Assessment of preservice teachers' creativity in developing instructional materials in Ibadan, Nigeria

This study examines the availability and utilization of instructional materials in geography teaching in community secondary schools in Kathmandu district. There are altogether sixteen community secondary schools offering geography as an optional subject. Out of sixteen secondary schools offering geography as an optional subject eight schools are selected for the study on the basis of random sampling. The sample for this study comprised of one hundred seventy four students from selected secondary schools. The survey and observation are used for primary data collection. The data are analyzed using percentage. The results reveal that printed and graphic instructional materials for teaching geography in secondary schools are available and their utilization is of high extent while audio, visual and audio-visual instructional materials for teaching geography are not available sufficiently and they are used less often in the classrooms for teaching geography. The local materials are rarely utilized in schools by the teachers. All stakeholders in education must rise to the challenges of making instructional materials are available and utilized in secondary schools.The Third Pole: Journal of Geography Vol. 17: 51-58, 2017

Teaching English courses mainly improves students’ communicative competence for a successful integration into public life so English teachers should possess certain qualifications to deliver instruction well. This study aims to describe the causes and effects of employing non-English language major teachers to teach English courses in the Naguilian Cluster as basis in policy note formulation. It employed the descriptive survey research design and used a researcher-made questionnaire in gathering data. The study found out that none of the respondents pursued higher studies related with English since their baccalaureate degree is not English and they were underload. They believed that there should be strict hiring and selection of English teachers. Moreover, they greatly affect the quality of English language learning since they commit errors or mistakes in the production of learning resources or instructional materials in teaching English. Thus, English teachers should either have a bachelor’s degree related with English or a certification in English language teaching; should undergo intensive training to enrich their English language teaching pedagogy; and the preparation and development of learning resources or instructional materials in English teaching and learning should be led by English language teachers who are experts in this field. The study recommends the inclusion of a certification in English language teaching in the absence of a bachelor’s degree in English.

This study evaluated the availability and utilization of instructional materials in the teaching of basic science in primary schools in Ilorin South Local Government Area of Kwara State. The sample for this study comprised of one hundred (100) primary school teachers kin ten (10) selected primary schools in Ilorin south local government of Kwara state structured questionnaire was the instrument used for data collection and the instrument was face validated by the supervisor. Three research questions guided the study, the data were analyzed using simple percentage and chi-square, the researcher designed a questionnaire to carry out his research work which is termed the availability and utilization of instructional materials in the teaching of basic science in primary schools (AAUIMTBSIPS). The findings of this research work shows that there is a significant relationship between the availability and the use of instructional materials, based on these findings it was concluded that there is high extent to which the available instructional materials are utilized for teaching basic science in primary schools, there is an impact of instructional materials in teaching and learning of basic science in primary schools. It was recommended among others that; policy on instructional materials adaptation in school be reviewed and fully implemented and the need for recruitment of qualified personnel should be recruited to enhance effective utilization of instructional materials in primary schools, also non-governmental agencies and wealthy Nigerians should participate in the provision of instructional materials in primary schools. DOI: 10.7176/JEP/13-18-11 Publication date: June 30 th 2022

One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the “Science Teaching Efficacy Belief Instrument (STEBI)” developed by Riggs and Enochs (1990) and “Scale of Following and Using the Innovations in the Field of Education” (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers’ self-efficacy beliefs of science teaching.

This study investigated the availability and utilization of instructional materials in the teaching and learning of biology in senior secondary schools in Talata Mafara Town, Zamfara State. A descriptive survey research design was adopted for the study using quantitative data. The population comprised all the heads of department of biology in the senior secondary schools (six public and four private) in Talata Mafara Town. The entire population constituted the sample of the study due to its small size. A validated questionnaire with reliability index of 0.63 obtained using Cronbach’s alpha was used as instrument for data collection. The data collected were analyzed using frequency counts and percentages presented in tables and charts. Five research questions guided the study. The findings of the study revealed that some of the required instructional materials are fairly available but are not regularly use by biology teachers. Biology laboratories and instructional materials relating to multimedia are lacking in most of the schools in Talata Mafara Town. Lack of fund for procurement and large class size coupled with lack of in-service training for serving biology teachers were major factors identified to inhibit effective provision and utilization of instructional materials respectively. Based on these findings, the study recommended among others that biology teachers in Talata Mafara Town should make effort in utilizing available instructional materials. Zamfara Sate Government should build biology laboratories and make provision for instructional materials especially multimedia related in all senior secondary schools in Talata Mafara. Professional development of biology teachers should be encouraged and sponsored by government and other relevant stake holders.

Generative Artificial Intelligence (GenAI) has emerged as a transformative technology in recent years, fundamentally reshaping traditional pedagogical approaches and educational environments. The objective of this study was to investigate the adoption of AI tools by pre-service mathematics and science teachers in their learning processes, as well as to assess the influence of academic self-efficacy (ASE) on this adoption, framed through the Technology Acceptance Model (TAM). Specifically, this research evaluated the effect of ASE on the acceptance of AI technologies by pre-service mathematics and science teachers and their intentions to utilize these technologies in the future. Data were collected from a sample of 146 pre-service mathematics and 91 pre-service science teachers (N=237) at an educational faculty in a university located in Western Türkiye during the spring semester of 2024. The data collection employed two distinct instruments: the first instrument comprised items from the Academic Self-Efficacy Scale to assess levels of academic self-efficacy, while the second instrument included items adapted from the TAM, TAM2 (Technology Acceptance Model), and UTAUT (Unified Theory of Acceptance and Use of Technology) frameworks. The results of hypothesis testing indicated that pre-service teachers with elevated levels of ASE had a more favorable perception of the usefulness and ease of use of GenAI tools, which in turn positively influenced their intention to adopt AI-based technologies. Furthermore, the study revealed that perceived usefulness and ease of use significantly shaped pre-service teachers' attitudes and behavioral intentions toward AI. When pre-service teachers recognize GenAI as a beneficial learning resource and find it user-friendly, their willingness to engage with it increases. This study posits that ASE is a critical factor in the acceptance of GenAI-based tools among pre-service mathematics and science teachers, thereby affirming the TAM as a relevant and effective model for examining pre-service teachers' potential engagement with AI in educational contexts.

Implementing differentiated instruction (DI) has become imperative, particularly with its integration into the Kurikulum Merdeka in Indonesia. It is an approach that customizes instruction to cater to students' needs. This study aimed to unveil the general perceptions of pre-service English teachers regarding DI, explore their understanding and practices within the framework of DI, and identify challenges in its implementation. This study applied a quantitative approach with a survey research design with EFL pre-service teachers as the participants. The research employed a structured questionnaire as the primary instrument and substantiated each item through validation procedures, including Cronbach's alpha analysis. The findings showed a comprehensive overview of pre-service English teachers' general perspectives on DI that influence their practical application of related techniques. These insights contributed to a deeper understanding of the efficacy of DI and informed pedagogical practices, teacher preparation programs, and curriculum development. This research divulged the crucial role of pre-service English teachers' perceptions in implementing DI in teaching and learning contexts. Additionally, the study highlighted challenges pre-service teachers face, such as time constraints, limited resources, and large class sizes, emphasizing the need for collaborative efforts among stakeholders to address these challenges. The outcomes of this study were expected to inform related parties about the significance of tailored instruction in fostering effective and inclusive instruction environments to reach educational goals.

Introduction. The integration of AI in education has gained significant attention, and its potential to enhance teaching and learning outcomes is increasingly recognized. This study aimed to investigate whether the combination of Project-Based Learning (PBL) and artificial intelligence (AI) could improve pre-service teachers' pedagogical skills and the quality of their instructional materials. Methods. A quantitative, pre-experimental design with a one-group pretest-posttest format was employed. Thirty pre-service biology teachers participated in the study. Data were collected using a product assessment rubric to evaluate the quality of the e-worksheets created before and after the intervention. Additionally, a post-intervention questionnaire was administered to gather participants' perceptions and experiences. Paired samples t-tests were conducted to analyze the significance of the changes in e-worksheet quality. Results. The findings revealed a significant improvement in the quality of e-worksheets developed by the pre service teachers after participating in the AI-integrated PBL (M = 36.83, t = 26.33, p = .000). All aspects of the assessment covering content, design, functionality, accessibility, and technicality increased significantly (p = .000). This implied that the implementation of AI-assisted PBL enhanced pre-service teachers’ ability in developing biology e-worksheets. At the end of the class session, they also showed a very positive response (N = 30, Q = Q4) towards the experience of learning how to develop biology e-worksheets using AI. They agreed that AI-assisted PBL could enhance their creativity, problem-solving skills, and technology integration abilities. KEYWORDS Conclusion. This study highlights the potential of AI-assisted PBL as a valuable approach for enhancing pre service biology teachers’ ability to develop e-worksheets, especially in the aspects of content, design, functionality, accessibility, and technicality. This study also gives a worthy learning experience in the age of AI by conducting an AI-powered learning mode. Thus, the findings of this study imply that teacher education programs should consider the integration of AI to help biology preservice teachers master AI-enhanced pedagogy and prepare them to be technologically literate teachers in the future.

The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study. The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study.

The purpose of the study was to examine the impact of instructional materials in teaching and learning biology in the Colleges of Education in the Central Region of Ghana. Qualitatively, a case study research design was selected for the study. The population of the study consists of three Biology tutors in the three Colleges of Education in the Central Region. The purposive sampling technique was chosen to select all the three colleges and three Biology tutors for the study. The interview guide was the main instrument for the data collection. Data were analysed using the interpretative technique based on the themes arrived at during the data collection from the respondents. The study concluded that instructional materials boast students’ cognitive abilities and arouse their interest in the lesson by helping them to reason critically during teaching and learning. The study also revealed that the competencies level of tutors helps them in the assessment of the subject, selecting relevant materials for each concept. Their pedagogical skills depend on their competencies in the classroom instructions. The study also concluded that a good presentation of a lesson has a substantial impact on teaching and learning situations, as well as the vast amount of information available to students, to supplement their instruction and the principles for appropriate use of instructional materials. It is recommended that professional development should be organised for the Biology tutors in their respective colleges to have competencies in using relevant instructional materials in assessing students in Biology lessons. It is also recommended that Ghana Tertiary Education Commission (G-TEC), National Teaching Council (NTC), and universities should collaborate with the colleges to organise workshops and seminars for tutors teaching Biology to update their knowledge in the use of digital instructional materials in lesson presentation.

The study evaluate the perceived problems militating against effective teaching and learning of secondary school Physics in Umuahia North LGA, Abia State. Three research questions with corresponding hypotheses guided the study. The sample size comprised 100 SSII Physics students sampled from three senior secondary schools in the study area. Data were collected using questionnaire. Mean and standard deviation were used to answer the research questions, while a t-test was used to test the hypotheses. The result on the perceived problems affecting the use of instructional materials in the teaching and learning of physics, revealed that there are instructional material problems affecting the teaching and learning of physics in secondary schools with a grand mean of 3.71. The result on the perceived teacher-related problems affecting the teaching of physics in secondary schools, indicated a grand mean value of 3.28. The result on the perceived time-related problems affecting the teaching of physics in secondary schools showed that there are time-related problems affecting the teaching and learning of physics in secondary schools, with a grand mean of 2.90. The study concluded that the perceived problems militating against the teaching and learning of Physics includes instructional material problems, teacher-related problems, and time-related problems. The study recommends that the government should provide adequate instructional materials in secondary schools, and workshops and seminars should be organized by the government and school administrators on the use of instructional materials in teaching and learning.

Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity.
 Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs.
 Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts.
 Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process.
 Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

Aim/Purpose: The principal aim of this study was to reveal digital citizenship levels of pre-service teachers enrolled in 1st and 2nd year in the education faculty at the Muğla Sıtkı Koçman University in Muğla, Turkey. Pre-service teachers’ perceptions of digital citizenship and their patterns of knowledge of digital citizenship were explored. Background: This study examines the concepts of digital citizenship, including digital communication, digital rights / responsibilities, critical thinking, digital participation, digital security, digital skills, digital ethics, and digital commerce, of pre-service teachers and their interaction with instructional technology. This research study will inform policies and strategies to enhance teacher trainings and education in Turkey. Methodology: A mixed methodology of data sources including a survey and open-ended questions were collected to explore pre-service teachers’ perceptions of digital citizenship. The Digital Citizenship Scale was used as the quantitative data collection instrument. Various statistical techniques and tests such as ANOVA, t-Test, and Tukey HSD were used in the analysis of the data. Contribution: This study contributes to existing literature knowledge by demonstrating the patterns of digital citizenship that influence Turkish pre-service teachers’ professional development and deepening the discussion of change in policies and strategies in education programs in Turkey. Findings: Results indicated that there was a statistically significant difference of digital citizenship scores of male and female pre-service teachers with male participants scoring higher than female participants. However, participants’ mean scores did not significantly differentiate by their departments. Similarly, it was observed that participants’ mean scores did not significantly differentiate by the high school types. As far as parent educational background was concerned, the mean scores of the participants did not indicate a significant difference by the education level of the mother, but the scores differed significantly by the father’s education level. Similar responses emerged in the open-ended questions. Participants expressed that they felt competent in digital communication and digital participation and their parents are partly influential in the improvement of these skills. In addition, the majority of the participants stated that the major they enrolled did not have any contribution to their digital skills so far. Recommendations for Practitioners: Recommendations for practitioners to include in their teacher education programs training pre-service teachers to become digital citizens. Recommendation for Researchers: Recommendations for researchers to include identifying practical activities that enhance pre-service teachers’ digital citizenship skills. Impact on Society: The findings and results of this study will help display a universal digital citizenship model for pre-service and veteran teachers in Turkey as well as to strengthen their interaction with instructional and information technologies through policy and strategy changes in educational settings. Future Research: Further studies should be undertaken, especially in developing countries. Future research can further explore pre-service teachers’ perceptions of digital citizenship such as digital rights, responsibilities, and ethics as well as evaluating the opinions of school administrators, students, and parents regarding their perceptions of digital citizenship in educational settings.

The research literature identifies the limitations of pre-service teacher training in the evaluation and assessment of educational software for classroom use. This study investigated the enhancement of IT pre-service teacher training in educational software evaluation through the incorporation of software evaluation techniques from the software engineering discipline. Participants in this study were 25 final year pre-service IT teachers at Faculty of Education at a public university in Turkey. The pre-service teachers were introduced to the software engineering evaluation methods and an instructional educational software evaluation method. The results illustrated that the software engineering evaluation methods enhanced the technical evaluation skills of pre-service teachers and increased their confidence. Pre-service teachers reported that they considered themselves more professional after applying these methods. We believe this work highlighted a method to enhance the educational software evaluation skills of IT pre-service teachers through combining technical evaluation skills with traditional educational methods.

The purpose of this study was to investigate pre-service elementary school teachers’ educational connoisseurship based on their analysis of English class microteaching and videos of an ideal class. Thirty-two pre-service teachers participated in the study and their peer-feedback and discussions were analyzed quantitatively and qualitatively. According to quantitative analysis, pre-service teachers paid a lot of attention to active and interesting activities, instructional materials and techniques. On the other hand, they showed little interest in group composition, comprehension check-up, and classroom English using non-verbal elements. In terms of qualitative analysis, videos of an ideal English class encouraged pre-service teachers to offer more detailed comments on teacher-student interaction and differentiated teaching. Microteaching enabled them to share more varied ideas on clear instruction on games or activities. Due to the environmental constraints provided by microteaching and videos, however, pre-service teachers could run the risk of overlooking some parts of educational connoisseurship. Based on these results, it is suggested that pre-service teachers need to develop instructional skills focusing on student’s individual differences and teacher talk when performing English class analysis.