Journal of Studies on Schools and Teaching 2021 KCI Impact Factor : 0.44

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pISSN : 2508-156x
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2022, Vol.7, No.1

  • 1.

    Implementation of Open-ended Approach Based on Analysis of Solution Spaces

    Kim Nam Gyun , Song, Dong Hyun , Kim, Su Ji and 2 other persons | 2022, 7(1) | pp.1~27 | number of Cited : 0
    Abstract PDF
    This study intends to explore the means for improving math classes using open tasks by reflecting on the experiences of teachers in planning and implementing open classes. Toward this end, the study reviewed the open-ended approach in Becker and Shimada(2004), the analysis framework of solution spaces in Kim, Nam-gyun et al.(2022), and five practices of planning and implementing math classes in Smith and Stein(2013). Against this background, four teachers planned and reflected on open classes based on analysis of the solution spaces out of which two teachers in charge of fifth and sixth graders each conducted instruction for 25 students per class. Afterward, analysis of the solution spaces to an open task served as the basis for the meaningful mathematical discussions of the teachers in the open class. The study examined the difficulties and challenges faced by the teachers in this process. In addition, the study presented suggestion on improving open classes while reflecting on this result. As such, the implementation process of this study is expected to be used by teachers who want to plan and implement open classes.
  • 2.

    A Practical Study on Teaching Disclosure by Professors in Elementary Teacher Education

    Kim MiHye , Ryu, Sang-Hee , Kim, Goun Ho and 4 other persons | 2022, 7(1) | pp.29~49 | number of Cited : 0
    Abstract PDF
    This study is a case study that explores the experience of six professors(gender: female 2, male 4, major: Elementary Education, Ethics Education, Music Education, Physical Education 2, Practical Course Education) at the University of Education who train elementary school teachers participating in a lecture disclosure program to enhance their professionalism. Since the mid-2000s, to develop teaching professionalism a culture of observing the classes of fellow professors and contemplating such classes together has been maintained at the C University of Education. Since 2018, policy studies related to the class disclosure of professors have been conducted. Furthermore, in 2020, each of six professors opened each class at least once followed by an individual conference discussing opinions on class and implications for lecture improvement, and a post-mortem seminar in the form of a meeting with all research participants. In the same year, however, the majority of publicly available classes in universities were conducted online due to the COVID-19 pandemic. The process of observing the classes of fellow professors also occurred within the new platform, where the participants confirmed that various methods, such as discussion, practical, and project-based learning classes, were applied in online classes as well. Through the disclosure of classes among fellow professors, the participants were able to view their classes from an objective point of view, such that they were able to point out areas of improvement. Moreover, they comprehensively observed the educational process of pre-primary teachers through classes at the University of Education. The study expects that the results will contribute to the spread of the culture of open teaching in universities and draw implications for the self-professional development and improvement of professors of teacher education.
  • 3.

    A Phenomenological Study on the Experience of Music Teachers' Music Performance Activities through the Teacher Learning Community

    Kim, Younghoo | 2022, 7(1) | pp.51~74 | number of Cited : 0
    Abstract PDF
    This study aims to explore the experiences and meanings of participating in musicperformance activities, based on the teacher learning community, by examining ninemiddle school music teachers in Seoul. The study subjects were nine music teachers who participated in ‘A’, a school arts education revitalization research group under the Seoul Education Research and Information Institute, and the study focused on the contents of the voluntary training conducted from August to November of 2021. This study collected the 'music performance' production process and experiences based on the music teachers' learning community through in-depth interviews, observation of participation, video data, official documents, and web posts, and analyzed the meaning and experience of participation in the learning community through the phenomenological research method of 'Colaizzi'. As a result of the analysis, this study derived 52 categorized statements, 29 meanings, and 13 topic bundles based on the central phenomenon of 'professional growth'. These were restructured into the four categories of motivational factors, process factors, situational factors, and analysis results were as follows. First, the motivating factors of music teachers' participation in 'music performance production training' based on the learning community were 'desire for professionalism improvement', 'desire for musical self-actualization', 'expectation for fellow music teacher network', and'dissatisfaction with existing teacher training'. Second, the process factors were 'class sharing and mutual teaching' and 'strong responsibility for joint projects'. Third, the situational factors included 'cooperative communication', 'retrospective reflection', and'support and encouragement' appeared. Fourth, as for the result factors, the teachers 'explored artistic self and teacher community', felt 'emotional bond', and felt 'reward and pride' through music performances based on learning community, and they ultimatelyexperienced 'professional growth'. This study is expected to help clarify and interpret in-depth teachers' learning context through a phenomenological analysis of music teachers' participation in 'music performance production training' based on the learningcommunity, and to be used as basic data for developing future music teacher training development.
  • 4.

    Ethics Education in Relation to Artificial Intelligence as Part of Moral Education in Elementary School

    Shin, Hyunhwa , Shin, Tae-soo , Shin, Hyunwoo | 2022, 7(1) | pp.75~96 | number of Cited : 0
    Abstract PDF
    Undeniably, artificial intelligence (AI) has become a part of modern life, because its use offers convenience and benefits. However, it faces various problems with several issues that require solutions. Children are no exception to this reality. Therefore, this study intended to theoretically explore the values and norms specific to children who are facing the age of AI. We conducted an investigation of the actual situation of ethics in relation to AI and the negative and positive effects and dilemmas associated with such ethics. Based on the results, the study proposed several methods for effectively teaching AI ethics and provided suggestions for the future direction for AI ethics as part of moral education in elementary school. Therefore, this thesis consists of the theoretical exploration of ethics in relation to AI and presents the goals and contents of and methods for teaching for AI ethics.
  • 5.

    A Study of Whole-work Reading Class - Focusing on the Type of Feedback from Teachers -

    Shim, Young-Taek , Ko, MiRyeung , Yun, Eojin and 2 other persons | 2022, 7(1) | pp.97~140 | number of Cited : 0
    Abstract PDF
    This study is an analysis based on the nature of the Whole-work reading class (class factor), the teacher's class purpose and educational philosophy (teacher factor), and the viewpoint and focus on feedback (feedback factor). In this study, three types of feedback appearing in the Whole-work reading class, namely, the free-grazing feedback type, the problem-solving feedback type, and the trans-active feedback type, were derived. The free-grazing feedback type was characterized by allowing the students to take theinitiative in learning and grow themselves within the teacher's educational and psychological barriers. It was found that this type of teacher continued to show respect and trust to students' opinions, and acted as a facilitator for students to pursue literary inspiration and meaning in life through reading the whole-work. The problem-solving feedback type had the characteristics of allowing students to successfully achieve their academic achievement goals by learning problem-solving strategies through the teacher's active intervention and feedback. Teachers of this type recognized that it was the core role of teachers to deliver their problem-solving skills and methods to students through concrete demonstrations and meticulous feedback. The trans-active feedback type had the characteristics of allowing the teacher and students to share the leadership of the class in a horizontal relationship, and to allow the students to embody practical knowledge on their own. Teachers of this type recognized their role as providing instruction and feedback to enable teaching and learning to occur among students, and to align what students have learned with their lives.
  • 6.

    Exploring Means for Operating an Educational Activity Support Community for the Administrative Innovation of Future-Oriented Innovative Schools

    Lee Jae-yong , Choi Joon Sup , Kwon, Yongjun and 2 other persons | 2022, 7(1) | pp.141~177 | number of Cited : 0
    Abstract PDF
    This study intends to propose a model of a method for the administrative innovation of future-oriented innovative schools to cope with the future society. Toward this end, the study first, analyzed the operation status of future-oriented innovative schools by city and province and examined administrative innovation cases at the school and regional levels. An interview focusing on the administrative innovation plan for teachers, managers, and administrative working positions at the innovative school was then conducted and analyzed. Based on the results, the study proposed the goals, concept, components, types of the “Educational activity Support Community (ESC)', which is an administrative innovation model of a future-oriented innovative school. The proposed model underwent a cyclical process of task execution (education activity support), work sharing (education activity support monitoring), and work diagnosis (education activity support evaluation and feedback). The ESC is expected to make a meaningful contribution to administrative innovation as a model for the administrative innovation of future-oriented innovative schools.
  • 7.

    Current Status of the Perception of Elementary Pre-Service Teachers Toward Media Literacy Competencies

    Jo Miheon | 2022, 7(1) | pp.179~203 | number of Cited : 0
    Abstract PDF
    This study analyzed the perception of elementary pre-service teachers regarding the importance and performance level of the major competencies in media literacy that are expected of teachers. In addition, it explored the tasks to be addressed in the media literacy education for pre-service teachers. A survey was conducted on 167 elementary pre-service teachers using a questionnaire on 13 competencies related to media literacy. The result of the t-test indicated significant differences between the importance and performance of all competencies. In addition, importance–performance analysis demonstrated that the competency related to ‘identification and class application of major educational issues’ needs improvement; seven competencies including ‘control of media use’ and ‘analysis and critique of media content’ should be maintained for good condition; four competencies including ‘understanding sociocultural context’ and ‘creating information or contents’ require less priority, and the competency related to 'appreciation and enjoyment of contents' should avoid excessive effort. Based on the results, the study proposed issues to be considered in organizing educational programs to enhance the competencies of elementary pre-service teachers in media literacy.