• Title, Summary, Keyword: preservice teachers

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A Comparison of Preservice and Inservice Elementary Teachers' and Children's Scientific Knowledge, Scientific Inquiry Skills and Cognitive Abilities (아동, 예비교사, 중견교사의 과학지식, 과학적 탐구능력, 인지 수준의 비교)

  • Kim, Hyo-Nam
    • Journal of The Korean Association For Science Education
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    • v.15 no.1
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    • pp.68-72
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    • 1995
  • This is very important to know teachers' and children's scientific knowledge, scientific inquiry skills and cognitive abilities for better education of children. The subjects of this study are about 60-150 in each group. There are instruments used ; To test scientific knowledge a test is developed by the author. To test scientific inquiry skills, the test developed by Eun Kyung Yong is used. To test cognitive abilities, GALT, short version is used. There are results; Firstly, inservice teachers' scientific knowledge is better than preservice teachers', which is better than children'. Secondly, inservice teachers' scientific inquiry skills nearly equal preservice teachers', which are better than children'. Thirdly, preservice teachers' cognitive abilities nearly equal inservice teachers', which are better than children'. Fourthly, teachers' (special area-science) cognitive abilities are better than teachers' (special area-vidual art, music, physical education). Elementary teachers in Korea have fundamental abilities to teach elementary children.

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Designing Rehearsals for Secondary Preservice Teachers in Mathematics Methods Course

  • Kim, Yeon
    • East Asian mathematical journal
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    • v.34 no.4
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    • pp.463-486
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    • 2018
  • This study identifies elements involved in designing rehearsals for improving preservice teachers' capacity to teach mathematics. Observation of a secondary mathematics methods course and regular interviews with the teacher educator following each class were used in this research. After characterizing what is considered and enacted in rehearsals as a way to help preservice teachers practice the work of teaching mathematics, I illustrate them with examples from the observations and interviews. I then discuss the challenge of dual contexts-the teacher education classroom and the secondary mathematics classroom-and dual perspectives-the mathematical and pedagogical-in designing and enacting rehearsals. I conclude with implications for mathematics teacher education.

Characteristics of Good Science Teachers and Preservice Teacher Education Curriculum Percevied by Secondary Teachers (현직 교사들이 바라는 중등과학교사의 특성과 사전교사교육과정)

  • Park, Yune-Bae
    • Journal of The Korean Association For Science Education
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    • v.12 no.1
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    • pp.103-118
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    • 1992
  • Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

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The Influence of Preservice Teachers' Experience and Beliefs Related to Technology Use in Mathematics Class on Their Technology-related Knowledge (예비 교사의 수학 수업에서 테크놀로지 사용에 관한 경험과 신념이 그들의 테크놀로지 관련 지식에 미치는 영향)

  • Kim, Somin
    • Journal of the Korean School Mathematics Society
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    • v.19 no.4
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    • pp.459-478
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    • 2016
  • With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers' technological, pedagogical, and content knowledge (TPACK), which are influenced by their beliefs. This study examines how preservice secondary mathematics teachers' experience and beliefs related to technology use in the mathematics classrooms impact their TPACK. The results of this study show that preservice teachers who have more experience using technology and who hold student-centered beliefs towards technology use display higher levels of technology-related knowledge than preservice teachers who have little experience and who hold teacher-centered beliefs. Understanding the relationships between preservice teachers' TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.

Preservice Secondary Mathematics Teachers' Situational Understanding of Functional Relationship (중등 예비교사의 함수 관계 상황 표현 능력에 대한 조사 연구)

  • 차인숙;한정순
    • The Mathematical Education
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    • v.43 no.2
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    • pp.199-210
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    • 2004
  • This study investigates 55 preservice secondary mathematics teachers' situational understanding of functional relationship. Functional thinking is fundamental and useful because it develops students' quantitative thinking about the world and analytical thinking about complex situations through examination of the relations between interdependent factors. Functional thinking is indispensable for understanding natural phenomena, for investigation by science, and for the technological inventions in engineering and navigation. Therefore, it goes without saying that teachers should be able to represent and communicate about various functional situations in the course of teaching and learning functional relationships to develop students' functional thinking. The result of this study illustrates that many preservice teachers were not able to appropriately represent and communicate about various functional situations. Additionally, it shows that most preservice teachers have limited understanding of the value of teaching function.

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Preservice Secondary Mathematics Teachers' Mathematical Content Knowledge: Graphical Representation of y=1, y=x, x=0, $x^2+y^2=1$ (중등 예비교사의 수학적 지식 - y=1, y=x, x=0, $x^2+y^2=1$의 그래프 -)

  • Han Jeong-Soon;Cha In-Sook
    • The Mathematical Education
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    • v.45 no.1
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    • pp.105-121
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    • 2006
  • The purpose of this study is to investigate preservice secondary mathematics teachers' knowledge about graphical representation and provide implications for better mathematics teaching and learning in our schools. For this purpose, sixty-three preservice teachers were selected and given diverse graphical representation problems of y=1, y=x, x=0, $x^2+y^2=1$. All preservice teachers completed two types of questionnaires. First type is about constructing the graphs of the above each equation, and the second one is to make them find the appropriate graphs from given examples of the each equation. The results indicated that all the participant pre service teachers were unable to construct graphs in terms of various dimensions and various direction of coordinate axis. All of the participants represented the graph of each equation on only two-dimensional coordinate system. In addition, some preservice teachers believed that the axis of coordinates have to be x-axis on horizontal line and y-axis on vertical line. From this study, it is implicated that pre service teacher education program needs to provide the experience of representing the graphs of equation in terms of various dimensions and various direction of coordinate axis so as to develop their future students the flexibility and creativity in mathematical thinking especially in the area of space perception.

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Preservice and Inservice Teachers비 Perception on the Nature of Science (과학의 본성에 대한 예비 교사와 현직 교사의 인식)

  • 임청환;김현정;이성호
    • Journal of Korean Elementary Science Education
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    • v.23 no.4
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    • pp.297-304
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    • 2004
  • The purpose of this study was to investigate inservice elementary teachers' view and the change of preservice elementary teachers' view on the nature of science by the science education course. The subjects were 386 junior preservice teachers in a National University of Education and 257 inservice teachers working in a metropolitan city. An instrument consisting of fifty eight items were developed on the bases of previous studies. Before entering the course, preservice teachers view was compared by gender with T-test and no significant differences were found except the category 'role of a scientist'. Preservice teachers view was also compared by major with ANOVA and significant differences were found on the categories 'scientific method' and 'scientific law'. After the course, on comparing their view by gender, significant differences were found on the categories 'scientific theory', 'scientific knowledge', and 'scientific law'. The result of ANOVA by major, significant differences were found except the category 'role of a scientist'. Inservice teachers view was compared by gender and major and the differences were no significant, the significant differences, however, were founded in comparing by career and ability.

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The Study on Elementary Preservice Teachers' Content Knowledge in Arithmetic and Algebra Word Problems Solving Strategy (산술과 대수 영역의 문장제 문제해결 전략에 대한 초등 예비교사의 내용지식 연구)

  • Lee, Jeong-Hak
    • The Journal of the Korea Contents Association
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    • v.14 no.12
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    • pp.1083-1099
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    • 2014
  • The purpose of this study is to analyze that The arithmetic and algebraic word problem solving skill, strategy preference, and assessment ability of elementary preservice teachers is investigated using a statistical methodology. The research findings are as follows. First, elementary preservice teachers demonstrated logical and delicate problem solving behaviors in arithmetic and algebraic word problem solving. And elementary preservice teachers prefer to create a formula and table strategy in problem solving of the arithmetic question. Second, there was meaningful difference in the math and english elementary preservice teachers' appreciations with significant level of 0.05. And there was not meaningful difference in the 1 and 4 grade elementary preservice teachers' appreciations with significant level of ${\alpha}=0.05$. Results of the study suggest that teachers education course need to improve elementary preservice teachers' word problem solving skill, strategy preference, and assessment ability in the arithmetic and algebraic.

The Influence of the Teaching Ethics Perceived by Preservice Childcare Teachers on Teacher Efficacy and Professionalism Awareness (예비보육교사들이 지각한 교직윤리의식이 교사효능감과 전문성인식에 미치는 영향)

  • Kim, Young-Tae
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.10
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    • pp.6779-6787
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    • 2015
  • The objective of this study is understand the influence of the teaching ethics of preservice childcare teachers on teacher efficacy and professionalism awareness. In order to achieve the study objective, the questionnaires were distributed to 285 preservice childcare teachers in A city. In the results of the study, first, regarding the teaching ethics perceived by preservice childcare teachers, 'the ethics of infants' were the most highly perceived while the 'teaching strategy' on teacher efficacy, and 'social service' and 'professional ethics' on professionalism awareness were the most highly perceived. Second, preservice childcare teachers' teaching ethics, teacher efficacy, and professionalism awareness had statistically significant correlations. Third, preservice childcare teachers' teaching ethics had positive influence on teacher efficacy and professionalism awareness. Based on the results of this study, in order to improve the quality of the childcare service after understanding the importance of preservice childcare teachers' teaching ethics, it would be necessary to have various researches on the internal stability of the systematic education for childcare teachers to have teacher efficacy and professionalism awareness.

Exploring Preservice Science Teachers' Views of the Nature of Science: Biology vs. Non-Biology Teachers (예비 과학교사의 과학의 본성에 대한 인식 조사: 생물과 비생물 교사와의 비교)

  • Kim, Sun-Young
    • Journal of The Korean Association For Science Education
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    • v.30 no.2
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    • pp.206-217
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    • 2010
  • This study aims to explore preservice teachers' overall views of nature of science and compare their views by gender and certificate area (biology vs. non-biology teachers). In addition, a comparison with American preservice teachers' views was also implemented. The Views of Nature of Science (Abd-El-Khalick, 1998), an openended questionnaire, is utilized to explore participants' views of nature of science. Along with 'definition of science', six aspects of the nature of science, (1) theories and laws, (2) tentativeness, (3) social and cultural embeddedness, (4) creativity, (5) theory-laden, and (6) inference, were investigated. The qualitative result indicates that the participants' first image of science was about the method of science such as observations and experiments. Furthermore, these preservice science teachers particularly have a difficulty in differentiating between scientific theories and laws, and understanding the importance of creation and imagination in developing scientific knowledge. In addition, compared to American preservice teachers' view of the nature of science, Korean preservice teachers possess naive views in creative and imaginative aspect. Interestingly, biology teachers demonstrated lower understanding in theories and laws as well as tentativeness of scientific knowledge. However, there is no difference by gender.