At the inside and outside of educational circle, various reformations have occurred following epochal situation and global flow of education. However, educational reformation has not been always successful. Some aspects did not satisfy expectations, though some performances were achieved. Thus, the ...
At the inside and outside of educational circle, various reformations have occurred following epochal situation and global flow of education. However, educational reformation has not been always successful. Some aspects did not satisfy expectations, though some performances were achieved. Thus, the educational reformation should be completed based on exact diagnosis and understanding of a field, and various movements in an educational field are necessary for fundamental resolution.
As some factors used to determine whether the education is successful or not, curriculum, teachers, learners, educational environment and so on are mentioned. Of them, teachers can directly engage in difficulties experienced by students, while they are very powerful in actively coping with responses of students: they may be strongly related with quality of class.
The teaching competency is used as a word which means skill and professionalism of teachers in class. However it can be interpreted differently, because each scholar uses his own sub-factors and there is no reasonable agreement for the word. Although the meaning of teaching competency is not consistent among them, it is necessary to concern about what skill and professionalism teachers should have for conducting good class, from the point of view that essential role of teachers is to teach their students.
Elementary teachers learned the professional knowledge of all subjects in universities. Therefore, sufficient time is not given to learn techniques for teaching the competency required by this epoch and satisfy the needs to teach properly. Thus, each subject has no problem in teaching entirely, but individual efforts are necessitated to develop competency which is slightly changing according to requirements in this epoch.
In solving mathematic and figure problems, students experience many difficulties: they cannot find out necessary information or depend on only visual one. Spontaneous efforts of teachers are required to address there difficulties and it seems to be desirable to take an educational opportunity related with the growth of professionalism. The study of pre-service elementary teachers is determined to be able to directly consider the teaching competency of them, given the actual state that most of them will teach students at the platform.
Thus, the purpose of this study is to provide some teaching suggestions to reinforcement of teaching competency in pre-service elementary teachers by exploring how to examine the teaching competency in the mathematics education and applying some specific measures in helping their teaching competency. So following study questions are proposed.
First, it examines how teaching competency has been investigated in the mathematics education through review and analysis of domestic studies.
Second, it uses DGE for reinforcing SMK and PCK of pre-service elementary teachers and analyzes their responses.
Third, it uses the GSP construction for enhancing pre-service elementary teachers' abilities to analyze figures, and also analyzes their responses.
From the analysis and review of previous studies, it can be found that the teaching competency consists of subject matter knowledge, pedagogical contents knowledge, knowledge of understanding of students and others, and that each constituent is also composed of many sub-factors. Hence, this study identifies the teaching competency as ability necessary to reasonably communicate proper contents, on the basis of not only professional knowledge of mathematics but also understanding of students.
As the measures to reinforce the pre-service elementary teachers' teaching competency to deal with figure problems, GSP and DGE are used to show that although there are some problems in various problem-solving abilities and SMK of some teachers at the early period, they are not bad as a whole. However, it can be found that most of them are excessively focused on knowledge in ability to abstract PCK and its essential factors, and prefer explanation and visual verification-based teaching methods. And the teachers also have a limitation that they concentrate on a specific one (visual dependence).
The reality of DGE embodiments of pre-service elementary teachers is classified into four factors: difficulties of understanding and embodiment of dynamics concept; adherence to 75° construction and generalization of results; difficulties in mathematic interpretation of 'folding activity'; and easy embodiment of GSP. In addition, it is found that although it is possible to partially explore various characteristics through GSP constructions, it is difficult to analyze the problems and connect concepts, from the integrative perspective
The pre-service elementary teachers suggest more various problem-solving measures of which errors are also reduced after visual verification and exploration through GSP construction. And not only knowledge but also methods should be considered when they teach students. Moreover, it can be found that the focus which anticipates the students' difficulties is converted to other direction.
Therefore, following suggestions can be abstracted from the prospective reinforcement of teaching competency of pre-service elementary teachers. First, it is necessary to help them to recognize that it is not desirable to emphasize only knowledge. Second, it needs to approach student's difficulties from various lenses, not a single point of view. Third, the fundamental skill should be developed to use teaching tools including GSP, suitable for its purpose.
In order to develop the class, teachers should have the competency to reorganize and integrate not only pedagogical aspects but also actual educational situations. Although teachers understand their students and organize the classes adjusted for them, they should consider that stresses and constituents of teaching competency may be changed according to students or teaching materials they use in the classes.
At the inside and outside of educational circle, various reformations have occurred following epochal situation and global flow of education. However, educational reformation has not been always successful. Some aspects did not satisfy expectations, though some performances were achieved. Thus, the educational reformation should be completed based on exact diagnosis and understanding of a field, and various movements in an educational field are necessary for fundamental resolution.
As some factors used to determine whether the education is successful or not, curriculum, teachers, learners, educational environment and so on are mentioned. Of them, teachers can directly engage in difficulties experienced by students, while they are very powerful in actively coping with responses of students: they may be strongly related with quality of class.
The teaching competency is used as a word which means skill and professionalism of teachers in class. However it can be interpreted differently, because each scholar uses his own sub-factors and there is no reasonable agreement for the word. Although the meaning of teaching competency is not consistent among them, it is necessary to concern about what skill and professionalism teachers should have for conducting good class, from the point of view that essential role of teachers is to teach their students.
Elementary teachers learned the professional knowledge of all subjects in universities. Therefore, sufficient time is not given to learn techniques for teaching the competency required by this epoch and satisfy the needs to teach properly. Thus, each subject has no problem in teaching entirely, but individual efforts are necessitated to develop competency which is slightly changing according to requirements in this epoch.
In solving mathematic and figure problems, students experience many difficulties: they cannot find out necessary information or depend on only visual one. Spontaneous efforts of teachers are required to address there difficulties and it seems to be desirable to take an educational opportunity related with the growth of professionalism. The study of pre-service elementary teachers is determined to be able to directly consider the teaching competency of them, given the actual state that most of them will teach students at the platform.
Thus, the purpose of this study is to provide some teaching suggestions to reinforcement of teaching competency in pre-service elementary teachers by exploring how to examine the teaching competency in the mathematics education and applying some specific measures in helping their teaching competency. So following study questions are proposed.
First, it examines how teaching competency has been investigated in the mathematics education through review and analysis of domestic studies.
Second, it uses DGE for reinforcing SMK and PCK of pre-service elementary teachers and analyzes their responses.
Third, it uses the GSP construction for enhancing pre-service elementary teachers' abilities to analyze figures, and also analyzes their responses.
From the analysis and review of previous studies, it can be found that the teaching competency consists of subject matter knowledge, pedagogical contents knowledge, knowledge of understanding of students and others, and that each constituent is also composed of many sub-factors. Hence, this study identifies the teaching competency as ability necessary to reasonably communicate proper contents, on the basis of not only professional knowledge of mathematics but also understanding of students.
As the measures to reinforce the pre-service elementary teachers' teaching competency to deal with figure problems, GSP and DGE are used to show that although there are some problems in various problem-solving abilities and SMK of some teachers at the early period, they are not bad as a whole. However, it can be found that most of them are excessively focused on knowledge in ability to abstract PCK and its essential factors, and prefer explanation and visual verification-based teaching methods. And the teachers also have a limitation that they concentrate on a specific one (visual dependence).
The reality of DGE embodiments of pre-service elementary teachers is classified into four factors: difficulties of understanding and embodiment of dynamics concept; adherence to 75° construction and generalization of results; difficulties in mathematic interpretation of 'folding activity'; and easy embodiment of GSP. In addition, it is found that although it is possible to partially explore various characteristics through GSP constructions, it is difficult to analyze the problems and connect concepts, from the integrative perspective
The pre-service elementary teachers suggest more various problem-solving measures of which errors are also reduced after visual verification and exploration through GSP construction. And not only knowledge but also methods should be considered when they teach students. Moreover, it can be found that the focus which anticipates the students' difficulties is converted to other direction.
Therefore, following suggestions can be abstracted from the prospective reinforcement of teaching competency of pre-service elementary teachers. First, it is necessary to help them to recognize that it is not desirable to emphasize only knowledge. Second, it needs to approach student's difficulties from various lenses, not a single point of view. Third, the fundamental skill should be developed to use teaching tools including GSP, suitable for its purpose.
In order to develop the class, teachers should have the competency to reorganize and integrate not only pedagogical aspects but also actual educational situations. Although teachers understand their students and organize the classes adjusted for them, they should consider that stresses and constituents of teaching competency may be changed according to students or teaching materials they use in the classes.
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