• Title, Summary, Keyword: preservice teachers

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Application of Instruction Consulting to Improve the Elementary Preservice Teachers' Professionalism for Inquiry-based Classes (초등 예비 교사들의 탐구 수업 지도 전문성 향상을 위한 수업 컨설팅의 적용)

  • Park, Jae-Keun;Noh, Suk-Goo
    • Journal of Korean Elementary Science Education
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    • v.30 no.2
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    • pp.152-161
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    • 2011
  • The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

An Analysis on argumentation structure development of preservice teachers through argumentative writing on earth science related SSI (지구과학 관련 사회적 문제(socio-scientific issue)와 관련된 논증적 글쓰기를 통해 알아본 예비교사들의 논증구조 발달 분석)

  • Wee, Soo-Meen;Yoon, Ji-Young;Lim, Sung-Man
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.1
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    • pp.11-23
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    • 2014
  • The purpose of this study is to analyze the degree of argumentation structure development and factors of development of preservice teachers through SSI related argumentative writings. The study was conducted with 16 preservice teachers that students taking elementary science education theory class in K university located in Chungbuk. The testees wrote six SSI related argumentative writings (once a week), and we examined the degree of argumentation structure development and the change in the recognition of SSI of the preservice teachers by comparing the writings before and after the experiments. The experimental results showed that argumentation structure of the preservice teachers'writings improved and argument level (argument capability) of them also increased as the number of writing was increased. Factors that affect the argumentation structure improvement are mainly argumentation structure education, a number of writings, feedbacks, and subjects related to SSI. In this aspect, the argumentative writing on SSI has the effect of developing scientific sophistication and enhancing the decision-making power of students, and it has positive impacts in science education.

Comparison of General Teaching Efficacy and Science Teaching Efficacy of Preservice Elementary Teachers (초등 예비 교사들의 일반 교수 효능감과 과학 교수 효능감 비교)

  • Lim, Hee-Jun
    • Journal of Korean Elementary Science Education
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    • v.26 no.1
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    • pp.131-139
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    • 2007
  • This study investigated whether there was a difference between general teaching efficacy and science teaching efficacy of preservice elementary teachers. And, the difference was also examined in the area of several variables of the preservice teachers, such as gender, the university majors, the high school majors, and grades. The results showed that a significant difference was not found between general teaching efficacy and science teaching efficacy. Teacher variables were found as the major factors to explain the difference. In case of male students who are majoring in science/math at university, and the students who majored in science/math at high school, science teaching efficacy was higher than general teaching efficacy. Whereas, in case of female students and nonscience majors at university and high school, science teaching efficacy was lower than their general teaching efficacy. Educational implications for preservice elementary teachers were discussed.

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Changes of Preservice Biology Teachers' Pedagogical Knowledge and Science Teaching Efficacy Belief through Science Pedagogy Course

  • Kim, Sun-Young
    • Journal of The Korean Association For Science Education
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    • v.32 no.3
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    • pp.467-476
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    • 2012
  • This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.

The Effects of STEAM Program on Preservice Science Teachers' Communication Competency: Their Experiences and Reflection on STEAM Education (STEAM 프로그램이 예비 과학교사의 의사소통역량에 미치는 영향: STEAM 교육에 대한 경험과 성찰)

  • Kim, Sun Young;Jeon, Jae Hyeong
    • Journal of Science Education
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    • v.43 no.1
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    • pp.136-156
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    • 2019
  • This study examined the effects of STEAM program on preservice science teachers' communication competency and further explored their experiences of and reflection on STEAM program. The study design is one group pretest-posttest with mixed methodology using both quantitative and qualitative data. The STEAM program consists of three stages: introduction of STEAM, participation in STEAM activities, and reflection on the STEAM program. The preservice science teachers improved their communication competency after the STEAM program (p < .01). The preservice science teachers represented statistically higher scores on the three subscales of communication competency: Interpretation ability, self-presenting ability, and understanding others' viewpoints. In addition, the preservice science teachers reflected on their STEAM experiences. During the first stage of 'Presentation of the Problem Situation,' the preservice science teachers mentioned that they roused their curiosity due to everyday experience-related, social issues or present issues. In the stage of 'Creative Design,' the preservice science teachers mentioned that they selected the final idea through mutual consent of the members, the practical possibility of everyday life, the previous experience-based decisions, or persuasive power. Further, about 87.5% of preservice science teachers mentioned that they were fully engaged in the 'Emotional Learning' stages due to the application of integrated thinking, everyday related issues, and communication among group members. About 85% of the preservice science teachers mentioned that they could challenge new problems in future situations.

A Study on the Preservice Teacher Education in the Multicultural Society (다문화사회에서의 예비교사교육 방향 탐색)

  • Ahn, Byung-Hwan
    • Journal of vocational education research
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    • v.29 no.3
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    • pp.1-21
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    • 2010
  • Preservice teachers should learn the knowledge and skill necessary to meet intellectual, social and personal needs of students with culturally diverse background. Thus this study was to examine preservice teachers' attitudes and perception about multicultural education. The participants of the study comprised of 297 preservice teachers who were in the teacher preparation course. The questionnaire items consisted of 36 statements. The data were analyzed by factor analysis, correlation and t, F test. The results are as follows. First, on the basis of above, with respect to the reliability data, it is apparent that preservice teacher survey is adequate1y reliable. Second, needs of multicultural education and attitudes about cultural diversity of preservice teachers showed the positive correlation. Third, personal attitudes of preservice teachers about multicultural diversity were generally positive. Fourth, preservice teachers' expectation about the adequacy of curriculum in teacher preparation was low in compared with other factors. Attitudes about cultural diversity and attitudes preventing multicultural education showed the negative correlation. Based on this results, multicultural education should be reflected in the curriculum to meet diverse needs of preservice teachers. And teachers' attitudes and beliefs have an impact on their behaviors in the classroom, teachers preparation program for changes of their attitudes and beliefs should be developed.

The Effects of Scratch Programming on Preservice Teachers: Assessment Utilizing Computational Thinking and Bloom's Taxonomy (스크래치 프로그래밍이 예비교사에게 미치는 영향 : 컴퓨팅 사고 및 블룸의 텍사노미 활용 평가)

  • Choi, Hyungshin;Kim, Kibum
    • Journal of The Korean Association of Information Education
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    • v.19 no.2
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    • pp.225-232
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    • 2015
  • The goal of this study is to assess the effects of Scratch programming classes on preservice teachers by using computational thinking and cognitive evaluations based on Bloom's taxonomy. To pursue this research goal we measured preservice teachers' programming skills using cognitive evaluation items based on Bloom's taxonomy after preservice teachers took one-semester Scratch programming course. In addition, a survey focused on computational thinking (CT) concepts, CT practices, and CT perspectives was conducted. We also conducted artifact-based interviews to unpack preservice teachers' experiences of working on team projects and analyzed their experiences qualitatively. The results of this study are meaningful because we assessed preservice teachers' experiences comprehensively with both quantitative and qualitative methods. In addition, this study provides us with implications for evaluation perspectives in designing programming courses for preservice teachers by adopting Bloom's taxonomy scheme.

Exploring Preservice teachers' Understandings about Scientific Literacy embedded in Science Camp at Science Center

  • Park, Young-Shin;Chen, Angie Y.C.;Chen, Nelson C.C.
    • Journal of the Korean Society of Earth Science Education
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    • v.6 no.1
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    • pp.1-12
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    • 2013
  • 20 preservice teachers at college level participated in this study and interacted with students at elementary and middle school levels during science camp offered by science center in Taiwan. Preservice teachers displayed moderate (above the average, 4 point out of 5) understandings about scientific literacy and scientific views in all aspects of the nature of science before the camp. Then, the researchers designed science camp programs which were expected to promote students' scientific literacy; scientific knowledge, inquiry skills for experimentation as well as for argumentation, affective domain such as the attitude toward science and the understandings about nature of science and the relationship among STS (Science-Technology-Society), all of which were embedded in the programs. Preservice teachers seemed to perceive scientific literacy pretty well (over 4 point) before the camp, however, preservice teachers' understandings about scientific literacy were not much scored (around 3 point, but still moderate scores of average) as expected after concrete inquiry activities. The reasons why this happened could be that preservice teachers were not trained to employ theory into the context to be more practical or the researchers did not develop camp program which included the aspect of scientific literacy successfully. The discussion and implication were made in teacher education in that preservice teachers must be prepared how to bridge theory into practice, and informal science education in that educators at science centers must be trained to be experts in providing the envisioned educational programs to meet the goal of science education, scientific literacy.

The Change of Preservice Teachers놀 Concepts on the Moon놀s Movement through Role Playing (달의 운동에 대한 역할놀이 학습이 초등예비교사의 개념 변화에 미치는 효과)

  • 채동현;최영완
    • Journal of Korean Elementary Science Education
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    • v.21 no.2
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    • pp.253-261
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    • 2002
  • This study is intended to develop the role plays on the moon's movement and to investigate how the preservice elementary teacher's concepts are affected by them. Subjects are 30 preservice elementary teachers. One instrument including 7 items was used for testing the preservice teachers' concepts on the moon's movement. Data were collected before using the role playing and after using them through the tests. As a result, the preservice elementary teachers' concepts on the moon's movement were improved by teaming through the role playing

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Influences of Current Education Programs for Preservice Chemistry Teachers upon Preservice Science Teachers' Self-Images as Science Teachers (현행 예비 화학교사 교육과정이 예비 과학교사의 과학교사로서의 자기 이미지에 미치는 영향)

  • Kang, Hun-Sik;Shin, Suk-Jin;Cha, Jeong-Ho;Han, Jae-Young;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.51 no.2
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    • pp.201-212
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    • 2007
  • This study examined the influences of current education programs for preservice chemistry teachers upon preservice science teachers' self-images as science teachers by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). Seventy-two juniors and fifty-three seniors were selected from the department of chemistry education or department of science education (chemistry major) in three colleges of education. DASTT-C was administered to the juniors before having science education courses, and to the seniors before and after teaching practices. The results revealed that preservice science teachers' self-images as science teachers were more ‘teacher-centered' than ‘student-centered'. Only a few preservice science teachers exhibited ‘student-centered' images after having science education courses including the contents on constructivism. The self-images of some preservice science teachers even changed from ‘student-centered' to ‘teacher-centered' after having teaching practices. Many preservice science teachers answered that the main factors affected to their self-images as science teachers were prior teaching-learning experiences and/or the lim itations in the real situations. Educational implications of these findings are discussed.