• Title, Summary, Keyword: preservice teachers

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Effects on Mainstreaming of Circle Activities about Disabilities : Preservice Early Childhood Teachers' Attitudes, Efficacy, and Performance (예비유아교사의 장애관련 동아리활동 경험이 장애유아 통합교육에 대한 태도와 교사효능감 및 교수수행에 대한 인식에 미치는 효과)

  • Yang, Jin-Hee
    • Korean Journal of Child Studies
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    • v.28 no.1
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    • pp.147-170
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    • 2007
  • This study investigated the effect of circle activities about disabilities on preservice early childhood teachers' mainstreaming attitudes, teaching efficacy and teaching performance. Subjects were 40 preservice early childhood female teachers(20 each in the experimental and control groups). Experimental group circles met weekly for 4 hours over 24 weeks. Circle activities included viewing and discussing films and readings about disabilities, and observation and participation in mainstreaming classrooms of kindergartens and child welfare centers. Results were that the experimental group preservice teachers' attitudes and efficacy toward mainstreaming were positive in comparison with those of the control group. Experimental group preservice teachers' mainstreaming teaching performance improved by comparison with the control group.

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The Relationship Between Thinking Styles and Creativity in Preservice Kindergarten Teachers (예비유아교사의 사고양식과 창의성과의 관계)

  • Hwang, Yoon-Se;Choi, Mi-Sook
    • Korean Journal of Child Studies
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    • v.26 no.1
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    • pp.247-259
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    • 2005
  • The present study researched Sternberg's(1997) definition of Thinking Style as interactive and reciprocal mental self-government and explored its relationship to creativity in preservice kindergarten teachers. The Thinking Style Inventory(Yoon, 1998) and the Creativity Test(You, 1996) were administered to 210 subjects. Data were analyzed by Pearson's correlation and multiple regression analysis using the SPSS/WIN 10.0 program. Thinking style profiles of preservice kindergarten teachers were confirmed by a trilateral correlation among legislative, executive, and judicial functions and a positive correlation among monarchic, hierarchic, oligarchic, and anarchic forms. There was a negative bilateral correlation between liberal and conservative tendencies. All sub areas of thinking styles were related to the creativity of preservice kindergarten teachers.

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Preservice elementary teachers' pedagogical content knowledge of addition and subtraction (예비초등교사의 덧셈과 뺄셈에 관한 교수학적 지식)

  • 이종욱
    • Journal of Educational Research in Mathematics
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    • v.13 no.4
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    • pp.447-462
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    • 2003
  • The purpose of this study was to Investigate the preservice elementary teachers' pedagogical content knowledge of addition and subtraction. The subjects for data collection were 29 preservice elementary teachers and data were collected through open ended problems. The findings imply that the preservice elementary teachers show low level of understanding of addition and subtraction such as the word problem posing and the contexts of part-part-whole and compare. The research results indicate that the preservice elementary teachers possess primarily a procedural knowledge of pedagogical content knowledge and don't understand relationship with real-world situation. This study provide the information available on developing program for preservice elementary teachers.

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A study on the understanding of mathematics preservice teachers for discrete probability distribution (이산확률분포에 대한 예비수학교사의 이해 분석)

  • Lee, Bongju;Yun, Yong Sik;Rim, Haemee
    • The Mathematical Education
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    • v.59 no.1
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    • pp.47-62
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    • 2020
  • Understanding the concept of probability distribution becomes more important. We considered probabilities defined in the sample space, the definition of discrete random variables, the probability of defined discrete probability distribution, and the relationship between them as knowledge of discrete probability distribution, and investigated the understanding degree of the mathematics preservice teachers. The results are as follows. Firstly, about 70% of preservice teachers who participated in this study expressed discrete probability distribution graphs in ordered pairs or continuous distribution. Secondly, with regard to the two factors for obtaining discrete probability distributions: probability for each element in the sample space and the concept of random variables that convert each element in the sample space into a real value, only 13% of the preservice teachers understood and addressed both factors. Thirdly, 39% of the preservice teachers correctly responded to whether different probability distributions can be defined for one sample space. Fourthly, when the probability of each fundamental event was determined to obtain the probability distribution of the discrete random variables defined in the undefined sample space, approximately 70% habitually calculated by the uniform probability. Finally, about 20% of preservice teachers understood the meaning and relationship of binomial distribution, discrete random variables, and sample space. In relation, clear definitions and full explanations of concept need to be provided from textbooks and a program to improve the understanding of preservice teachers need to be developed.

Change of Preservice Early Childhood Teachers' Thoughts about Teachers' Qualities Before and After Teaching Practice (학교현장실습 전·후 예비유아교사의 교사자질에 대한 생각의 변화)

  • Yu, Hui Jung
    • Journal of Life-span Studies
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    • v.8 no.3
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    • pp.99-116
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    • 2018
  • The study examined preservice early childhood teachers' thoughts about the qualities of the teacher before and after teaching practice. The participants were forty senior students at G university in G city. They answered the open-ended questionnaire about personal and professional qualities of the preschool teacher and the reasons why they are important before and after teaching practice. The responses were analyzed qualitatively, and the results were as follows: First, personal qualities were divided into two categories: 'Personality & Attitude' and 'Health.' In the sub-category of the former, 'Love for child' ranked high before and after teaching practice. Other than 'Love for child,' 'Responsibility,' 'Good Interpersonal Relationship,' and 'Self-Directedness' newly appeared after the training. In the case of 'Health,' the emphasis shifted from 'Physical Health' to 'Physical and Mental Health.' Second, professional qualities were composed of three categories: 'Values & Belief,' 'Professional Knowledge,' and 'Teaching Skills.' The 'Values and Belief' was ranked the lowest before and after the teaching practice. Before the training, students emphasized the 'Professional Knowledge,' however, after the teaching practice, they highly evaluated the importance of 'Teaching Skills.' Also, after the teaching practice, some of the teachers' qualities students thought were developed or excluded. These results can be used as basic data to support the formation of desirable qualities for preservice early childhood teachers in the preservice teachers' education and teaching practice.

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.

A Study on Factors Affecting Teacher Efficacy of Preservice Child-care Teachers (예비보육교사들의 교사효능감에 영향을 미치는 요인 연구)

  • Kim, Young-Tae
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.8
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    • pp.5143-5151
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    • 2015
  • This study desires to examine the factors of educational beliefs and child-care commitment of preservice child-care teachers affecting teacher efficacy. To achieve such study purpose, a questionnaire was used targeting 239 preservice child-care teachers in I City. For response results, first, preservice child-care teachers appreciated a belief for maturity in educational beliefs, educational love in child-care commitment, and teaching strategy and students' participation in teacher efficacy the most. Second, there is a statistically meaningful correlation in educational beliefs, child-care commitment, and teacher efficacy of preservice child-care teachers. Third, educational beliefs and child-care commitment of preservice child-care teachers have a positive effect on teacher efficacy. Through such study results, it is thought that role and importance of child-care teachers are appreciated, and various studies should be proceeded to ensure internal stability for professionalism awareness of child-care teachers for improvement of fine child-care service.

A Study on Possibility of Research Community for Mathematics Classroom of Expert-Inservice Teacher-Preservice Teacher (전문가-현장교사-예비교사 수학수업 연구 공동체의 가능성 탐색)

  • Kang, Hyun Young;Tak, Byungjoo;Ko, Eun-Sung
    • School Mathematics
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    • v.18 no.4
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    • pp.857-880
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    • 2016
  • The development of teacher's professionalism through teacher education is a key element in the improvement of school education. However, there has been criticism that the mathematics teacher education in Korea do not provide given enough opportunities for the classroom experience during preservice teacher education period. For development of inservice mathematics teachers and preservice teachers' teaching professionalism, this study develops a research community for mathematics classroom consisting of experts, inservice mathematics teachers, and preservice teachers. And the study explores the possibilities of the model as an educational space for inservice teachers and preservice teachers by participating in a series of courses such as task development and revision, and observation and analysis of classes. As results, inservice teachers and preservice teachers were able to enhance the practical experience and understanding necessary for the class, and they were also positively influenced in teacher efficacy and view of teaching on the model. Based on this, we suggest the possibility of the model as a teacher education system.

Conceptual errors related to zero by secondary school gifted student and preservice teachers (중학교 영재학생과 예비교사의 영(0)에 관한 인식과 오류)

  • Park, Jee-Hyun
    • The Mathematical Education
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    • v.46 no.4
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    • pp.357-369
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    • 2007
  • Teachers and students' knowledge of zero was investigated through data collected from 16 preservice secondary mathematics teachers and 20 gifted secondary school students. Results showed that these teachers and students had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Although leachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The article suggests using errors as springboards for inquiry in action, discusses its potential contributions to mathematics instruction by analyzing students and preservice teachers errors related to zero.

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Characteristics of Good Science Teachings regarded by Preservice Elementary School Teachers: In Terms of Adjacency Pairs (초등예비교사가 생각하는 좋은 과학수업의 특징: 대응쌍을 중심으로)

  • Lee, Jeong-A
    • Journal of Korean Elementary Science Education
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    • v.32 no.1
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    • pp.1-9
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    • 2013
  • This study aimed to analyze the characteristics of good science teachings regarded by preservice elementary school teachers. It also aimed to suggest a direction of peer teaching practice to help preservice teachers' professional development. Adjacency pairs were adopted to analyze the characteristics of good science teachings. The results showed that pre-service elementary teachers were accustomed to adjacency pairs. Almost of their discourse were organized by adjacency pairs. 'Question-Answer' and 'Request-Accept' were mainly used in science classes by pre-service elementary teachers. Based on the findings, the study suggested science teacher educators to provide chances to analyze exemplary science teachers' science class or chances to analyze their science teachings in terms of competence of science classroom discourse.