KJCKorea
Journal Central

Teachers’ cognitions comprise knowledge and beliefs necessary for teaching academic subjects, significantly impacting the planning and execution of lessons. From the perspective, this research explores the dynamic interplay between teachers’ cognitions and their teaching practices. It aims to uncover how teachers’ cognitions influence their teaching practice and how their teaching experiences contribute to the development of their cognitions, particularly in teaching language forms in elementary English classes. The study involved 8 teachers, including pre-service teachers, with diverse academic and teaching backgrounds. This research examined their cognitions and analyzed their teaching practices, emphasizing teaching language forms at the elementary level. It also examined how their cognitions evolved through engaging in teaching practices. The primary findings revealed that, prior to commencing teaching practices, the teachers held more robust general cognitions compared to contextual ones. Concerning the impact of these cognitions on teaching practices, general cognitions were adapted into contextual ones for each lesson, generally aligning with teaching practice. However, in certain lessons, new contextual cognitions, conflicting with the general ones, were employed based on specific contextual factors such as learning contents and students’ proficiency levels. The development of cognitions through teaching practices underscored their central role in refining existing cognitions and developing new ones. This research contributes to a clear understanding of the correlation between teachers’ cogntions and their teaching practices, providing valuable insights into the development of their professional cognitions as teachers.

This study analyzed the level and characteristics of astronomical thinking in elementary science according to the change of the curriculum based on previous studies on the learning and learning progressions in the field of astronomical thinking and astronomy. Based on the analysis results, it was proposed to explore astronomy-related topics among the Earth and space fields. Comparisons and analyses were conducted from the 2007 revised curriculum to the 2022 revised curriculum by astronomical topics covered in the Earth and space fields, and the level and characteristics of astronomical thinking according to the changes in each curriculum were identified. In addition, an inquiry by detailed subject in the astronomical field was proposed by reflecting the searched astronomical thinking-based learning progressions. The results of this study are as follows. First, compared with research on the learning development process in the astronomy field, it can be seen that the content level of elementary science in the 2022 revised curriculum was relatively lower than that of the 2007 and 2009 revised curriculum. Second, in the 2022 revised elementary curriculum, the exploration of astronomy-related topics was proposed focusing on students' practical observations. This study did not specifically suggest inquiry activities that could be directly described in textbooks. However, the purpose of this study is to provide content that can be implemented by including inquiry activities in the qualification textbook reflecting the 2022 revised elementary curriculum or the inquiry activity sheet when conducting classes in the actual school field.

This study explored prospective childcare teachers' motivations for choosing a major and their role expectations for childcare teachers, and targeted 12 first-year childcare teachers. A total of 20 meaningful phrases were analyzed as reasons for choosing the child care department. 30% said they liked children, 15% had volunteer experience at an infant/toddler-related institution, and 10% said they cared for younger siblings with an age difference (including caring for a friend's younger sibling). Regarding role expectations for childcare teachers, a total of 10 meaningful words and phrases were analyzed, with the most common being protection at 33.3%, education at 16.7%, interaction at 12.5%, balanced development, and play at 8.3% each. Other results such as being a quick teacher, listening, acknowledging individual differences, guardian, and good influence. Based on the analysis of words and phrases, meaningful statements were expressed as meaningful units or large units of information considered topics, and the motivation for choosing a major could be expressed as a total of five topics as follows. First, my love for children. Second, it was found that volunteer work at institutions related to infants and toddlers, taking care of a younger sibling with a much older age difference, and the experience of taking care of a friend's younger sibling were motivations that influenced the choice of major. Third, the outlook for childcare teachers as a profession. Fourth, it can be seen that the choice was made with a firm will, such as friendship with the disabled and confidence in being able to love children. Lastly, the most passive form of choice was making choices that had nothing to do with one's will, such as grades or parental recommendations. The results of the role expectations of prospective childcare teachers are as follows. First, the role of education and protection. Second, he is a teacher who is good at interacting. Third, it is a teacher who promotes development in various areas through play.