • The purpose of this study was to investigate preservice mathematics teachers' perceptions for mathematics digital textbook. To do this, we provided a questionnaire to 52 preservice mathematics teachers and analysed the questionnaires. The questionnaire was investigated using 5 point scale. The results of this study can be summarized as follows. First, the preservice mathematics teachers' perception on effectiveness of mathematics digital textbook was positive. Second, the preservice mathematics teachers' perception on interaction of mathematics digital textbook was normal. Third, the preservice mathematics teachers' perception on interest of mathematics digital textbook was positive. Fourth, the preservice mathematics teachers' perception on students' health of mathematics digital textbook was normal. Fifth, the preservice mathematics teachers' perception on class-management of mathematics digital textbook was normal. Sixth, some preservice mathematics responded that mathematics digital textbook was efficient to teach a function or a geometry, others responded that paper textbook was more efficient to teach a mathematics.

Elementary Preservice Teachers' Understanding of the Image Observed in a Diverging Lens (오목렌즈로 관찰되는 상에 대한 초등학교 예비교사의 이해)

  • Kwon, Gyeong-Pil
    • Journal of The Korean Association For Science Education
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    • v.35 no.5
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    • pp.871-876
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    • 2015
  • The purpose of this research was to investigation of elementary preservice teachers' understanding of the image observed in a diverging lens. To achieve the research purpose, Scientific inquiry activity of 'Observing Objects through a Diverging Lens' in the 2009 Revised Science Curriculum was carried out by 29 junior elementary preservice teachers, and preservice teachers' difficulties were analyzed during scientific inquiry activity. The results were as follows. First, preservice teachers had difficulties in comparing the size of the images. Second, preservice teachers couldn't correctly explain the reason about the changing of the image size according to distance from the lens to the object. Third, preservice teachers couldn't correctly explain the changing of the image size according to distance from the lens to the eyes. Fourth, preservice teachers were classified into five levels according to their conceptions of the image formation by the diverging lens, and most of them stayed in the first level. The result of this research suggests that reformations in text and preservice teachers' education.

Case Studies of Preservice Teachers' Conceptual Ecologies

  • Park, Hyun-Ju
    • Journal of The Korean Association For Science Education
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    • v.22 no.5
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    • pp.991-1009
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    • 2002
  • This qualitative study investigated two preservice teachers' conceptual ecologies in professional development during the science teacher preparation program. The notion of a conceptual ecology contains nature of knowledge, science and science teaching, learning, and content knowledge and comfort level. The data were collected during the participants' preservice year and their practicum experience. Both data collections and analyzing were from the various sources of interviews, teaching observations, journals, and information and profiles by the participants' supervisor. Two preservice teachers serve as cases representative of this study. Results show that problems preventing the preservice teachers from moving closer to conceptual change teaching were their understandings of the nature of science and the nature of knowledge. The preservice teachers' views about knowledge come from, and what knowledge is, are largely shaped by the nature of science and learning drive pedagogy and classroom practice. Knowledge of and comfort with the subject matter are also important.

The Development and Effects of the Program for the Improvement of Preservice Teachers' Critical Thinking Ability (예비교사의 비판적 사고력 향상을 위한 프로그램 개발 및 효과검증)

  • Gang, Seung-Hee;Kim, Dae-Hyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.18 no.2
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    • pp.108-121
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    • 2006
  • The purpose of this study is to develop and to test the program for the improvement of preservice teachers' critical thinking ability. The main research problems to achieve the purpose of research are as follows; first, is the program for the improvement of preservice teachers' critical thinking ability effective to improve the critical thinking skills of preservice teachers? Second, is the program for the improvement of preservice teachers' critical thinking ability effective to improve the critical thinking dispositions of preservice teachers? To evaluate the effect of the program, 30(15; experimental group: 15; control group) sophomores were selected in Pusan. The conclusions of this research are as follows; first, there is a significant difference between experimental group and control group for critical thinking skills test. Second, there is no significant difference between experimental group and control group for critical thinking dispositions test.

Elementary School Teachers' and Preservice Elementary School Teachers' Actual and Preferred Types of Science Assessment (초등교사와 예비초등교사의 과학평가 실태와 지향)

  • Lee, Haemin;Kang, Sukjin
    • Journal of Korean Elementary Science Education
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    • v.39 no.1
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    • pp.15-25
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    • 2020
  • In this study, we investigated elementary and preservice elementary school teachers' actual and preferred types of science assessment focusing on the purpose and the method of assessment. Participants were 75 elementary school teachers and 93 preservice elementary school teachers. The questionnaire adopted from previous relevant studies was administerd in order to examine the types of assessment which the teachers have actually implemented and the preferred types of assessment for hypothetical situations known as the prototypical examples of constructivist assessment. The results revealed that most teachers and preservice teachers tend to possess the summative-oriented purpose of assessment. An affective assessment purpose focused on evaluating students' interest, attitude, and curiosity toward science was newly identified in this study. In analyzing teachers' responses from the viewpoint of the method of science assessment, responses of an informal mode such as observation and portfolio were noticeable. However, most of them were found to correspond to the traditional summative-oriented purpose of assessment. For prototypical constuctivist assessment situations, teachers and preservice teachers were found to prefer the performance and the informal modes than the measurement mode of the assessment methods, whereas their purposes of the assessment were not found to be constructivist.

An Analysis of Students', Preservice Teachers' and Inservice Teachers' Images of Scientists (초.중.고 학생과 예비 교사 및 초등 교사가 생각하는 과학자에 대한 이미지 분석)

  • Lim, Sung-Man;Lim, Jae-Keun;Choi, Hyun-Dong;Yang, Il-Ho
    • Journal of Korean Elementary Science Education
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    • v.27 no.1
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    • pp.1-8
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    • 2008
  • The purpose of this study was to analyze students', preservice teachers and inservice teachers' images of scientists. For the purpose of this study, we selected 711 people. The results generally was showed the students, preservice teachers and inservice teachers have the stereotyped image of scientists. When we group the subject of investigation as elementary-school students, middle-school students, high-school students, preservice teachers, inservice elementary-school teachers, and looked into whether there were meaningful differences among them by the method of ANOVA, we could see the meaningful differences (p<0.05). And also elementary-school students showed the meaningful difference from other groups when examined on the $Scheff{\acute{e}}$ test.

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