Professed vis-à-vis Enacted Knowledge: Topic-Specific Pedagogical Content Knowledge of University Mathematics Teachers

Yosef Kasa,Solomon Areaya,Mulugeta Woldemichael 대한수학교육학회 2023 수학교육학연구 Vol.33 No.2

This study aimed to determine and observe the topic-specific pedagogical content knowledge of university mathematics teachers before and during limit and continuity concept instruction, and compare the teachers’ perceptions of their teaching to what happened in their classrooms using the case study method. The study involved five university mathematics teachers who teach ‘Applied Mathematics I’ to pre-engineering students at Assosa University, Ethiopia. Classroom observation sessions and pre-lesson teacher interviews were used as data sources. The data were analyzed by identifying common themes in each of the knowledge components prior to and during the lesson, and then by comparing the two phases. The findings from the teacher cases provided detailed contextual information and revealed knowledge manifestations in their lesson design and actual teaching processes. The study’s findings revealed that teachers had a good understanding of topic-specific pedagogical content knowledge components prior to the lesson, but did not demonstrate most of these in their actual teaching of limit and continuity; their reported and enacted knowledge differed. According to this study, individual teachers varied in their implementation of what they had mentioned about various components of topic-specific pedagogical content knowledge. The study proposes that understanding teachers’ knowledge during the lesson design phase and actual teaching could help fill the gap as a means of professional development, and thereby, improve pre-engineering students’ mathematics learning.

신규임용교사의 H-PCK 형성과정 탐색: 2017 부산지역 가정과 신규임용 교사를 대상으로

김남은 ( Kim Nam Eun ) 대한가정학회 2018 Human Ecology Research(HER) Vol.56 No.3

This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.

Examination of Prospective Teachers` Perceptions on Mathematical Concepts and Their Potential Teaching Strategies

( Ji Eun Lee ) 한국수학교육학회 2014 수학교육 학술지 Vol.2014 No.1

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that: (a) Overall, the participants` perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but (b) Generally, procedure-oriented strategies were more frequently incorporated in participants` potential teaching plans. This implied that participants` preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

지식사회 대학의 위기 대응을 위한 교수-학습 전략 모색: 소셜러닝(Social Learning) 모델을 중심으로

전주성 한국성인교육학회 2014 Andragogy Today : International Journal of Adult & Vol.17 No.2

The purpose of the study is to build a social learning model as a teaching-learning strategy for meeting the need of the times and learners in the rapidly changing knowledge-based society. The model was designed on the basis of previous studies and an exploratory trial of social learning the researcher performed. This model has the three principles of ① a collaboration learning through social connectivity between participants inside and outside the learning situation, ② context-driven knowledge configuration based on free access to learning materials, and ③ active participation of learners with self-directed learning competency. The suggested model consists of the four phases of exploration, performance, integration, and application with lesson planning and preparation centered on the model. The relationship of the elements in the model are systemic and relational. Specially, this model was designed to implement the principle of collaboration learning through social connectivity between participants inside and outside the learning situation with the use of learning materials outside including social mentors. 이 연구의 목적은 지식사회의 급변하는 시대적 요구와 학습자의 다양한 요구를 수용하는 교수-학습 전략으로서 하나의 소셜러닝 모델을 제안하는 것이다. 이 모델은 선행연구 및 연구자가 시험적으로 시도한 탐색적 소셜러닝 경험을 바탕으로 설계되었다. 또 학습상황 내·외부 참여자 간 사회적 연결을 통한 협업학습, 학습콘텐츠에의 자유로운 접근에 기반한 맥락 중심의 지식구성, 자기주도적 학습능력을 가진 학습자의 적극적인 참여 등의 원리를 근간으로 한다. 이 모델은 근저에 자리한 수업기획 및 준비와 더불어 문제이해, 수행, 해결, 적용 등의 국면들로 구성된다. 각 요소들은 체제적으로 상호관계를 맺는다. 특히, 이 모델은 소셜멘토를 포함한 외부 학습자원의 이용을 통해 내·외부 참여자 간 사회적 연결을 통한 협업학습의 원리를 실천할 수 있도록 구안되었다.

한국어 어휘 교육 연구를 위한 이론의 고찰

이유경 국제한국어교육학회 2009 한국어 교육 Vol.20 No.1

There are two aims in this paper. Frist is to present the condition and prospect of Korean vocabulary education for foreigners through traditional teaching approach. Second is to find how to implement various approaches into Korean vocabulary education study. Vocabulary, in recent years, has assumed a more important role in second language acquisition, especially is influenced by the communicative approach, the lexical approach, and the development of corpus-linguistics. There is a need for review of current trends of vocabulary education studies in order to keep abreast of various studies. Six topics are discussed in this article: (1) vocabulary knowledge (2) explicit teaching and implicit learning vocabulary acquisition process and mental lexicon, (3) separating vocabulary, (4) multi-word chunks, (5) corpus, and (6) vocabulary learning strategies.

Examination of Prospective Teachers` Perceptions on Ma-thematical Concepts and Their Potential Teaching Strate-gies

( Ji Eun Lee ) 한국수학교육학회 2014 수학교육연구 Vol.18 No.1

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that:(a) Overall, the participants` perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but(b) Generally, procedure-oriented strategies were more frequently incorporated in participants` potential teaching plans. This implied that participants` preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

흥미의 교육적 의미 고찰을 통한 체육 수업 전략의 탐색

김원정 ( Won Jung Kim ),박인규 ( In Kyu Park ) 경북대학교 중등교육연구소 2009 중등교육연구 Vol.57 No.3

본 연구는 듀이의 관점을 중심으로 교육적 흥미의 고찰을 통해 체육수업전략을 탐색하는데 목적을 두었다. 이를 위해, 중등 체육교사들을 대상으로 심층면담 중심의 질적 자료를 수집하고, 체육 수업에 적합한 흥미 유형의 틀을 구안하여 수업전략을 해석하였다. 첫째, "체득 성취적 흥미"에는 학생들의 직접 체험을 통한 성취감, 핸디캡을 고려한 변형게임, 적절한 피드백의 제공이 있다. 둘째, "도구 환경적 흥미"는 생활 속 도구의 활용, 창의적인 생각에서 나오는 새로운 수업 환경 조성을 강조한다. 셋째, "탐구 과정적 흥미"에서는 신체활동을 이론적 관심과 연계하고 문제해결을 위하여 논리적으로 사고하는 과정이 중요하다. 넷째, "사회 문화적 흥미"는 모둠활동을 통한 사회성과 역할의 강조, 소통과 문화의 즐거움을 강조하는 전략이 있다. 끝으로, "내면 의지적 흥미"는 개인의 의지나 마음가짐을 통한 내면화를 강조한다. 체육교사들의 실천적 지식을 전제로 한 내러티브적 접근은 2010년부터 중등학교에서 적용될 실천적 교육과정의 방향을 모색할 수 있다는 데 의미가 있다. The purpose of this study is to explore teaching strategies in physical education(PE) classes through the educational interpretation of Dewey`s conception of ``interest``. For doing this, this paper was mostly conducted with in-depth interviews of 5 participants, physical education teachers in order to collect qualitative data. And then, we applied a newly-constructed interpretative frame of ``interest`` to the context of physical education classes, so that ultimately we could explore teaching strategies in physical education by the 5 interest types. The findings and suggestions are as follows: First, ``interest of learning by experience and achievement`` includes some strategies, such as direct and actual experience, transformational games and proper feedbacks. Second, ``interest of equipments and environment`` focuses on the usage of equipments in their daily life and class environment/ atmosphere caused by creative ideas. The third, ``interest of inquiry process`` shows some strategies like as linking physical activity with theoretical concerns and logical thinking process for problem-solving. The fourth, ``interest of social and cultural context`` emphasizes social skills/ interaction among team members and pleasure of the culture in sports. Finally, ``interest of internal will`` focuses on the internalization of the individual and state of mind/will power. This narrative approach of physical education teachers, who have their own practical knowledge, can make it possible to find out the desirable direction of implementing the 2007 revised physical education curriculum from 2010 in the secondary schools.

일반 논문 : 국어과 수업설계 지도에서 학습과제 분석의 활용 방안

박수자 ( Soo Jah Park ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.131

This paper aims to investigate some kinds of method or teaching strategies for pre-teachers in Korean instruction design. Most pre-teachers do not have appropriate PCK(pedagogical content knowledge) needed for successful korean lessons as Korean teachers, as modeling. It is difficult to develop their teaching skills in instruction design. So, this focus on learning task type and learning task analysis for teaching strategies on PCK. Learning take types are devided by learning goals and contents. Learning task analysis activities make pre-teachers to understand lesson contents. Therefore understanding a type of learning task, in the view point of textbook` content and lesson procedure is helpful to pre-teachers to prepare a lesson syllabus. Also it will be helpful to be an active designer.

확률 판단 문제에서 초등 수학영재들의 선택에 미친 요인 분석과 교육적 시사점

이승은,송상헌 대한수학교육학회 2013 학교수학 Vol.15 No.3

The major purpose of this article is to examine what kind of gap exists between mathematically gifted students’probability knowledge and the reality actually applying that knowledge and then analyze the cause of the gap. To attain the goal, 23 elementary mathematically gifted students at the highest level from G region were provided with problem situations internalizing a probability and expectation, and the problems are in series in which conditions change one by one. The study task is in a gaming situation where there can be the most reasonable answer mathematically, but the choice may differ by how much they consider a certain condition. To collect data, the students’ individual worksheets are collected, and all the class procedures are recorded with a camcorder, and the researcher writes a class observation report. The biggest reason why the students do not make a decision solely based on their own mathematical knowledge is because of ‘impracticality’, one of the properties of probability, that in reality, all things are not realized according to the mathematical calculation and are impossible to be anticipated and also their own psychological disposition to ‘avoid loss’ about their entry fee paid. In order to provide desirable probability education, we should not be limited to having learners master probability knowledge included in the textbook by solving the problems based on algorithmic knowledge but provide them with plenty of experience to apply probabilistic inference with which they should make their own choice in diverse situations having context. 본 연구는 개인의 의사결정 과정에서 자신이 가지고 있는 확률적 지식과 자신이 선택한 결과 사이에 간극이 발생하는 현상을 분석해 봄으로써 수학영재학생들을 위한 확률문제 지도시 고려해야 할 점들을 알아보는 것이다. 이를 위해 23명의 6학년 수학영재학생들에게 확률과 기댓값의 개념이 내재된 확률 문제 5개(조건이 하나씩 변하는 시리즈)를 제시하고 그들의 선택에 영향을 미친 요인들을 분석하고 이를 시각화하였다. 초등수학영재학생들이 선택한 결과와 그 근거에 대한 분석은 수업 관찰 및 비디오 분석, 학습지 분석, 그리고 관찰자의 면담의 삼각분석법을 사용하였다. 결과 분석을 통하여 영재학생들에게 확률 문제를 지도할 때 고려해야 할 교육적 시사점을 제시하였다.

중학교 초임교사의 체육교과 전문지식 형성과정

최희진 경북대학교 사범대학부속 중등교육연구소 2006 중등교육연구 Vol.54 No.2