• Research in Mathematical Education
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• v.26 no.4
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• pp.291-310
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• 2023

In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.

• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.229-259
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• 1989

The school library plays very important and central role for the fullfillment of educational objective in the process of implementing the school curriculum. And the media specialist known as teacher-librarian is. primarily responsible for the successful operation and effective management of the media center. It is true that effectiveness of the school library depends greatly on the cooperative coordination among teacher-librarian, teacher and principal in addition to the strong support and effective supervision of school district authority, specifically, supervisor of school library program. The successful program therefore is influenced by their perception of the teacher-librarian's role. The purpose of this study was to investigate the teacher-librarian's. educational role perceived by teacher-librarian, teacher, principal and school district supervisor. A standard task model describing both the management and educational functions and expectations of teacher-librarian was proposed after studying the relevant current standards of four countries. Serveral hypotheses were made regarding role perception and a survey instrument was designed based on this proposed task model and the results of the literature review to validate the hypotheses. The questionnaires were mailed out and the returned questionaires were analyzed by SPSS computer routine. The major findings are summarized as follows: 1) There was difference of the role perception among teacher-librarian, teacher, principal and district supervisor at the significance level of p<0.001 for both management and educational functions of teacher­librarian. The mean score of the teacher-librarian was highest among four groups and the score for the educational function tasks were lower than that of management function tasks. 2) The positive correlation exists at the significance level of p<0.001 between the role perception and the attitude toward changing social trends such as acceptance of new technology, need for better communication and information. 3) The positive correlation exists at the significance level of p<0.001 between the role perception and the view on the curriculum and teaching method.

• Journal of Korean language education
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• v.29 no.4
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• pp.169-199
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• 2018

The purpose of this study is to examine Korean teachers' needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers' experiences of Korean language teaching and in-service teacher training? (2) What are the teachers' needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers' needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.

• The Mathematical Education
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• v.41 no.3
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• pp.257-271
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• 2002

As a part of attempts to understand better mathematics classroom culture, this paper first reviews plausible factors which influence the mathematics teacher's own development of instructional goals. The proposed factors consist of teacher characteristics and sociocultural factors. The teacher factors include learning and teaching experience, knowledge, beliefs, and personality traits. The sociocultural factors include cultural and educational norms, curriculum development and administration, teacher education, and professional models with community, This paper then presents detailed interview questions to explore significant influences on the teacher's conceptions of mathematics and its teaching. The interview probes 12 topic areas: (a) early influences on becoming a teacher, (b) the decision to become a teacher, (c) the teacher education years, (d) early mathematics interests, (e) early teaching experiences, (f) career path, (g) influence of peers within the school, (h) influence of administrators, (i) professional development, (j) professional self-development, (k) mathematics teaching, and (i) educational policies.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.2
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• pp.310-322
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• 2007

This study is to find ways of support for beginning teacher induction in elementary school with constructing model of professional development. To achieve this purpose, this study reviewed significance of beginning teacher induction program, the bridge to life learning, and constructed the model of professional development for beginning. The final conclusion about ways of support as support intensity are orientation based on demanding of beginning teacher, bridge connection with veteran teacher, coordination of working conditions, collaboration among peer teacher, and strengthening computer network at week intensity level. At strong intensity level, the ways of support for beginning teacher are institutionalization on election and training of mentor, institutionalization on compulsory induction for 1 year, development and operation of teacher education center, and furtherance of school learning organization.

• Educational Technology International
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• v.21 no.1
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• pp.69-95
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• 2020

The purpose of this research is to analyze the predictive powers of the five technostress creators - techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty - in job satisfaction and teacher efficacy of primary school teachers in Korea when they incorporated mobile technology into teaching. A questionnaire was designed to measure the level of teacher's stress from technology, job satisfaction and teacher efficacy. Data were collected from 164 teachers. Multiple regression analysis was conducted to explain which area of technostress led to varying degrees of job satisfaction and teacher efficacy. The results showed that techno-complexity alone predicted both job satisfaction and teacher efficacy. The reason why techno-complexity was the only predictor is that teachers would have first needed to understand how to incorporate mobile technology into teaching, before feeling overloaded, invaded, insecure, or uncertain about it, meaning techno-complexity precedes other constructs. Therefore, the only stress factor that affected them was how to understand the complexity of mobile technology. This calls for adequate training and support from schools and governments in order for the teachers to fully incorporate technology into teaching.

• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.1-17
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• 2017

Objective: The purpose of the present study was to investigate the structural relations among kindergartens director's servant leadership, ego resilience and organizational commitment of kindergarten teachers. Methods: The subjects in this study were 387 kindergarten teachers working in B city. A director's servant leadership, kindergarten teacher's ego resilience and organizational commitment were assessed by a teacher-reported questionnaire. The collected data were analyzed using descriptive statistics, Pearson's product-moment correlation, and a structural equation model using the Bootstrapping method. Results: First, there were significant relationships among the variables analyzed in this research, namely, a director's servant leadership, kindergarten teacher's ego resilience and organizational commitment. Second, Teacher's ego resilience partially mediated the effect of a director's servant leadership upon kindergarten teacher'organizational commitment. Conclusion/Implications: Results suggest the importance of a director's role in the context of improving kindergarten teacher's ego resilience and organizational commitment.

• Korean Journal of Human Ecology
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• v.23 no.4
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• pp.587-598
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• 2014

The study aimed to define the paths through which director's servant leadership, childcare center teacher's organizational committment and organizational cynicism affected teacher's organizational citizenship behavior and determined their effects. The subjects for this study were 545 teachers of the childcare centers located in Daegu and Kyoungbuk district. The collected data were analyzed with SPSS 19.0 and AMOS 8.0. The results showed 1) The director's servant leadership, teacher's organizational committment and organizational cynicism influenced directly on organizational citizenship behavior. 2) The director's servant leadership influenced directly on teacher's organizational committment and organizational cynicism. 3) The director's servant leadership influenced indirectly on organizational citizenship behavior by teacher's organizational committment and organizational cynicism.

• Journal of the Korean Institute of Rural Architecture
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• v.5 no.3
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• pp.44-52
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• 2003

Past, teacher's facilities space of school arranges the desk by teacher's number and businesslike function a teacher's room and night-duty room, supplementary rest space, of considered 1 room from everything mean. But, these days, teacher's space is emphasized personality of individual study conversation between teachers and a rest etc. Even though the change of such use form is very important to teacher, it is true to be not considered much in architectural planning of existing school's facilities. Plan that correspond dividing use form of school affair meeting and business, individual study, a rest etc. of forward teacher space is to need. Therefore, I wish to suggest architectural data for general and efficient operation management of integrated school through this study.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.67-77
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• 2012

The purpose of this study was to investigate the mediating and moderating effects of teacher-child relationships on children's social behavior and peer preference. The participants were 508 children and 28 head teachers of their classes. Teachers measured the children's social behavior and the teacher-child relationships. Peer preference was measured by peer nomination. The association between prosocial behavior and peer preference was partially mediated by teacher-child conflict. The association between withdrawal, aggression and peer preference was fully mediated by teacher-child conflict. The moderating effects of teacher-child conflict were found between prosocial behavior and peer preference. In addition, teacher-child conflict moderated the association between physical aggression and peer preference.