[논문]Exploring Secondary Science Teacher Preparation Program and Suggesting its Development Direction: A Case of USA and Korea

Park, Young-Shin; Lee, Ki-Young; Morrell, Patricia D.; Schepige, Adele

doi:10.5467/jkess.2017.38.5.378

Exploring Secondary Science Teacher Preparation Program and Suggesting its Development Direction: A Case of USA and Korea 원문보기

한국지구과학회지 = Journal of the Korean Earth Science Society, v.38 no.5, 2017년, pp.378 - 392

Park, Young-Shin (Department of Earth Science Education, Chosun University) , Lee, Ki-Young (Science Education Division, Kangwon National University) , Morrell, Patricia D. (School of Education, University of Portland) , Schepige, Adele (School of Education, Western Oregon University)

Abstract ▼ AI-Helper

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs' structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions' programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students' perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions' preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations' licensing and employment processes.

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문제 정의

The purpose of the research was to explore secondary science teachers’ preparation program to reveal its characteristics, on which to suggest its development direction for teachers’ expertise.
It focused broadly on items such as courses and degrees needed for licensure, entrance requirements into such programs, caliber of preservice teachers as compared to other candidates in other fields, as well as looking at the current teaching professionals to determine their level of qualifications and what number is teaching outside of their content area. The study stressed the importance internationally of teacher quality and the need for all students to be taught by qualified professionals. In contrast, this study was designed to take a deeper examination of the undergraduate secondary science teacher preparation programs of two different countries: Korea and the United States, specifically Oregon to provide concrete evidences showing how they look and how much they differ in their strengths and weakness.
This study is a preliminary work. It has many limitations including a small sample size, a focus only on published program (not looking at enacted curriculum, which is a limitation in the examination of conceptual coherence).

제안 방법

However, being certified in Korea does not mean the teachers can seek employment; rather, the certified science teacher candidates are now qualified to take the Teacher Employment Examination (TEE) in each subject area. Each test is weighted toward measuring SMK, with less reliance on questions concerning CK, PCK, and GPK. This is why Korean teacher preparation program curriculum consists of strong focus on SMK, which can easily be checked in the exam offered annually and this is the 1^st phase of entry into employment opportunities (Wang et al.
For data analysis in structural coherence, the researchers in a team share the ideas from teacher preparation program documents as external evaluation and discussed what they mean to reveal explicit characteristics of teacher preparation program. For data analysis in conceptual coherence, the researchers analyzed the data from surveys and questionnaires with interviews to reveal its characteristics through t-test and coding system. For data analysis in curricular balance, the researchers checked and compared credits students take in 4 different knowledges to decide how much credits are balanced for teachers’ expertise in each country.
For data analysis in curricular balance, the researchers checked and compared credits students take in 4 different knowledges to decide how much credits are balanced for teachers’ expertise in each country.
For this purpose, the research team decided to compare four undergraduate secondary science education programs from four different universities but two different countries and examine their similarities and differences in light of the cultural contexts in terms of teachers’ expertise.
For data analysis in curricular balance, the researchers checked and compared credits students take in 4 different knowledges to decide how much credits are balanced for teachers’ expertise in each country. If there was any disagreement about the category for any particular course, additional sources like syllabi were examined, differences were discussed, and a final consensus was made by the researchers to construct the validity and its reliability of data analysis.
The study stressed the importance internationally of teacher quality and the need for all students to be taught by qualified professionals. In contrast, this study was designed to take a deeper examination of the undergraduate secondary science teacher preparation programs of two different countries: Korea and the United States, specifically Oregon to provide concrete evidences showing how they look and how much they differ in their strengths and weakness. This makes for an interesting comparison as it examines a national program of study with a centralized set of outcomes, and different universities in Oregon each offering their own teacher preparation programs.
That study looked more generally at teacher preparation. It focused broadly on items such as courses and degrees needed for licensure, entrance requirements into such programs, caliber of preservice teachers as compared to other candidates in other fields, as well as looking at the current teaching professionals to determine their level of qualifications and what number is teaching outside of their content area. The study stressed the importance internationally of teacher quality and the need for all students to be taught by qualified professionals.
Means and standard deviations for each category will be computed and t-tests used to compare the students’ perceptions from University A and B. An open-ended questionnaire was designed to determine the students’ perceptions of four knowledge areas (GPK, CK, SMK, and PCK) of the teacher preparation program.
, 2016). Overall, the researchers in this study agreed that preservice teachers from all selected universities in Korea as well as USA take courses, the stated mission of which include preparing preservice teachers with abilities in teaching science in terms of GPK, SMK, PCK, and CK, which are also evaluated in different ways according to the context of countries.
An open-ended questionnaire was designed to determine the students’ perceptions of four knowledge areas (GPK, CK, SMK, and PCK) of the teacher preparation program. The student responses were read and coded as relating to the four knowledge areas and analyzed for overall perceptions. The questionnaires were administered to volunteer senior grade preservice science teachers of University A and B during their science methods class.

대상 데이터

For the purpose of this study, we compared the undergraduate science teacher preparation programs of two different countries: Korea and the United States, specifically Oregon. One public and one private university from each country were sampled in the study. We investigated those preparation programs to see how much those programs are well developed to foster teachers’ expertise.
University A is a public college in a rural area located in the Northeast of Korea. The enrollment is approximately 15,000 students. The number of undergraduate students enrolled in the College of Education is approximately 1,000 students.
University B is a private college in urban area located in the Southwest of Korea. The enrollment is approximately 20,000 students. The number of undergraduate students enrolled in the College of Education is approximately 1,200 students.
University C is a small, private, primarily undergraduate liberal arts college in an urban area in the Pacific Northwest. The enrollment is approximately 3,900 students. The number of undergraduate students enrolled in the School of Education is approximately 350 students.
The College of Education has undergraduate and graduate education degrees. The number of undergraduate students enrolled in the College is approximately 325 students. The undergraduate teacher education program offers degrees resulting in teaching authorization licenses in Early Childhood, Elementary, Middle Level and High School.
The enrollment is approximately 3,900 students. The number of undergraduate students enrolled in the School of Education is approximately 350 students. The School of Education offers a number of degree and certification programs: a four-year undergraduate program leading to a bachelor degree and teaching licensure; a one year (fifth year) master degree for career changers leading to an MAT degree and teaching licensure; a Masters of Education degree for inservice teachers; and a doctorate of education.

이론/모형

A portion of the questionnaire used a 5-point scale (from highly prepared to not prepared at all) to determine the perceived value of four components of teaching competencies (plan and prepare for teaching, design effective teaching environment, execute teaching activities, and model professional practices) as developed by Tairab (2008) and grounded in Danielson’s model of teaching (2002).
In Korea, a questionnaire consisting of both Likert-type and openended questions was used to elicit the participants’ view on the curricular coherence of their program (Appendix A). This instrument was designed by the research team based on work by Tairab (2008) and checked in content by cross checking. A portion of the questionnaire used a 5-point scale (from highly prepared to not prepared at all) to determine the perceived value of four components of teaching competencies (plan and prepare for teaching, design effective teaching environment, execute teaching activities, and model professional practices) as developed by Tairab (2008) and grounded in Danielson’s model of teaching (2002).

성능/효과

The significance of this study was to improve teacher preparation program for teachers’ expertise on the basis of reformed based ways, with a solid grounding in both content and PK as well as with an ability to be effective with all students.
org). Thus, receiving NCATE accreditation necessitates the existence of evidence-based curricular coherence; it was determined that both Oregon programs had structural curricular coherence. Similarly, two selected Korean institutions must meet national standards and examination requirements, as well as follow the guidelines of the Teacher Certification Authorization Act.

후속연구

It was hoped that by undertaking this comparison, we would gain information that would be useful to inform curricular changes and program improvements to strengthen undergraduate secondary science teacher preparation in both countries for teachers’ expertise.
This cross cultural study will highlight the improvement of teacher preparation program with the aim of balancing theories and practice for teachers’ expertise. This study would be also the fodder for rich discussion of what components are critical with what balance between theories and practices (SMK, PCK, GPK, and CK) should be included in science teacher preparation program.

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