Korean Elementary Teachers Research Articles

Assumptions, Attitudes and Beliefs: Tracing the Development of Teacher Beliefs about Classroom L1/TL

Research into the implementation of English-only pedagogies in South Korea has focused on teacher perceptions of English-only government policies (Kim, 2002), the different language functions of English and Korean in the classroom (Kang, 2008, 2013; Liu et al., 2004; Rabbidge & Chappell, 2014), the role of teacher commitment in language teaching (Moodie & Feryok, 2015), as well as the futility of trying to ban the L1 in South Korean English classrooms (Kelleher, 2013). Research on the beliefs behind teachers’ classroom actions as well as the socio-historical elements that are responsible for the formation of these beliefs has been little more than an afterthought in most studies. This report comes from a larger study which explores why South Korean elementary school English teachers use the TL and the L1 the way they do.

A collaborative group study of Korean mid-career elementary teachers for professional development in music

Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level of participation among elementary teachers in a collaborative group? (3) How did the focus of the group change over time? The data collection included nonparticipant observation, participants’ reflective journals, researchers’ logs, and artifact collection. Findings showed that participants mainly discussed teaching strategies about music classes and reflected new knowledge that were closely related to confidence in teaching. In addition, teachers in this collaborative group played different roles throughout the group meetings depending on their expertise and interests, but there was also a need for a facilitator. Finally, teachers in the group gradually identified the importance of teacher collaboration for their professional development and attempted to be peer mentors for others outside the collaborative group.

초등학교 교사의 생애단계별 직무역량 분석

초등학교 교사의 생애단계별 직무역량 분석

Washback and language change: An investigation of teachers’ perception of the Korean vowel length contrast

The goal of the current study is to investigate whether the vowel length contrast in Korean is retained in teachers’ perception due to a washback effect. Previous studies have demonstrated that the vowel length contrast in Korean has been completely lost in the production of contemporary Seoul Korean (Kang et al., 2015). However, considering that this vowel contrast is still being prescriptively taught in the elementary school curriculum, we hypothesized that teaching linguistically extinct contrasts might influence speech perception. In order to investigate whether Korean teachers have regained the vowel length contrast, we conducted two perception experiments. Twenty-three Korean elementary school teachers and 30 university students (control group) from the Seoul area completed a discrimination task as well as a forced-choice identification test in which vowel length contrasts were manipulated at a ratio of 1:3. The results showed that teachers’ perceptual identification accuracy was significantly higher than that of the control group. Interestingly, the control group’s identification accuracy also exceeded chance level, indicating that Korean listeners still retained some perceptual sensitivity. These results suggest that the Korean vowel length contrast may not be completely lost in perception, and also that a washback effect from language teaching may inhibit language change.

A Study of Teacher Perspectives on Picture Book Reading in Korean Elementary English Classrooms

This study explores Korean elementary school teachers’ perspectives on implementing English picture book reading in their classrooms under the current state of elementary English education. Eleven teachers with English teaching experience were interviewed, and recorded interviews were transcribed and analyzed for underlying themes. The results suggested two themes: incompatibility and insufficiency. The teachers view picture book reading as not compatible with their current English classes for the differences in needed classwork, for disparity in the English learners’ competence, and for problems inherent in English education in Korea. Also, the teachers regard the present state of elementary English as insufficient for contemplating picture book reading. As factors, the teachers’ lack of knowledge, training, and experience concerning picture book reading and the education system’s and school administrations’ lack of awareness are identified. The incompatibility and insufficiency appear to cause teachers with more knowledge and training on the subject to dismiss the idea of employing picture books in the classroom. Based on the result, the study suggests changes of perspective in the curriculum and the administration regarding children’s literature and its reading in the elementary English classroom.

The relationship between job stress and burnout of Korean elementary school teachers with the moderating effect of professional identity

본 연구는 초등 교사의 직무 스트레스와 소진과의 관계에서 직업 정체성의 역할을 탐색하는 데 그 목적을 두었다. 연구 대상으로는 전국에 분포한 초등학교에서 재직 중인 148명의 교사가 본 연구에 참여하였다. 분석 결과, 직무 스트레스는 소진의 세 가지 양상 중 정서적 소진과 비인간화와는 유의미한 정적 관계가 있으나, 개인적 성취감의 감소와는 유의미한 관계가 나타나지 않았다. 직업 정체성의 경우, 소진의 세 가지 양상 모두와 유의미한 부적 관계가 있었다. 위계적 회귀 분석 결과 직업 정체성은 직무 스트레스와 정서적 고갈과의 관계에서 유의미한 조절효과를 가지는 것으로 나타났다(β=.172, t=2.632, p<.01). 사후 분석 실시 결과, 직업 정체성이 높은 집단은 직무 스트레스가 낮은 상황에서는 직업 정체성이 보통인 집단에 비해 정서적 고갈 수준이 낮지만, 직무 스트레스가 높은 상황에서는 직업 정체성이 중간인 집단보다 정서적 고갈 수준이 더 높아지는 경향을 보였다. 직업 정체성이 낮은 집단은 직무 스트레스가 낮거나 높은 상황 모두에서 다른 집단에 비해 높은 수준의 정서적 고갈 수준을 보이는 것으로 나타났다. 본 연구의 결과는 초등 교사들에게 높은 직업 정체성은 직무 스트레스가 낮은 경우에는 직업 소진을 완화하는 데 유의미한 역할을 할 수 있으나, 직무 스트레스가 어느 수준 이상 높아진 상황에서는 더 이상 유의미한 역할을 하지 않음을 보여준다. 분석 결과를 기반으로 초등 교사 소진 예방을 위한 정책 및 상담 서비스에 대한 제언점을 기술하였다.The purpose of this study was to examine the relationships among professional identity, job stress and burnout among elementary school teachers. Participants were 148 teachers working in the elementary schools across South Korea. The result of this study showed that job stress was significantly and positively correlated with the emotional exhaustion and depersonalization of the three sub-factors of the burnout, while job stress was not significantly correlated with the reduced personal accomplishment. Professional identity was significantly and negatively correlated with all three sub-factors of the burnout. The result of hierarchial regression analyses revealed that professional identity has a significant moderating effect in the relationship between job stress and emotional exhaustion(β=.172, t=2.632, p<.01). As a result of the post hoc analysis, it was found that the emotional exhaustion level of the group having higher professional identity was relatively lower than the groups having moderate professional identity under that lower job stress situation. However, as the job stress increased, the emotional exhaustion level of the group having higher professional identity was higher than the groups having moderate professional identity. The group having lower professional identity showed higher level of the emotional exhaustion than other groups regardless of the job stress level. Findings of this study implies that high level of professional identity has a buffering effect on burnout under the lower job stress situation among elementary school teachers, while it tends to be diminished as job stress increases. Suggestions for the policy and counseling services for the prevention of elementary school teachers' burnout are provided.

Integration of Computers and the Internet Applied to Project-Based Learning in American School

Project-based learning (PBL) becomes an essential learning method to those who live in the information age as well as a knowledge based society. This study analyzed cases implemented computers and internet in PBL in American elementary schools. 12 examples of PBL were sampled from a couple of sources, a book published by the BIE(Buck Institute of Education) and a website of the West Virginia Office of Education. The examples cover all the grade levels and possible subjects in elementary schools. The results suggest that tools(word processors, spreadsheets, presentations, etc.) of computers and web searching and email were mostly used in PBL. Computer software like video editing and calculating travel distances were implemented. Media facilitating the use of computers and internet, such as video camera and projector were utilized. Teachers instruct students with knowledge and skills they would need, both in advance of and during the project. However a couple of projects used a few functions of computers and internet. Suggestions for Korean elementary school teachers who want to apply PBL are listed in the end of the article.

초등교사의 수학 교수 불안과 교사 성별 및 경력의 상관관계 분석 연구

본 연구에서는 McAnallen Anxiety in Mathematics Teaching Survey 도구를 이용하여 초등교사 214명의 수학 교수 불안을 측정하였다. 측정된 수학 교수 불안 지수와 응답한 교사의 학력, 자격증, 교직 경력과의 상관관계를 분석한 결과, 초등교사의 수학 교수 불안은 교사의 학력, 자격증, 교직 경력에 따라 통계적으로 유의미한 차이를 나타내는 반면, 교사의 성별에 따른 차이를 보이지는 않는 것으로 조사되었다. 본 연구의 자료 분석을 통해 교사 연수 프로그램의 확대를 통해 초등교사의 수학 교수 불안을 감소시킬 수 있다는 가능성을 찾을 수 있었다. 또한 교사 연수 프로그램과 초등교사의 수학 교수 불안의 관계에 대한 추가적인 연구의 필요성에 대한 시사점을 얻을 수 있었다. In this study, I used McAnallen Anxiety in Mathematics Teaching Survey Tool to analyze 214 South Korean elementary teachers' anxiety for teaching mathematics. From the analysis of ANOVA and Regression Model, I found that there are statistically significant differences among teachers regarding anxiety for teaching mathematics according to their academic backgrounds, certification levels and teaching experiences. On the other hand, there is no statistically significant difference according to their gender. From the findings of this study, I found that there is a possibility of reducing teachers' anxiety for teaching mathematics with teacher education programs.

An Analysis of South Korean Elementary Teachers' Mathematics Curriculum Knowledge

An Analysis of South Korean Elementary Teachers' Mathematics Curriculum Knowledge

Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part Three: Process Drama in a Real-World Context

Based on research into the benefits of using process drama techniques in language teaching, guidelines for planning process drama-based language lessons were created. Using these guidelines as a starting point, two workshops were planned and carried out, with the main aim of introducing Korean elementary school teachers to process drama. The workshops featured activities based on techniques pioneered by Dorothy Heathcote and other practitioners. These activities were linked by a narrative inspired by the university the workshops took place in, introduced by the workshop leader working in-role. The feedback from the workshops showed high level of engagement, and support for the use of process drama in the teachers' future lessons.

The Analysis on the Relationship between South Korean Elementary Teachers' Mathematical Knowledge for Teaching and Mathematics Anxiety

The Analysis on the Relationship between South Korean Elementary Teachers' Mathematical Knowledge for Teaching and Mathematics Anxiety

A Study on the Operation of a “Temporary Teacher Training Academy” in the 13 Provinces in the 1920s

As it approached the 1920s, the entrance rate to primary school rose among Korean people, which led to the multiplication of primary schools around the nation. Another consequence was the growing need for Korean elementary school teachers to teach Korean students, but the demand was not met because the teacher training institutions only educated Japanese teachers. Having the establishment of school of education in mind, the Japanese Government General of Korea opened a “Temporary Teacher Training Academy” in each province as a temporary measure. Each of the 13 provinces opened and ran such an academy at the seat of provincial government in April and May, 1920. The establishment of a temporary teacher training academy was a ground-breaking event in the modern history of teacher training. Such academies helped the teacher training system concentrated on Seoul and some large cities expand around the nation and further were inherited as schools of education, becoming a matrix for today’s elementary teacher training institutions.

한국과 미국 초등 예비교사들의 연소에 대한 개념 비교

The purposes of this study were to investigate concepts of Korean and American elementary school pre-service teachers on combustion, and to compare the concepts of Korean pre-service teachers with those of American pre-service teachers. For this study, concept test on combustion was administered to 23 Korean and 18 American elementary school pre-service teachers. The test composed of 6 items: 'Definition of combustion', 'The reason why a candle in a glass bottle is blown out when the bottle was closed', 'The change of gases in the bottle when a candle burns in it', 'The combustion products of a candle', 'The combustion products of steel wool', and 'The combustion products of a substance'. The results showed that the rates of elementary school pre-service teachers who had scientific concepts on combustion were very low in both Korean and American pre-service teachers' groups, although they were a little different from items. However the rates of pre-service teachers who had partial concepts and misconceptions on combustion were high in two groups. The levels of Korean elementary school pre-service teachers' concepts were a little higher than those of American elementary school pre-service teachers' concepts. The contents and activities on combustion which are in Korean and American science textbooks seem to affect building up their concepts on combustion.

Teaching mathematics for Korean language learners based on ELL education models

The classroom culture of Korean schools has recently been changing as the population of linguistically and culturally diverse students increases. Students with multicultural backgrounds as well as Korea-born students returning from long residences in foreign countries have difficulties adjusting to Korean public schools due to a lack of Korean language proficiency and knowledge of Korean school culture. This study defines these students as Korean language learners (KLLs) and investigates both teacher and student perspectives on effective mathematics education for them. Cummins’ Quadrant model and the sheltered instruction observation protocol model, which were developed and used for English language learners (ELLs), are the frameworks used. The study explores various pedagogies for language learners and discusses the effectiveness and feasibility of ELL education models in a Korean school context based on the survey results of Korean elementary teachers and interviews of KLLs.

South Korean Elementary Teachers’ Belief Structures in Teaching Mathematics

This study examines South Korean elementary teachers’ belief structures in the application of their knowledge in mathematics instruction based on the assumption that beliefs play the role of filters when teachers apply their knowledge. From the statistical analysis of the survey data, this study reveals that there are some dominant components in South Korean elementary teachers’ belief structures. In addition, some belief components might be affected by a teacher’s gender and academic degrees. The findings include representative illustrations of South Korean elementary teachers’ belief structures in building students’ mathematics ideas, addressing students’ misconceptions, engaging students in mathematics learning, and promoting students’ thinking about mathematics.

South Korean Elementary Teachers’ Mathematical Knowledge for Teaching Numbers and Operations

We examined South Korean elementary teachers’ mathematical knowledge for teaching numbers and operations and the factors that contribute to this knowledge. We used a translated and adapted version of the Learning Mathematics for Teaching Project measures and the Quadric Survey to collect information on the teachers’ knowledge of teaching the subject and their background information. Based on the statistical analysis (ANOVA and multiple regression mode), we found that the teachers’ knowledge for teaching mathematics might differ based on teaching experience, academic degree related to elementary mathematics education, certification level, and educational districts in which they work. DOI: 10.5901/mjss.2014.v5n15p336

A Hierarchy of South Korean Elementary Teachers’ Knowledge for Teaching Mathematics

The purpose of this study is to develop a framework for understanding teachers’ knowledge for teaching mathematics (MKT) by examining a hierarchy of 317 South Korean elementary teachers’ knowledge for teaching mathematics. Through a web-based survey, the teachers were asked to rank order their beliefs about and use of knowledge subdomains for teaching mathematics. Findings show that teachers’ beliefs about knowledge for teaching mathematics are divergent from current research trends. Also, their beliefs about the subdomains of knowledge for teaching mathematics were ranked differently in comparison to their actual use of the subdomains. Their hierarchy for MKT presents suggestions for the type of curriculum that might be offered to teachers to develop their knowledge at the pre-and in-service level.

South Korean Elementary Teachers’ Anxiety for Teaching Mathematics

The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on statistical analyses (ANOVA and multiple regression model), I demonstrate in this study that South Korean teachers’ anxiety for teaching mathematics differs by educational level in mathematics education, certification level, and range of teaching experiences. In addition, the results of the data analysis demonstrated that teachers’ gender, educational attainment in general elementary education, and teaching experiences were not significant factors that affect South Korean elementary teachers’ anxiety for teaching mathematics. The findings of this study imply that elementary teachers’ anxiety for teaching mathematics might be decreased with teacher education programs in mathematics education. Implications include more studies are needed to examine the effects that teacher education programs in mathematics education.

Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics

This article is a report about the development of a new instrument to measure South Korean elementary teachers’ anxiety about teaching mathematics; it explores the instrument’s underlying dimensions by examining the responses of 64 South Korean elementary teachers. From the conceptual framework, I designed three sub-scales in the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics (S-ATM): preference for mathematics or mathematics instruction, confidence in mathematics or mathematics instruction, and effectiveness of mathematics instruction. I conducted analyses of the principal components to determine the factor structures of the scales. The results showed that the relativity for each sub-scale’s Cronbach’s alpha was greater than .700. I also examined this scale’s validity by surveying the same participants with the Mathematics Teaching Efficacy Belief Instrument and comparing the results. The results demonstrated that the mathematics teaching anxiety sub-scales were significantly collated with the validation scale statistically. Its psychometric properties were sound, and the S-ATM instrument can be recommended for use in investigating South Korean elementary teachers’ anxiety about teaching mathematics

South Korean Elementary Teachers' Mathematics Teaching Efficacy Beliefs Implications for Educational Policy and Research

It is known that teacher efficacy is associated with mathematical instructional quality and student confidence (Gresham, 2009). To think more about ways to promote teacher efficacy, we examined South Korean elementary teachers' mathematics teaching efficacy beliefs and what factors increase their efficacy beliefs. A translated and adapted version of the mathematics teaching efficacy belief instrument was used to gather information on teachers' mathematics teaching efficacy beliefs and their background information (n=283). Based on statistical analyses (ANOVA and the multiple regression model), we found that South Korean mathematics teaching efficacy beliefs differ by educational level in mathematics education, certification level, and range of teaching experience. For example, teacher efficacy beliefs increase with experience, on average, with the highest occurring in teachers with between eleven and fifteen years of experience, then decline after fifteen years, possibly because of a reduction in certification and professional development participation after that time. The findings imply that elementary teachers' mathematics teaching efficacy beliefs might be increased with teachers' professional development programs focusing on mathematics education.