Exploring factors influencing pre-service teachers’ intention to use ChatGPT

Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students’ possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers’ knowledge of students on the subtraction topic. Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers’ answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks. Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers’ responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students’ errors. Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students’ thinking or could not explain the reasons behind students’ errors with the notion of subtraction. Son (2013) emphasizes that pre-service teachers tend to explain the reasons for students’ errors as procedural. Similar to this emphasis, the pre-service teachers identified the errors as resulting from not applying procedures carefully or not enough knowing algorithms to find correct solutions. However, without addressing the reasons or focusing on procedures does not promote students’ understanding of the related topic (An, Kulm, & Wu, 2004). The pre-service teachers’ difficulties in identifying the possible conceptual reasons may result from deficits in knowledge of students (Fennema & Franke, 1992; Ball et al., 2008). Limitations: The findings were limited with the responses of the pre-service elementary teachers participating in this study. Moreover, the pre-service elementary teachers’ knowledge of students was investigated within the scope of subtraction. Conclusions: Although the pre-service elementary teachers could identify students’ errors on subtraction, they had difficulty in identifying the reasons and suggesting strategies to overcome the errors. Therefore, it can be concluded that the pre-service teachers’ knowledge of students for the topic of subtraction is limited. An implication of this is that teacher educators need to include error-analysis tasks to help pre-service teachers be aware of the importance of their knowledge of students.

In recent times, more attention has been directed towards identifying international trends and ‘best’ practice for assessing pre-service teachers’ classroom performance. Previous attempts to assess Oman’s preservice teachers were based on adopting a psychometric/measurement assessment practice, whereby performance was measured by grades. Such an approach, in recent times, has been viewed as being fundamentally flawed in its attempts to measure pre-service teachers’ classroom practices. This is primarily due to its inability to authentically assess teacher’s learning in the classroom setting. Further underpinning this problem, is that Omani pre-service teachers are expected to undertake an International English Language Testing System (commonly referred to as IELTS), as a measurement of their English proficiency. This approach is problematic, in principle, as it is positioned after graduation and therefore forms no connection to the pre-service teachers’ school experience nor does it add to quality teaching and assessment. This recent shift in thinking, as to the idea that educational assessment should be based on psychometric measurements and grades, has evolved into assessment practices which encourage the integration of assessment into the learning and teaching environment. This thesis is concerned with how the pre-service English Language teacher’s classroom performance is assessed in Oman. Drawing on the work of Gipps (1999, 2002), this thesis adopted a sociocultural perspective to investigate the phenomenon of assessment practices associated with evaluating pre-service teacher’s classroom performance during school-based professional experience (also known as teaching practicum). Understanding assessment practices from a sociocultural perspective and its current practices such as authentic assessment and Assessment for Learning (AfL) assists pre-service teachers to learn so as to become professional, qualified teachers. To achieve the aims of this study, the thesis adopted a qualitative hermeneutic phenomenology approach to investigate the assessment phenomenon and to gain a deep understanding from the key stakeholders involved in the phenomenon. To enable this, the data collected from three higher education institutions, namely Sultan Qaboos University (SQU), Rustaq-College of Applied Sciences (CAS) and Nizwa University and their participating schools. A range of different data sources obtained: assessment texts which position pre-service English Language teachers; three-series of interviews with the different stakeholders: three pre-service teachers, three cooperating teachers and four university supervisors to reveal their experiences; and observing the phenomenon in situ to triangulate with the aforementioned data. Implementing hermeneutic phenomenology, the obtained data analysed using two approaches: Critical Discourse Analysis (CDA) and Interpretive Phenomenological Analysis (IPA) so that the existing practices for assessing pre-service English language teachers’ classroom performance in Oman were captured. The analyses revealed that each institution has its assessment practices influenced by its socio-political structure, yet SQU, unlike Rustaq-CAS and Nizwa University, is distinguished in relation to its pre-determined set of professional standards for graduating teachers; explicit assessment criteria that are shared and discussed with pre-service teachers; collaboration between all stakeholders in the assessment process; a clearly defined role for the cooperating teacher as mentor; effective feedback provided to the pre-service teacher; using portfolios to record and document the pre-service teachers achievements; and effective self- and peer-assessment strategies. These practices are mostly experienced by stakeholders at SQU due to its international accreditation under the influence of the standards based on the American Council on the Teaching of Foreign Languages (ACTFL). The findings suggest that SQU assessment practices are more aligned with the indicators of international best practice, compared to that of Rustaq-CAS and Nizwa University. Similarly, SQU had a better understanding of assessment practices from a sociocultural perspective. This means that within the context of assessing pre-service teachers’ classroom performance in Oman, the findings are not about each higher education institution but about producing quality teacher graduates by reforming the Omani assessment practices. Having SQU as a model in Oman, the key recommendations for policy and practice from this study are to: 1) set a national professional standards for teachers; 2) have explicit assessment criteria that align with the professional standards; 3) share the assessment criteria for success between all stakeholders in the phenomenon; 4) strengthen the collaboration between schools and universities as well as university supervisors and cooperating teachers,5) make the role of the portfolio more explicit in terms of monitoring and enhancing pre-service teacher development and learning; 6) empower the cooperating teacher to provide a more meaningful mentoring role to pre-service teachers; 7) provide explicit training in effective peer and self-assessment strategies for pre-service teachers in the classroom context and 8) provide explicit training in understanding and delivering quality feedback on classroom performance for all stakeholders.

Pre-service teachers' awareness of nuclear energy as a socio-scientific issue is critical to understanding how future educators perceive and communicate complex scientific issues. Investigating the awareness of pre-service primary school teachers, who are expected to be more conscious about nuclear energy, to be able to think and discuss about the possible consequences and to provide accurate information to their future students, will help to reveal their current thoughts and knowledge. The aim of the study is to investigate the awareness of pre-service primary school teachers about nuclear energy and nuclear power plants. In this study, a survey method was adopted. Easily accessible sampling method was used to determine the study group. The study group consisted of 112 pre-service primary school teachers studying at the faculty of education of a university in the Eastern Black Sea Region of Turkey. The data of the study were collected through an unstructured interview form, analyzed by content analysis and presented as frequencies and percentages. It was observed that 55.4% of the pre-service primary school teachers' explanations about the concept of nuclear energy were in the category of partially scientific explanation and 59.8% of the pre-service primary school teachers did not favor the establishment of a nuclear power plant. In all grade levels, it was determined that female pre-service teachers who did not want the establishment of nuclear power plants were more than male pre-service teachers. It was determined that female pre-service teachers mentioned the harm dimension of nuclear energy more than male pre-service teachers on the basis of both gender and class. It was observed that 4th grade pre-service teachers made more positive explanations about the establishment of nuclear power plants compared to other grades. The pre-service teachers mostly focused on the environmental damage caused by nuclear energy and stated that the most fundamental issue is radiation. It was observed that they made statements that in case of an explosion in a nuclear power plant due to an earthquake or another reason, radiation would be released and that it was not easy to dispose of radioactive waste. In this case, it is important to provide the necessary information about the durability of nuclear power plants and how nuclear waste will be stored.

The Views of Pre-service Classroom Teachers about Nature of Technology

Purpose Digital multimodal composing (DMC) has received considerable attention in English as a Foreign Language (EFL) classrooms. While empirical studies on DMC have been widely conducted, there is a scarcity of research specifically examining the experience of pre-service English teachers in employing DMC during their teaching practicum. They might be familiar with DMC concepts, yet their beliefs about implementing DMC-mediated language teaching in classroom settings is worth further investigation. To fill this gap, this study aims to investigate the perspectives of three pre-service English teachers on DMC-mediated language teaching during their teaching practicum program. Design/methodology/approach This study employed a case study design and was conducted in a state Islamic university in East Java Province, Indonesia. A semi-structured interview was conducted with three pre-service English teachers to collect data about the beliefs of pre-service English teachers in implementing DMC in their teaching practicum. Data were analyzed through thematic analysis. Findings From the analysis, the study unveils three important findings: (1) pre-service teachers' awareness of implementing DMC in English classrooms, (2) pre-service teachers' pedagogical preference for DMC projects and (3) pre-service teachers' perceived challenges in teaching through DMC. Originality/value The study suggests that equipping pre-service teachers with adequate pedagogical competence in DMC will enhance their capacity for technological pedagogical and content knowledge (TPACK).

This study attempted to investigate pre-service and in-service EFL teachers’ levels of knowledge in content, pedagogy, and technology in relation to their gender, Internet access at school, and technology training in Saudi Arabia. The Technological, Pedagogical, and Content Knowledge (TPACK) framework was utilized to (1) examine pre-service and in-service EFL teachers’ levels of TPACK; (2) investigate the differences between pre-service and in-service EFL teachers’ levels of TPACK; (3) scrutinize whether gender, Internet access at school, and technology training had any significant effect on pre-service EFL teachers’ levels of TPACK; and (4) analyze whether gender, Internet access at school, and technology training had any significant effect on in-service EFL teachers’ levels of TPACK. The participants in this study were (111) EFL pre-service teachers and (106) EFL in-service teachers. The descriptive statistical analysis (mean and standard deviation) revealed that the pre-service teachers’ overall level of TPACK was moderate scoring highest in TK, TPK, and TCK and lowest in CK and PK respectively. On the other hand, the in-service teachers’ overall level of TPACK was moderate scoring highest in CK, PK, and PCK and lowest in TK, TPK, and TCK respectively. The inferential statistical analysis (t-test) indicated a statistically significant difference between pre-service and in-service teachers’ levels of TPACK. All the seven sub-domains of TPACK were significant, with pre-service teachers scoring higher in TK, TCK, and TPK while in-service teachers scoring higher in CK, PK, PCK, and TPACK. The inferential analysis also showed that gender, Internet access at school, and technology training had a significant effect on both pre-service and in-service EFL teachers’ levels of TPACK. The study concluded that both pre-service teacher education programs and in-service teacher training courses need to focus on the connections and interactions between content, pedagogy, and technology in order to help EFL teachers integrate technology effectively into their teaching process. The study recommended investigating other factors that might be predictive of teachers’ levels of TPACK.

Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers’ ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms. Purpose/Objective/Research Question/Focus of Study: This qualitative study analyzes White preservice teachers’ understanding and application of intersectionality and DisCrit. Applying critical theoretical perspectives, preservice teachers engage in identifying instances of oppression in society and schools and naming the resulting harm to Black students and families. This paper focuses on the following research questions: How do White preservice teachers engage with critical frameworks intended to unearth the impacts of racism and ableism on Black students? What do their responses reveal about preservice teachers’ level of critical consciousness? Population/Participants/Subjects: Participants in this study were preservice general education teachers in the last semester of coursework of an intensive 12-month master’s program in secondary education at a large predominantly White Midwestern university. This study focuses on four self-identified White able-bodied and one White (dis)abled preservice teacher who represent exemplars of the types of engagement evidenced by preservice teachers within the course. Intervention/Program/Practice: The course that was the site of this study focused on preparing preservice teachers to teach and support Students Identified with (Dis)abilities in middle and high school classrooms. The first portion of the course focused on analyzing the history of racism and ableism in special education using critical frameworks. These class sessions provided preservice teachers with frameworks they could apply to their experiences at their school sites and language they needed to discuss racism and ableism. Research Design: This article reports on a qualitative case study of general education preservice teacher engagement with the critical frameworks of intersectionality and disability critical race theory (DisCrit) in a predominantly White teacher education program. Data Collection and Analysis: For the duration of the course, video recordings of whole group discussions and audio recordings of small group discussions were collected. Descriptive and in vivo coding were employed during the first level of coding to closely highlight participants’ perspectives that were rooted in their own language. The second level of analysis captured the content of the ideas expressed by preservice teachers when engaging and employing critical frameworks, and the third level of analysis captured preservice teacher engagement in ways that demonstrated either active adoption, quiet adoption, resistant engagement, or resistant deflection of course material. Findings/Results: There is a fluidity in which preservice teachers move through levels of engagement (active adoption, quiet adoption, resistant engagement, or resistant deflection) when explicitly taught critical frameworks to help them identify and disrupt inequity, in this case, racism and ableism in schools. For example, a preservice teacher may experience dissonance when there is misalignment between their previously held assumptions and new learning. At first, they may resist this knowledge and then adopt new perspectives over time. They may also go back and forth between resistance and adoption, or they may remain resistant throughout the course. Additionally, a preservice teacher may actively adopt course content and frameworks that align with their previous orientations and quietly or actively adopt new frameworks over time. Conclusions/Recommendations: Teaching critical frameworks is an important tool to understanding preservice teachers’ orientations toward inequity. Choosing critical frameworks that undergird teacher education courses supports the development of objectives that are antiracist/antiableist. It also provides teacher educators guidance in choosing materials/artifacts that will encourage preservice teachers to discuss the implications of those frameworks. Critical frameworks provide a method of helping preservice teachers see inequity that aspects of their privilege render invisible and provide an assessment tool for teacher educators to analyze preservice teachers’ orientations toward inequity and how this manifests in their orientation toward students of historically marginalized groups.

The purpose of this study is to examine how pre-service elementary teachers generalize a non-linear figural pattern task and justify their generalizations. More specifically, this study focuses on strategies and reasoning types employed by pre-service elementary teachers throughout generalization and justification processes. Data were collected from 32 pre-service elementary teachers who were enrolled in the Elementary Teacher Education program of a university, Turkey. During the data collection process, these pre-service teachers were first asked to generalize a non-linear figural pattern task and were then asked to justify their generalizations. To analyze the pre-service elementary teachers’ written answers for the task considering reasoning types for both generalization and justification, data reduction and constant comparative methodologies were used (Miles, Huberman, & Saldana, 2014). The findings indicated that the pre-service teachers were better able to find a rule for the pattern using the explicit strategy. It was also found that although these pre-service teachers used different types of reasoning which were numerical reasoning, figural reasoning, and pragmatic reasoning, figural reasoning was the most frequent one throughout the generalization process. Reasoning types for justification by the pre-service teachers fell into two categories: inductive and deductive. Most pre-service teachers resorted to inductive reasoning; however, there were a few pre-service teachers who referred to deductive reasoning. In addition, the pre-service teachers who articulated figural reasoning to generalize appeared to be more successful in justifying their developed rules deductively.

This study aimed to examine the attitudes of pre-service music teachers towards teaching profession and their teaching self-efficacy beliefs. The attitudes and self-efficacy beliefs of pre-service music teachers towards teaching profession were compared based on the variables of gender and academic achievement. The research sample consists of 262 pre-service music teachers studying in the faculties of education in Turkey. Personal information form, attitude scale towards teaching profession and teacher self-efficacy beliefs scale were used in the research. The findings showed that the pre-service teachers’ attitudes and self-efficacy beliefs towards teaching profession are high. In addition, pre-service teachers’ attitudes and self-efficacy beliefs towards teaching profession differ according to their gender and level of academic achievement. A significant relation was found between pre-service teachers’ self-efficacy beliefs and attitudes towards teaching profession.

CoRe is one of the Pedagogical Content Knowledge (PCK) representation that it important for pre-service chemistry teacher. This study aimed to analyze the correlation among pre-service teachers’ understanding of curriculum (UC), understanding of context-based learning (UCB), self-efficacy (SE) and the ability for designing Content Representation context-based chemistry (CoRe-CBC). A correlational study was conducted on 41 pre-service chemistry teacher of postgraduate program. Pre-service teachers’ understanding of curriculum was assessed using a 30-item of multiple choices. The 6-open ended questions were used to measure the understanding of context-based chemistry learning. Students’ self-efficacy was assessed by a questionnaire with 18 items. A group of experts confirmed the construct and face validity of all the instruments. Data analysis used Pearson correlation and regression. The result showed a high correlation between UCB and ability for designing the CoRe-CBC also with UC. A low correlation occurred between UC and the ability for designing CoRe-CBC. The variable of UCB had the biggest effect on the pre-service teacher ability for designing CoRe-CBC. However, the pre-service chemistry teacher still had less understanding in context-based chemistry learning. This study suggests that pre-service teachers’ understanding of curriculum and context-based chemistry learning should be improved. It will useful to support the implementing context-based chemistry learning.

The aim of the current study is to determine the relationship between the emotional literacy skills and communication skills of the pre-service Turkish teachers. The population of the study employing the relational survev model based on discriptive model, is comprised of 249 pre-service teachers attending the Department of Turkish Teaching in Mugla Sitki Kocman University while the sample is comprised of 196 pre-service teachers who could be reached from the population without any sampling. As the data collection tools, a personal information form, the “Emotional Literacy Skills Scale (ELSS)” and the “Communication Skills Evaluation Scale” were used. In order to determine the emotional literacy and communication skills of the pre-service teachers, t-test was used in binary comparisons, and one-way analysis of variance (ANOVA) was used for comparisons having more than two dimensions. Pearson correlation coefficient was calculated to determine the relationship between the levels of emotional literacy skills and communication skills of the pre-service teachers. In the analysis of the collected data, descriptive statistics such as arithmetic means and standard deviations were used. As a result of the study, it was concluded that the levels of the emotional literacy skills and communication skills of the pre-service Turkish teachers are high. The pre-service teachers’ emotional literacy skills and communication skills were found to be varying significantly depending on gender in favour of the female pre-service teachers, yet, they were found to be not varying significantly depending on grade level. It was also found that with the increasing level of emotional literacy skills, the pre-service teachers’ level of communication skills also increased and that there is a positive, medium and significant correlation between their emotional literacy skills and communication skills.

PurposeThis study explored preservice and in-service early childhood teachers' online academic learning beliefs and strategies.Design/methodology/approachTwo hundred preservice and in-service teachers respectively from Taiwan participated in this research. A focus group discussion was carried out concerning the development of the questionnaires. The exploratory and confirmatory factor analysis confirmed good construct validity and reliabilities of the survey.FindingsThe survey results showed that in-service teachers generally held more sophisticated learning beliefs than the preservice teachers in all scales. Also, in-service teachers responded with a higher level of online academic learning strategies than the preservice teachers did. Regarding their online experiences, preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. However, preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. It was found that those in-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.Practical implicationsThe findings of this study could provide insights for the development of online academic learning ability in preschool teacher training programs.Originality/value(1) In-service teachers generally held more sophisticated learning beliefs than the preservice teachers. (2) Preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. (3) Preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. (4) In-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

This paper considers the perceptions and teaching practices of Turkish pre-service early childhood education teachers with regard to nature-based teaching. Nature-based activities rarely take place in Turkish early childhood education settings; accordingly, there is a clear need to develop pre-service teachers’ professional experience related to nature-based teaching to empower them to support children’s learning in natural environments. In this study, eight pre-service teachers applied nature-based teaching in a professional experience placement over a period of 10 weeks. Clarke and Peterson’s (1986) model of teachers’ thoughts and actions guided this study in terms of understanding pre-service teachers’ related perceptions and practices. Qualitative data were collected through activity plans and semi-structured interviews, the findings from which revealed that the implementation of various activities using natural materials and the natural environment increased pre-service teachers’ self-confidence related to nature-based teaching. The primary barriers to the implementation of nature-based teaching activities were reported as being the attitudes of families and school management, weather conditions and pre-service teachers’ lack of knowledge of nature-based pedagogies. These barriers could be addressed by supporting pre-service early childhood teachers’ professional development and by affording them more opportunities to perform nature-related activities in early childhood settings.

Pre-service teachers learn a lot about educational practice, especially regarding formative assessment, through noticing. For this reason, pre-service teachers’ noticing ability determines the learning process regarding formative assessment. Thus, understanding and analyzing pre-service teachers’ noticing skills is very important. This research is a descriptive qualitative research which aims to analyze the observations of pre-service teachers regarding formative assessment using a video. Data collection was carried out using video task analysis regarding formative assessment. This study involved 69 pre-service elementary teachers. The results of the task analysis were coded with the theoretical coding method. The results of the coding were then analyzed descriptively. The focus of noticing for pre-service elementary teachers is the greatest (71%) on the questioning loop aspect, while other aspects are less than 50% of the participants. No one pre-service elementary teachers observes the five aspects of formative assessment. For the quality of noticing an average of 2.25-2.85 or between the descriptive level and validation.The characteristics of the focus of pre-service elementary teachers’ noticing regarding formative assessment tend to focus on the questioning aspect and are not comprehensive. Most of the noticing quality of pre-service elementary teachers regarding formative assessment is still at the descriptive and validation level.

The purpose of this study is to explore what mathematics perceptions are held by pre-service teachers. Sixty-eight pre-service elementary school teachers enrolled in a mathematics content course for elementary school teachers completed Mathematics Perceptions Survey (MPS) to measure their mathematics perceptions. All items were presented in the form of a 7-point rating scale. The questionnaire contained questions related to pre-service teachers’ perceptions of what mathematics is and how to do well in it, what mathematics solutions should be, how mathematics problems can be solved, how mathematics should be taught, and how mathematics is learned, mathematics genius to do mathematics, the nature of school mathematics, and student motivation. Findings indicated that the beliefs pre-service elementary school teachers reflected in the instrument items were in line with the current reform movements in mathematics education. The pre-service elementary school teachers generally indicated positive beliefs to the questionnaire items about mathematics. For instance, they gave importance to appreciate developing different ways of solutions to the same problem, why a solution to a mathematics problem works, think in mathematics can be creative and discover things by themselves, and apply mathematics knowledge and skills to real life. However, the results revealed that the pre-service elementary school teachers held several moderate and negative beliefs. The data indicate that pre-service elementary school teachers’ definition of mathematics reflects more of a subject that is all about symbols, numbers, equations, formulas, and procedures that are to be memorized. The results also indicated that pre-service elementary school teachers do not agree that the subject matter is interesting, and that learning the discipline will help them think clearly. Motivation is among the most powerful determinants of students’ success or failure in school. These results suggest that mathematics educators need to develop pre-service teachers’ motivation towards mathematics; help pre-service teachers understand and value the need for perseverance in solving mathematics problems; and help students realize the connections between the mathematics they learn in school and the mathematics-related fields that might interest them.