Attitudes Of Pre-service Teachers Research Articles

Attitudes of preservice teachers having pedagogical formation certificate training towards instructional technology and material design course

The purpose of this study was to determine the attitudes of the trainees registered in Pedagogical Formation Certificate Program (PFCP) towards the Instructional Technologies and Material Design (ITMD) course and to analyze whether these attitudes differed according to gender, department and level of grade. The data were obtained from totally 110 trainees including 78 females and 38 males. In addition to the personal information form, the Attitude Scale towards ITMD Course was used as the data collection tool. The scale had three sub-dimensions as effectiveness, admiration and denial, and the internal consistency coefficients calculated for the current implementation were between .99 and .77. It was understood that the trainees regarded the ITMD course effective enough to be considered good, admired the course at a moderate level, and did not neglect the course very much. It was noticed that female trainees found the course more effective and admired it more rather than the male trainees. The trainees in the English group were determined to consider ITMD course more effective than the trainees in the philosophy group. Moreover, it was proved that the students in the English group admired more rather than the trainees in the theology and philosophy groups. The graduate trainees regarded ITMD course more effective than the ones who were still students.
 
 Keywords: instructional technologies, information technologies, instructional technologies and material design, attitude towards itmd course;

The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017

This study examines the effect of teacher education courses for technology integration (TECTI) on preservice teacher attitudes and beliefs from 2007–2017. Technology attitudes are the affective stances leading to observable technology integration behaviors. Technology beliefs are the pedagogical beliefs on teaching and learning with technology. Subgroup analyses were executed to examine course design features (e.g., observation) within TECTI and study features theorized to moderate outcomes. The process examined k = 34 and k = 12 independent effect sizes for attitudes and beliefs, respectively. This results showed significant, positive effect of the effect size (ES) on attitudes at ES 0.646 (CI 0.477, 0.815), and beliefs at ES 0.302 (CI 0.008, 0.596) using random-effects models. The subgroup analyses showed some significant results. A full discussion with limitations and future research is provided.

Professional Dispositions of Graduate Pre-service Mathematics Teachers among Three College of Teacher Education in Ethiopia

The general objective of this study was to examine the professional disposition (attitude and self-efficacy) of pre-service teachers hold at the end of teacher education programs in terms of gender and modality. To do this, we used a quantitative research approach. The source of data was 3rd-year mathematics pre-service teachers who have graduated in the 2018/19 academic year. The study used self-reported questionnaires. Thus, 536 (309 male and 227 female) third-year pre-service mathematics teachers from the three sampled institutions (Kotebe metropolitan university, Hawassa college of teacher education, and Arba Minch college of teacher education) and trained under three modalities (generalist, specialist, or linear) have participated. The result showed that the ongoing teacher education program helps them to have a strong attitude and self-efficacy towards mathematics and mathematics teaching without gender difference. However, variations were observed in attitudes and self-efficacy across modalities. In general, it can be concluded that the teacher education program helps pre-service mathematics teachers to develop a strong attitude and self-efficacy towards mathematics and teaching mathematics. Therefore, it is recommended that further qualitative and detailed analysis should be conducted in order to find which part of the education system or educational inputs help pre-service mathematics teachers in colleges of teacher education to develop positive attitude and self-efficacy towards mathematics and teaching mathematics and should be shared to other universities and colleges.

What Physical Education Trainees Think about Teaching Profession and Mentoring during a TVET Practical Traineeship?

The attitude of futures teachers of physical education and mentorship, are two mainvariables that may affect the number of student teachers being part of the profession, particularly in physical education universities that offer technical and vocational education and training (TVET).Therefore, the purpose of this study is to investigate attitudes of pre-service teachers toward the physical education teaching profession. In addition, this research attempts to understand whether the relationship between mentors and students affects the transfer of learning from the university during a practical teaching internship.This is a quantitative study using a questionnaire to examine attitudes towards the teaching profession and understand the views on mentoring of 169 physical education students in Tunisia to illustrate the importance of professional mentoring work.A descriptive statistics including means and standard deviations were used to describe each item and the mean of all items for each scale. In this context, SPSS (Statistical Package for Social Sciences) 16.0 software was applied.It was revealed that student teachers' answers were significantly higher while taking into consideration both of university teaching methods and of advice of university supervisor. These findings pave the way for integral implications: a greater transition from university learning to practice, producing future teachers who are ready to integrate and implementing university practices in a new context.

Pre-service Parents Teachers’ Attitude and Perceived Challenges about Inclusive Education in Ghana: The Ghanaian Inclusive Education Policy

The inclusion of learners with special educational needs into regular schools is a significant pillar in the New B. Ed Basic Education Curriculum for teacher education in Ghana. Based on this, the study aimed at finding the attitude of pre-service parent teachers and their perceived challenges about inclusive education in Ghana. The study employed a convergent mixed method with a sample of 112 sandwich pre-service parent teachers at the Gambaga College of Education. The quantitative research approach consisted 10-item questionnaire scale adapted from the works of Paseka and Schwab (2020) on ‘Parents’ Attitude towards Inclusive Education’ (PAIE) scale. Data was collected using both the questionnaire and focus group discussion. The analysis of quantitative data involved the use of multiple statistical procedures; frequency counts, simple percentages, and standard deviation, while the inductive thematic analysis (ITA) was used to analyse the qualitative data. The findings revealed that the pre-service parent teachers have positive attitude towards inclusive education. They believed that Ghanaian teachers will be able to recognize their children’s strengths and support them with the appropriate contents in inclusive classroom and they can also work well in a good relationship with learners with special educational needs. However, they stressed on some few challenges that may hinder the effective implementation of inclusive education in Ghana. Among the challenges included inadequate resources and the lack of peaceful cooperation among learners in inclusive environment (such as stigmatization). It is therefore recommended that the government and other significant stakeholders ensure that these challenges are remedied for effective implementation of inclusive education in Ghana.

Exploration of Preservice Teacher Attitudes Towards Disability

ABSTRACT Community colleges have a significant role in preparing early childhood educators who will likely one day teach in inclusive classrooms. Inclusive education models educate children with disabilities alongside their non-disabled peers, promoting acceptance, decreasing discrimination, and fostering a society in which everyone lives and works together. Teachers’ experiences in working with children who have disabilities and attitudes toward disability affect teacher behavior and practice. The preservice teacher training years are important for preparing teacher candidates to teach in inclusive classrooms; thus, it is imperative that teacher educators have knowledge of methods that will positively impact teacher attitudes toward disability and offer experiences in classrooms with children who have disabilities. This study investigated the effect of an introductory special education course at a community college that included a fieldwork component in inclusive classrooms, as well as the ability status of the course’s professor on early childhood preservice teachers’ attitudes toward disability. Mixed methods pre- and posttest data was collected from 108 students enrolled in a large urban community college’s teacher education program. Students attended class in-person with a professor who had a disability, in-person with a professor who did not have a disability, or online. Posttest results indicated that student attitudes toward disability became significantly more favorable after completing the course, but the professor’s disability status did not influence the change. While there were positive changes, some students continued to objectify disability and perceive disability with a deficit lens. Further research is needed to foster positive attitudes toward disability in teachers.

Pre-Service Teachers’ Attitude toward Internet Use in Learning and Their Academic Achievement

The internet has helped us spreading knowledge in a very swift manner and to make its accessibility available for almost everyone. It can offer the possibility to help learners, with the right attitude, to achieve better in their respective fields. This study tries to investigate the attitude of pre-service teachers in an English Education Study Program in South Sumatra toward internet use in their teaching and learning process; and to check its relationship with their academic achievement. All active students, 157 in total, in an English Education Study Program in South Sumatra, Indonesia were taken in as the subjects of the study. The data were collected using Attitude toward Internet Use in Language Learning Questionnaire and students’ cumulative GPA. The results revealed that most of the pre-service teachers showed a moderate level of positive attitude toward internet use (77.71%, 21.02% for high level, 1.27% for low level) with affective aspect as the dominant factors for the attitude (followed by behavior and cognitive aspects respectively). Furthermore, the results of the Pearson correlation indicated that there was a significant fair positive association between pre-service teachers’ attitude toward internet use in learning and academic achievement, (r(157) = .443, p = .001). This study also provided some implications and recommendations for further research.

Effect of Inquiry-Based Biology Laboratory Applications on Scientific Process Skills, Attitude, Self-Efficacy and Self-Confidence

This study examined the effects of inquiry-based biology laboratory applications on pre-service biology teachers’ scientific process skills, attitudes, self-efficacy, and self-confidence in the laboratory. In this context, many related tests and scales were applied to first-year students of biology education (N=25). The research adopted the pre-test and post-test control group model. The results showed that laboratory practices based on both the corroborative and the guided inquiry approach increase the scientific process skills of the prospective teachers. Guided inquiry-based laboratory practices have increased the attitudes of pre-service biology teachers toward laboratory lessons. However, self-efficacy and self-confidence of the pre-service teachers taking part in corroborative laboratory practices increased, while guided inquiry methods did not have a significant effect on self-efficacy and self-confidence. The findings of the study highlighted the importance of a guided inquiry approach in the laboratory applications related training of pre-service biology teachers.

Sınıf Öğretmeni Adaylarının Sürdürülebilir Kalkınmaya Yönelik Tutumları

The purpose of this study is to analyze the attitudes of pre-service classroom teachers towards sustainable development with respect to the level of development of the city they live in and their fathers' and mothers’ education level. Survey design was used in the study. The participants consisted of 1008 pre-service classroom teachers in 12 universities across Turkey. The data was collected through a data collection tool designed by the researcher. To analyze the data, descriptive statistics and inferential statistics (MANOVA) were used. The results of descriptive statistical analyses revealed that pre-service classroom teachers had positive attitudes towards sustainable development. The results of MANOVA analysis demonstrated that the level of the development of the city they live in affects pre-service classroom teachers’ attitudes towards sustainable development, whereas their parents’ education level did not affect their attitudes.

A reexamination of pre-service physical education teacher attitudes toward school-based health-related fitness testing in the USA

Pre-service physical education teachers (PPETs) may be implementing health-related fitness testing (HRFT) in schools in the future. Thus, exploring their attitudes toward HRFT would help us understand physical education (PE) teachers’ attitudes toward HRFT. This study investigated PPET attitudes toward HRFT in the USA and the effects of teacher characteristics (i.e. gender, ethnicity, year in university, and previous experience with fitness tests) on attitudes. A total of 501 PPETs (283 males, 56.5%; 218 females, 43.5%) aged 28.12 years (SD = 7.34) were included. The previously validated PPETs’ attitudes toward HRFT survey was used to collect the data using Amazon’s Mechanical Turk. Confirmatory factor analysis and Cronbach’s alpha were first used to examine the validity and reliability of the instrument. Then analysis of variance and multivariate analysis of variance were performed to test overall attitude differences and attitude subdomain differences in teacher characteristics, respectively. The results generated by the reliable and valid scale indicated that only slightly positive overall attitudes toward HRFT were found among PPETs. Year in university had a significant effect only on the cognitive component of attitude. PPETs’ previous experience with fitness tests had significant effects on all aspects of attitudes. No gender or ethnicity differences were found, however. More efforts are needed to improve fitness education in both higher education and K-12 PE programmes in order to help students develop positive attitudes and experiences toward HRFT. Future studies should focus on exploring how PETE programmes prepare PPETs for using HRFT in K-12 programmes.

Measuring the Attitude of Pre-Service Teachers towards the use of Computer in Mathematics at University Level

Integration of computers in teaching-learning has been a positive development in the field of education. However, there is a dire need of knowing the use of computers in teaching. Therefore, it is necessary to study the attitude of pre-service teachers related to the use of computers in instructional practices of Mathematics. The current study aims to explore the attitudes of pre-service teachers towards the use of computer in teaching Mathematics. A quantitative approach was used within it descriptive cross-sectional survey research design was adopted. The sample of present the study consists of (n=111) pre-service teachers of teacher training colleges. The reliability of the study was found as Cronbach α=.778. The results revealed that the pre-service teachers have an encouraging attitude towards the usage of computer in Mathematics. Overall, attitudes of pre-service teachers were supporting the idea of technological integration in Mathematic.

Sosyal Bilgiler Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Tutumları İle Sınıf Yönetimi Öz Yeterlilik İnançları Arasındaki İlişkinin İncelenmesi1

Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları, mesleği icra edecekleri zaman sınıf içindeki yetkinlikleri ve mesleğe yönelik eğilimlerini etkileyen bir konudur. Bu araştırmanın amacı, sosyal bilgiler öğretmen adaylarının sosyal bilgiler öğretmenliği programını tercih etme durumları ile sınıf düzeylerine göre öğretmenlik mesleğine yönelik tutumlarını ve sınıf yönetimi öz yeterlilik inançlarını incelemek ve sosyal bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları ile sınıf yönetimi öz yeterlilik inançları arasındaki ilişkiyi ortaya koymaktır. Araştırmanın modeli nicel araştırma türlerinden ilişkisel tarama modelidir. Araştırma örneklemi, Doğu Anadolu Bölgesi’ndeki iki devlet üniversitesinde sosyal bilgiler öğretmenliği programına devam eden toplam 245 öğrenciden oluşmaktadır. Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları ile sınıf yönetimi öz yeterlilik inançları arasında bir ilişki olup olmadığını test etmek için de Pearson’s basit doğrusal korelasyon testi uygulanmıştır. Araştırmaya katılan öğrencilerin % 65.5’i sosyal bilgiler öğretmenliği programını isteyerek tercih ederken; % 33.5’i ise sosyal bilgiler öğretmenliği programını istemeyerek tercih etmiştir. Araştırma sonucunda öğretmenlik mesleğini isteyerek tercih eden öğrencilerin öğretmenlik mesleğine yönelik tutumları, programı istemeyerek tercih eden öğrencilerin tutumlarından anlamlı bir derecede daha olumlu olduğu görülmektedir. Sınıf düzeylerine göre ise öğretmenlik mesleğine yönelik tutumlarda anlamlı bir fark olmadığı görülmektedir. Öğretmenlik mesleğini isteyerek tercih eden öğrencilerin sınıf yönetimi öz yeterlilik inançları, programı istemeyerek tercih eden öğrencilerden anlamlı derecede daha yüksek olduğu fakat sınıf düzeylerine göre sınıf yönetimi öz yeterlilik inançlarında anlamlı bir farklılığın olmadığı görülmektedir. Sosyal bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları ile sınıf yönetimi öz yeterlilik inançları arasında pozitif yönde ve orta düzeyde bir ilişkinin olduğu ortaya çıkmıştır.

Attitudes of preservice kindergarten teachers toward the integration of computers and the reduction of the digital divide in kindergartens

Given the great importance of integrating computers into kindergartens and the fact that today such integration has been implemented only partially, there is a need for research to examine the factors that make it difficult to achieve this end. Thus our study focused on the attitudes of preservice kindergarten teachers regarding the integration of computers into early learning environments. We sought to examine: (a) the perception of preservice kindergarten teachers with regard to narrowing the digital divide to help reduce inequality among children in the kindergarten; (b) teachers’ feelings of threat or challenge when facing the integration of computers; and (c) correlations between various study variables. This was a mixed-method study, using a sample of 124 female preservice kindergarten teachers in Israel. The study found that the attitudes of preservice teachers toward integrating computers into kindergartens are mainly positive. The findings suggest that there is a higher chance for preservice kindergarten teachers to effectively integrate computers when they start working than for inservice kindergarten teachers who currently make limited use of a digital environment. This finding is encouraging and may indicate a higher degree of e-Readiness among recent graduates of kindergarten education programs.

Flipped-OCN Method in Mathematics Learning to Analyze the Attitudes of Pre-Service Teachers

Due to the learning difficulties in mathematics education, a new teaching methodology have been proposed for its improvement. Difficulties in mathematics learning indicate that students are not able to properly deal with resolving calculations and/or problems. This research examines the evolution of the attitudes of pre-service teachers’ (PSTs) toward mathematics learning when an open calculation based on numbers (OCN) method was followed in a flipped classroom. It was conducted in a general mathematics course, Primary Education bachelor’s degree during the course of 2019/2020. A total of 143 students participated in the study (230 students enrolled), with a pre- and post-test survey questionnaire. Based on the analysis of survey questionnaires, the obtained results demonstrated that the attitudes (own beliefs and conceptions (OB), positive (ATP), and negative (ATN) attitudes) of PSTs improved positively after completing the flipped-OCN method toward mathematics learning. Regarding the statistical analyses, all questions had a significant difference that showed the influence of the flipped-OCN method, improving the PSTs attitudes toward mathematics learning (p < 0.005). According to the structural equation modeling—partial least squares (SEM-PLS) analysis, it demonstrated that the components relation effects of OB, ATP, and ATN of PSTs toward mathematics learning, and the influence of their educational background. Finally, with the principal component analysis (PCA), it can be found out that the science and technology background were positively correlated after the flipped-OCN method comparing with the rest of PSTs. The influence of the proposed method indicated a significant improvement in these components. Therefore, the results concluded that this study allowed to draw a promising tendency about the PSTs’ attitudes toward mathematics learning with the OCN method in the flipped classroom. Additionally, these outcomes could advance our comprehension of how to help pre-service education for teachers’ enhancement and maturity of positive attitudes about themselves as future teachers. Then, it would be a fundamental piece in building logical and critical thinking and development for children.

Integrating communal content into science lessons: An investigation of the beliefs and attitudes of preservice teachers

AbstractDeveloping student capacity for the science, technology, engineering, and math (STEM) workforce requires not only better preparation in specific content and skills but also better preparation in understanding the goals that STEM fields can afford. In particular, stereotypic views that STEM fields lack communal opportunities to work with and help others dampen interest in pursuing STEM careers. This research project investigated preservice science teachers' (PST) beliefs about whether science careers afford communal goals, and then employed experimental methodology to assess reactions to science lessons that integrate communal content. PSTs perceived STEM fields as less likely than other fields to fulfill communal goals. Yet lesson plans that integrated communal applications were perceived as more likely to engage students. The communally‐oriented lesson plans were then further developed for dissemination. We discuss the opportunities and obstacles to integrating communal content into science education instruction.

Nanotechnology Attitude Scale Development Study for Pre-Service Science Fields Teachers

The aim of this study is to develop a measurement tool to measure the attitudes of pre-service teachers in science fields towards nanotechnology. For this purpose, a five-point Likert-type scale consisting of 55 items was applied to 373 pre-service teachers who are enrolled in science fields (Science, Chemistry, Biology, Physics) at the grades 1st, 2nd, 3rd, and 4th at a public university in Turkey. As a result of the exploratory factor analysis (EFA), it was determined that the scale had a 3-factor structure consisting of 24 items and the factors explained 55.854% of the total variance of the attitude variable. Verification of the model was tested by applying confirmatory factor analysis (CFA). The data used for CFA were obtained from 770 pre-service teachers who are enrolled in science fields at the grades 1st, 2nd, 3rd, and 4th at two different public universities in Turkey. The results obtained from CFA were in agreement with model obtained by EFA. Cronbach's alpha (Cr-α) reliability of the scale was calculated to be 0.926. Findings from the validity and reliability analyzes show that the scale is a valid and reliable measurement tool that can be used to measure pre-service science fields teachers’ attitudes toward nanotechnology.

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study

This study examined the knowledge, attitudes, and perceptions of inclusive education of pre-service teachers in Nigeria and South Africa by surveying 217 Nigerian and 266 South African pre-service teachers using a cross-sectional survey research design. A self-developed questionnaire was used for the data collection. The questionnaire was pilot-tested among pre-service teachers from a public university in Tanzania. Data were descriptively and inferentially analysed (means and standard deviations) using a 2 × 3 factorial multivariate analysis of variance (MANOVA). The study found a significant interaction between country and gender, with a significant main effect for gender as well as for country. The results indicated a significant MANOVA and a follow-up analysis of the variance test showed a statistically significant difference in the knowledge of pre-service teachers about inclusive education in terms of gender with female pre-service teachers having the highest mean score. The study also indicated a significant difference in the attitudes of pre-service teachers towards inclusive education in terms of their country, with Nigeria having a higher score than South Africa. The implications of a socially just society are discussed.

Investigation of Attitudes Toward Chemistry and Learning Experiences of Pre-Service Chemistry Teachers

The objective of this research was to investigate the level of students' attitudes toward Chemistry and Learning Experience (ATCLE). The research sample included 191 students (61 male and 130 female) from three universities; Universitas Negeri Mataram, Universitas Islam Negeri Mataram, and IK1P Mataram, Indonesia. The sample has been selected through cluster random sampling and snowballs random sampling. Mixed method research with a descriptive correlational survey model and a semi-structured interview was employed for the study. The data were collected by Chemistry Attitudes and Experiences Questionnaire (CAEQ) and an interview guide. Results showed no significant correlation in the level of attitude toward chemistry based on gender and grades. The finding also revealed that the attitude of pre-service chemistry teachers based on gender and grade were more positive towards research in chemistry than jobs related to chemistry. However, grades influenced the students learning experience, but there was no influence of gender on students learning experience. It is suggested that teachers need to develop a positive attitude toward chemistry and learning experiences of the students through inquiry-based learning practices.

Examining the relationship between pre-service mathematics teachers’ mathematical thinking level and attitude towards mathematics courses

Abstract: This study is correlational research and aims to investigate the relationship between preservice mathematics teachers' mathematical thinking levels and attitudes for courses in mathematics. We also examined whether gender, reasons for career choice, and academic achievement lead to significant differences in pre-service teachers' attitudes and mathematical thinking levels. Participants are 109 senior pre-service mathematics teachers from three different state universities that have similar conditions. Participants are selected via convenience sampling. Seventy-nine of the participants are female, and 30 are male. "Attitude scale for courses in mathematics" and "Mathematical Thinking Scale" are used to collect data. Data were analyzed by using SPSS package program. Pre-service teachers are found to have moderate attitudes while their mathematical thinking levels are at a high-level in the sub-domains of higher-order thinking tendency, reasoning, and problem-solving and at a moderate level in the subdomain of mathematical thinking skill. Pre-service teachers' attitudes for courses in mathematics have a significant moderate relationship with higher order thinking tendency, and reasoning and have a significant and weak relationship with problem-solving.