121st General Meeting of the KCS

Type Poster Presentation
Area Chemistry Education
Room No. Event Hall
Time 4월 19일 (목요일) 11:00~12:30
Code EDU.P-674
Subject The Effect of Teacher Learning Community on Pre-service Teacher Education
Authors Seung gyun Yoo, Seounghey Paik1,*, Hee Jin Noh1
Department of Chemical Education, Korea National university of Education, Korea
1Department of Chemical Education, Korea National University of Education, Korea
Abstract The Field Placement Program is an opportunity for pre-service teachers to use the knowledge they have learned at the university directly in the field and is an important area for raising the field experience. In the Field Placement Program, however, pre-service teachers have experienced many difficulties during the Field Placement Program. For example, pre-service teachers have difficulty in re-organizing the contents of the curriculum with the lack of curriculum-related knowledge, difficulty in providing them to students, difficulty in efficiently responding to changing class situations, And the emotional instability such as the coming fear. Therefore, in order for the pre-service teachers' classroom practice to be tailored to their original goals and intentions, a new teacher education plan is needed that can help classroom practitioners of pre-service teachers. Recently, as the teacher learning community emerged as an important medium for teacher education, we conducted research using the teacher learning community in pre-service teachers' education. The teacher-learning community was established in conjunction with the 67 schools of pre-service teachers of Korea National University of Education, 17 of dispatched in-service teachers to Korea National University of Education and 19 of middle schools in Sejong city. To December 2017 for seven months. A semi-structured interview was conducted on 18 out of 67 pre-service teachers and the same interviews were conducted with 5 of third grade students who completed the Field Placement Program. As a result, pre-service teachers trained through the teacher learning community got better results in understanding learners and developing teacher professionalism and teacher identity.
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