Published since January 2016, the Journal of Studies on Schools and Teaching is an academic journal dedicated to the dissemination of research in general areas of teaching, including teaching design, reflections on teaching, and communication in teaching; research in teaching expertise, e.g. teacher learning communities; and comprehensive research of such concepts as school culture and school innovation. Centered around the keywords of "school," "teaching" and "teaching expertise," our focus is work that synthesizes theory and practice to ultimately bring about positive changes in schools, lead teaching professionals to higher levels of expertise, and improve the quality of education. The Journal of Studies on Schools and Teaching focuses on sharing the findings of field-oriented research on ‘schools’ and ‘teaching’ to aid teachers in maximizing their expertise and achieving the ongoing development of their academic capacity. The main focus of the journal is on the comprehensive improvement of education quality through the change of school system and qualitative improvement of teaching. Therefore, the journal publishes papers about research on teaching and school system, teaching expertise, roles of teachers, teachers’ learning community collaborating on design-implementation-reflection-communication of classes as a vehicle for achieving positive change in schools. The Journal of Studies on Schools and Teaching features theoretical, experimental, technical, and action research papers on schools and teaching. Field teachers are encouraged to research and submit their paper to this journal as well as education researchers and education experts.
The purpose of this study is to present the practice of criticism of the moral instructional activity based on the inter-subjectivity of criterion. This study surveys major literature related to instruction criticism to extract the key issues of it and presents alternative viewpoints on those issues. Based on that, it presents the practice of criticism of the moral instructional activity. According to this study, the fundamental problem of criticism of the instructional activity is to clarify the question of what the criteria that do not fall into relativism while escaping from the error of objectivity. The inter-subjectivity of the criteria represents an alternative perspective on elucidating the question. In the instruction criticism, it is necessary to strictly distinguish between viewing based on the objectivity of the criteria and viewing based on the inter-subjectivity of the criteria, and making it clear which one is suitable for instruction as an artistic activity. When the artistic nature of instruction is respected and based on the idea that the criterion of good instruction will gradually be revealed through that respect, there is a possibility that criticism of the instructional activity will be conducted in a way that is faithful to the original meaning of the pursuit of good instruction.
The training topics could be categorized under “status quo,” “priority management,” “gradual improvement,” and “exceeding achievement” areas. The researchers extracted key concepts such as practice, research, evidence, balance, and literacy from “research-based balanced literacy approach” and actuality, level of development, and initiative from “start with children.” Results of the interviews on the importance, comprehension, and application of the training topics revealed that both teacher leaders and teachers undergoing training agreed on the importance of each training topic. However, the comprehension and application of certain topics were low in both groups. This phenomenon demonstrates that teacher leaders’ level of comprehension and application of topics influences the training of teachers. On the basis of this analysis, the researchers proposed ways to improve the training program. First, ensuring the systematization of training topics and balance of programs is necessary to enable teachers to test their learning experiences and teaching methods and mold them to suit children’s requirement through practical reading and writing. Second, the capacity of teacher leaders should be strengthened to develop practical knowledge that can allow them to handle challenges flexibly and identify topics that are difficult to comprehend and apply within the context of the field. Third, a learning community of teacher leaders should be formed to cultivate collective, continuous, and practical research capabilities for continuous knowledge exchange beyond local education centers.
The purpose of this study is to examine the elementary school students’ understanding of acute and obtuse triangles using the jigsaw manipulative materials in the form of right triangles. To do that, the results of 15 fourth graders’ constructions of acute and obtuse triangles with the right triangle manipulative materials were quantitatively analyzed, and the types of justifications for the definition and properties of the triangles were qualitatively analyzed. The results of the study showed that students constructed a variety of acute and obtuse triangles using the right triangle manipulative materials, and there were differences in the construction results depending on the type of triangle, with some students constructing more acute triangles more easily than obtuse triangles. Students’ justifications for constructing the acute and obtuse triangles were either empirical justifications based on manipulation and intuition, or analytical justifications based on mathematical properties. It is also noteworthy that the types and characteristics of the justifications differed based on the students’ understanding of triangles. Based on this study, it can be said that the right triangle manipulative materials are useful for the elementary school students’ construction and justification of acute and obtuse triangles, yet it is necessary to conduct follow-up research on teaching and learning that would consider the characteristics of the students’ geometrical construction and justification.