Preservice Elementary Research Articles

원어민 영어수업에 대한 예비초등영어교사들의 인식 연구

원어민 영어수업에 대한 예비초등영어교사들의 인식 연구

Effectiveness of Inquiry-Based Instructional Design for Developing the Scientific Competency and Interdisciplinary Knowledge of Preservice Elementary Teachers

Effectiveness of Inquiry-Based Instructional Design for Developing the Scientific Competency and Interdisciplinary Knowledge of Preservice Elementary Teachers

Influence of Pre-service Elementary Teachers' General Teaching Efficacy and Music Performance Efficacy on Music Teaching Efficacy

본 연구는 예비초등교사의 일반교수효능감, 음악실기효능감 그리고 음악 사교육 경험이 음악교수효능감에 영향을 미치는지 알아보고 연구결과를 토대로 예비초등교사의 음악교수효능감 향상을 위한 방안을 논의 하는 것이 목적이다. 교육대학교에 재학 중인 예비초등교사 432명이 연구대상자였으며, 설문지를 활용하여 얻은 결과를 통계적으로 분석하였다. 연구 결과에 따르면 일반교수효능감과 음악실기효능감, 음악 사교육 경험은 모두 유의미하게 음악교수효능감에 영향을 끼치는 것으로 나타났다. 즉, 일반교수효능감, 음악실기효능감이 높고 음악 사교육 경험이 있으면 음악교수효능감도 높은 것으로 나타났다. 따라서 예비초등교사의 음악교수효능감 향상을 위해서는 일반교수효능감을 함께 높이는 것이 중요하며, 예비초등교사가 초등음악교과에서 요구되는 음악실기 능력을 배양할 수 있도록 초등교원양성기관의 실기 수업이 체계적으로 구성되어야 할 것이다 .This study examined whether the general teaching efficacy, music teaching efficacy, and music private lesson affects music teaching efficacy for pre-service elementary teachers. Based on the implications obtained through the results, suggestions for improving pre-service teachers' music teaching efficacy were discussed focusing on the curriculum of the university of education. Participants in this study were 432 pre-service elementary teachers, and questionnaire were used for the study, and the results were analyzed statistically. According to the results of the study, it was found that both general teaching efficacy and music performance efficacy significantly affected music teaching efficacy. In addition, the experience of music private education also affects the music teaching efficacy, the longer the period, the higher the music teaching efficacy. Therefore, in order to improve the music teaching efficacy, it is necessary to increase the efficacy of general teaching efficacy. Also, it is proposed that practical and systematical performance classes necessary for music performance efficacy improvement at elementary school teacher education institutions.

Establishing Quality Instrument for the Summative Assessment of Pre-Service Elementary Teachers

Establishing Quality Instrument for the Summative Assessment of Pre-Service Elementary Teachers

Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry

Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry

The Effect of Mind Mapping toward Creative Thinking and Learning Outcomes of Pre-Service Elementary School Teacher

The Effect of Mind Mapping toward Creative Thinking and Learning Outcomes of Pre-Service Elementary School Teacher

Opinions of Pre-service Elementary School Mathematics Teachers on Misconceptions

The aim of this study is to determine the opinions of pre-service elementary school mathematics teachers about misconceptions. For this purpose, case study, which is one of the qualitative research methods, was used. The study was conducted with 54 pre-service elementary school mathematics teachers. The data collection tool of the research consists of written response papers that they give to open-ended questions asked to participants. The views of pre-service elementary school mathematics teachers to open-ended questions were analyzed by content analysis. In order to prevent misconceptions that may arise during the lesson, pre-service elementary school mathematics teachers stated that they would; investigate the misconceptions, prepare for the lesson, study the subject, concretize the subject, visualize, determine the pre-learning, give daily life examples, etc. In order to determine whether their students have misconceptions, they stated that they would ask questions, evaluate the answers, solve the test, examine the mistakes and questions, observe the reactions, etc. It is recommended for further research to examine how pre-service elementary school mathematics teachers take precautions to avoid misconceptions by preparing a lesson plan, and to examine the situations of determining and correcting mistakes in students by observing the lessons of the teachers.

Öğrencilerde Matematik Korkusu İle İlgili İlköğretim Matematik Öğretmeni Adaylarının Görüşlerinin İncelenmesi

Bu çalışmada ilköğretim matematik öğretmeni adaylarının, öğrencilerdeki matematik korkusu ile ilgili görüşlerinin alınması amaçlanmıştır. Mevcut araştırma, öğrencilerdeki matematik korkusuna neden olabilecek faktörlerin, matematik korkusunu yenmek için ne gibi önlemler alınabileceğinin ve öğretmen, sınıf, çevre ve aile gibi unsurların matematik korkusu üzerindeki etkililiğinin sorgulanarak uygun önlemlerin alınabilmesi adına, eğitimcilere yol gösterecek olması bakımından önem taşımaktadır. Bu doğrultuda çalışmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubu 2021-2022 Eğitim öğretim yılında Kafkas Üniversitesi Dede Korkut Eğitim Fakültesinde 4.sınıfta öğrenim gören 30 matematik öğretmeni adayından oluşmaktadır. Mevcut araştırma kapsamında veri toplama aracı olarak öğretmen adaylarının görüşlerini ortaya çıkarmak amacıyla araştırmacılar tarafından hazırlanmış, 5 sorudan oluşan bir görüşme formu kullanılmıştır. Araştırma sonucunda matematik öğretmeni adaylarının çoğunluğu öğrencilerde var olan matematik korkusunun matematiğin kendi yapısından kaynaklı olduğunu, matematik korkusuna neden olan öğretmen tutum ve davranışlarının “üslup” olduğunu, matematik korkusuna neden olan aile tutum ve davranışlarının “baskıcı” davranış olduğunu, sınıf ortamı ve çevreden kaynaklı matematik korkusu nedenlerinin çevre başarısı kapsamında “matematikte başarı” sağlanması olduğunu ifade etmişlerdir. Ayrıca matematik korkusunu yenmek için öneri olarak da öğretmen adaylarının çoğunluğu öğretmenden kaynaklı “kullanılan yöntemler” cevabını vermişlerdir.

Relations among elementary school preservice teachers' teaching beliefs, student understanding competencies, teaching competencies, teacher development levels, and future teacher job competencies

본 연구는 초등 예비교사의 교직신념, 학생이해역량, 수업역량, 교사발달수준 및 미래교사직무역량 간 관계를 살펴보기 위해 수행되었다. 구조방정식을 통한 매개모형 검증 결과 첫째, 교직신념은 수업역량, 교사발달수준에 정적 영향을 미치는 것으로 나타났고, 학생이해역량도 수업역량, 교사발달수준에 정적 영향을 미치는 것으로 나타났다. 또한 수업역량은 교사발달수준에, 교사발달수준은 미래교사직무역량에 유의한 정적 영향을 미치는 것으로 나타났다. 둘째, 예비교사의 교직신념과 미래교사직무역량 간 관계에서 수업역량과 교사발달수준의 순차적 매개효과, 학생이해역량과 미래교사직무역량 간 관계에서 수업역량과 교사발달수준의 순차적 매개효과가 나타났다. 본 연구는 초등 예비교사의 개인내적 특성과 관련 역량 간 관계를 구조적으로 파악함으로써 미래직무역량 향상을 위한 방안을 제시하였다는 점에서 의의가 크다. 연구결과를 토대로 시사점과 제언이 제시되었다.This study was conducted to examine the relationship among teaching beliefs, student understanding competencies, teaching competencies, teacher developmental levels, and future teacher job competencies of elementary school preservice teachers. As a result of verifying the mediation model through the structural equation, first, it was found that teaching beliefs have a positive effect on teaching competency and teacher development level. In addition, it was found that student understanding competency also had a positive effect on teaching competency and teacher development level. Also, it was found that teaching competency had a significant positive effect on teacher development level, and teacher development level had a significant positive effect on future teacher job competency. Second, in the relationship between preservice teachers' teaching beliefs and future teaching competency, the sequential mediating effect of teaching competency and teacher development level was found. In addition, in the relationship between student understanding competency and future teacher job competency, there was a sequential mediating effect of teaching competency and teacher development level. The significance of this study is that it suggests a plan to improve future job competency by structurally identifying the relationship between the individual characteristics and related competencies of preservice elementary school teachers.

Pre-Service Elementary School Teachers’ Teaching Style Revealed in the Metaphor of the Role of Teachers in Science Classes

Pre-Service Elementary School Teachers’ Teaching Style Revealed in the Metaphor of the Role of Teachers in Science Classes

Preservice Elementary Teachers Understanding of Fraction Multiplication and Division in Multiple Contexts

The present study examined preservice elementary teachers’ performance on the problems of multiplication and division of fractions and compared their performances and analyzed the misconceptions. An instrument including 11 fraction multiplication and division tasks was given and the task involved three contexts: making own story problem, computations, representing operation using visual model. The findings reported that among the three contexts, making a diagram was the most challenging task for both operations, and their division performance varied depending on the division problem types. The author suggests that specific emphasis with rich story problem with different whole(s) in fraction, carefully designed context with different types of division concept, and building fractional number sense can help both PSTs and students reduce misconceptions and enhance deeper understanding of fraction operations.

Preservice Elementary Teachers' Belief about Elementary Music Instructional Goals

Preservice Elementary Teachers' Belief about Elementary Music Instructional Goals

Fabricating response: Preservice elementary teachers remediating response to The Circuit through 3D printing and design

Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory and multimodal literacies to examine how 13 preservice teachers in the course Teaching Social Sciences Through the Arts remediated responses to Francisco Jiménez’s The Circuit: Stories From the Life of a Migrant Child through additive manufacturing (i.e. 3D printing) and arts-integrated making. Through qualitative analyses of participants’ in situ processes and product(s), we identified a range of ideological and material supports and constraints during the digital fabrication process. Reading and responding to text—as mediated actions and events—became iterative spaces wherein individual understandings of text transformed into encounters of difference. Suggesting that participants’ artifactual responses at times operated as critical literacy texts, our analyses of 3D fabrication and remediated responses led us to consider how modalities of composition yielded unique affordances and constraints to the ways readers encountered texts and expressed and responded to controversial social issues.

Connecting the Science Practices to Teaching and Learning: Preservice Elementary Teachers’ Professed and Intended Beliefs

ABSTRACT Preservice elementary teachers need to be able to engage young students in science practices but may not have extensive experiences with those practices. They also may have contrasting beliefs about them, which inform their teaching practice. To understand preservice teachers’ beliefs related to science practices, we focus on the connections they made between the practices and teaching and learning. We followed nine participants from a physics content course, into a science methods course, and through their student teaching, collecting data including interviews, reflections, and lesson plans. We used our analyses of interviews and reflections to identify participants’ “professed beliefs,” and of lesson plans to identify “intended beliefs”; from the analysis, we developed a description of teaching and learning beliefs such as Autonomy & Curiosity and Develop Scientific Skills. The professed and intended beliefs of the participants formed connected clusters. We also found cases where these beliefs conflicted conceptually (e.g., when deciding to include many or fewer practices in each lesson or if the science practices are unique to science or can be applied generally). Our findings suggest that teacher educators need to be aware of more than just the professed beliefs of their preservice teachers. They should look for evidence of these beliefs in preservice teachers’ intentions as well.

Pre-service Elementary Teachers’ Images of Scientific Practices: a Social, Epistemic, Conceptual, and Material Dimension Perspective

Pre-service Elementary Teachers’ Images of Scientific Practices: a Social, Epistemic, Conceptual, and Material Dimension Perspective

Challenges in Learning Phonics and Phonemic Awareness: Case Studies of Pre-Service Elementary Teachers

This qualitative multi-case research study explored the experiences of pre-service teachers learning phonics and phonemic awareness (PPA) in a literacy methods course. Data were collected from pre- and post-test scores, literacy life maps, semi-structured interviews, and course questionnaires. Findings suggest pre-service teachers with limited prior knowledge struggled with learning PPA but were able to overcome the challenges. Participants perceived their preparedness and confidence in teaching PPA had grown through the course. Participants noted the benefits of hands-on practice with PPA.

An Analysis of the Themes and Levels of Reflection on Microteaching by Preservice Elementary School English Teachers

본 연구는 초등영어 수업실연을 한 29명의 예비교사들을 대상으로 수업 후 성찰에서 나타난 성찰 주제와 수준을 알아보기 위해 실시되었다. 예비교사들이 작성한 성찰 내용에 대해 기존의 연구에서 발견된 변수들을 초기 코딩의 범주로 사용하는 지시적 내용분석을 적용하였으며 이를 범주화하고 분석한 결과는 다음과 같다. 첫째, 성찰 비중이 가장 높았던 ‘영어지도’와 관련된 성찰은 8개의 하위 주제에 대한 성찰 내용이 발견되었다. 영어지도에 대한 전체적인 성찰 수준은 기술적 성찰이 가장 큰 비중을 차지하였다. 둘째, 학습자에 대한 성찰이 그 다음으로 많았으며, 기술적 성찰, 비교 성찰, 비판적 성찰의 세 수준이 고르게 관찰 되었다. 학습자에 대한 성찰은 초등학생들의 수준을 고려하지 못해 나타난 문제점의 인식과 이에 대한 개선 및 대안 방안 탐색에 초점을 맞췄다. 셋째, 수업실연에 대한 성찰은 비판적 성찰이 대부분이었으며, 그동안 배워온 이론적 지식을 수업실연에 접목하는 과정에서 느낀 이론과 실제의 괴리감에 대해 비판적으로 사고하는 성찰이 확인되었다. 넷째, 교사로서 자신에 대한 성찰 내용은 기술적 성찰과 비판적 성찰 위주로 이루어졌는데, 자신의 교수 능력 부족으로 인한 당혹감 및 실망감을 언급하거나 또는 교수능력의 한계를 극복하기 위한 교사로서의 태도나 각오를 나타내는 대목이 확인되었다.

The Effect of Error-Based Activities on the Reflective Thinking Skills of Pre-service Elementary Education Mathematics Teachers

"The purpose of the current study is to investigate the effect of error-based activities on the reflective thinking processes of pre-service elementary education mathematics teachers. To this end, qualitative research method was employed. The current study was carried out with the participation of six pre-service elementary education mathematics teachers attending a university in Turkey in the spring term of the 2017-2018 academic year. In order to collect the data in the study, the participating pre-service teachers were asked to write diaries and face-to-face interviews were conducted with them. The collected data were analyzed by coding them on the basis of the pre-service teachers’ responses to the questions asked to them in line with the pre-determined conceptual framework. The obtained data have revealed that the error-based activities had positive effects on the pre-service teachers’ thinking processes. In addition to this, the pre-service teachers’ reflective thinking processes positively changed over the week"

Pedagogical Potential of Linguistic Landscape for English Teaching and Learning: An Analysis of Pre-Service Elementary School Teachers’ Activities in a Multimedia English Course

With the growing interest in linguistic landscape in sociolinguistic studies, many language educators and researchers have begun to consider how the sociolinguistic concept and analytic methods can be mobilized for language learning and teaching. To explore the pedagogical potential of linguistic landscape, this study examines how pre-service teachers understand the concept and implications of linguistic landscape for English education. For this purpose, 35 South Korean pre-service elementary school teachers taking a multimedia English course attended a session about linguistic landscape and engaged in two activities using multimedia resources and online platforms: a virtual linguistic landscape task and a linguistic landscape fieldwork project. The analysis of the learning outcomes of these two activities revealed that linguistic landscapes helped pre-service teachers increase their language awareness of public language use. However, their engagement with language awareness was affected by the spaces they chose to collect public signs. In their reflections on the activities, the pre-service teachers indicated that linguistic landscapes could be valuable resources for authentic English and cultural learning. They also stated that the levels of linguistic difficulty and cultural contents of public signage should be controlled. This article concludes by discussing how linguistic landscape can contribute to improving English teachers’ critical language awareness.

Analysis of Eye Movements during Perusal Time According to Musical Structure and Sight-Reading Ability of Pre-Service Elementary School Teachers

The study aims to analyze the differences in eye movements during perusal time prior to sight-reading according to musical structure and sight-reading ability. To this end, 19 pre-service elementary school teachers read a single-line melody, a melody in parallel motion, and a melody with harmonic accompaniment through a Tobii Pro X2-60 eye tracker installed at the bottom of the computer monitor and played the electronic piano with a 10-second perusal time. Then, their eye movements during the perusal time were analyzed. The results showed that eye movements during the perusal time differed according to musical structure and sight-reading ability. The more complex the music, the more and longer the total fixation number and total fixation duration are in skilled sight-readers, whereas the less and shorter they are in less skilled sight-readers. Second, skilled sight-readers skim all the measures although concentrating on the first measure, whereas less skilled sight-readers mostly read the first and second measures. Third, when reading melodies, skilled sight-readers read the relationship between notes, whereas less skilled sight-readers read focusing on notes. Fourth, when reading music with a two-hand structure, skilled sight-readers gaze more and longer on the right-hand area than on the left-hand area, whereas less skilled sight-readers gaze more on the left-hand area than on the right-hand area.