Developing and Applying In-Service Program for Spreading the Practical On-site Cooperation Model (POCoM)

et al. 2015

JBSE

Self Cite

This study aimed to improve science teaching in a practical way by activating teachers’ potential teaching expertise or professional knowledge. We developed an alternative in-service approach, the Practical On-site Cooperation Model (POCoM), according to the following principles: (1) the “bottom-up” approach, where observed problems in science classes are improved practically and immediately without any pre-determined teaching plan or materials; (2) “cooperation” between researchers and teachers to improve teaching; (3) “naturalistic settings” where various real problems occur in actual teaching and learning situations; and (4) “gradual improvement” rather than revolutionary change. The POCoM was applied with three science teachers, and 24 classes were observed. We found about 65%–96% teaching improvement. The analysis of the cooperation processes and science teaching in classrooms identified seven types of successful improvements and five types of unsatisfactory cases, including their reasons and features. Key words: cooperative model, in-service teacher, observational protocol, professional development, science teaching.

Section: Conclusion and Further Studiesmentioning

confidence: 84%

DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS

et al. 2015

JBSE

Self Cite

“…From these results, it was observed that, after teachers drilled the criteria for using the KTOP, the agreements between raters were high, ranging from 72 to 90%. The detailed information about this in-service program can be found in another paper (Jeong, Park, Park, Kim, & Park, 2014). et al (2002) used the correlation between observers' ratings to estimate inter-rater reliability.…”

Section: Reliability Agreement Between Ratersmentioning

confidence: 99%

“…From this data, we concluded that the teachers' analysis expertise was increased through the in-service program. More detailed information about this study will be published in the near future (Jeong et al, 2014).…”

Section: Applying To An In-service Programmentioning

confidence: 99%

The Development of the Korean Teaching Observation Protocol (Ktop) for Improving Science Teaching and Learning

et al. 2014

JBSE

Self Cite

An observational instrument called the KTOP (Korean Teaching Observation Protocol) was developed to analyze science teaching and to identify the components of teaching that need improvement. To diminish the gap between theory and practice in science teaching, the method for developing the KTOP was structured as consisting of three steps: the first version of the KTOP was developed through direct observation of science classes at the first step, revised through literature review with consideration of the Korean national curriculum and comparison with other observational instruments in the second step, and finalized after application to actual teaching context. As a result, the KTOP was determined to consist of 30 items of 10 sub-categories in 4 main categories. The content was validated through 48 teachers’ responses to the questions asking if each indicator of the KTOP is worthwhile to be considered in their teaching. Reliability was obtained by agreement (72~90%) and correlation (r=0.90) among observers’ KTOP scores. Finally, the cases of applying the KTOP to improve science classes and to develop teachers’ expertise through an in-service program were described. Key words: analysis of science teaching, improving science teaching, observational instrument, teacher’s teaching expertise.

Korean Science Teachers’ Perceptions and Actual Usage of Educational Theories/Teaching Strategies in Their Teaching

et al. 2016

JBSE

Self Cite

Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers’ knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students' low interest in learning science. However, teachers’ perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers’ ETTS what they already know and to guide them to use ETTS in their actual science teaching. Key words: theory-practice gap, science teacher education, secondary science teacher, teaching strategy.