Changes In Preservice Teachers Research Articles

Instructional Coaching Personnel and Program Scalability

Abstract Instructional coaching is an attractive alternative to one-size-fits-all teacher training and development in part because it is purposefully differentiated: Programming is aligned to individual teachers’ needs and implemented by an individual coach. But, how much of the benefit of coaching as an instructional improvement model depends on the specific coach with whom a teacher works? Collaborating with a national teacher training and development organization, TNTP, we find substantial variability in effectiveness across coaches in terms of changes in preservice teachers’ instructional practice (roughly 0.25 to 0.3 standard deviation from our preferred sample and models). The magnitude of coach effectiveness heterogeneity is quite similar to average coaching program effects on teaching practice identified in other research. Through a set of alternative model specifications and permutation tests, we rule out the possibility that our estimates of coach effectiveness heterogeneity are driven by nonrandom sorting of coaches to teachers, at least on observable characteristics available in our data, as well as the possibility that these estimates are simply statistical noise. These findings suggest that identifying, recruiting, and supporting highly skilled coaches will be key to scaling instructional coaching programs.

Publisher Correction: Professionalisation for inclusive mathematics–teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy

Publisher Correction: Professionalisation for inclusive mathematics–teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy

Professionalisation for inclusive mathematics—teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy

Traditionally, in many countries there exist different teacher education programs for special education and for regular or inclusive education, not at all with similar underlying paradigms for teaching and learning or similar definitions and understanding of the term inclusion. In this context, one central question is how to define inclusive mathematics education, how to address the manifold aspects, and how to reduce discrimination and marginalization. On the one hand, teacher education programs might focus on diverse groups and specific students, like students with special needs and integrate important questions of special education. On the other hand, teacher education programs might take explicitly a broader perspective, considering the mathematical learning of all students and not taking a specific focus. In this contribution we present research results of the project ProViel (‘professionalisation for diversity’) to discuss how a teacher education program can be designed to address both with the underlying paradigm of making mathematics accessible for all students, and what role pre-service teachers’ beliefs as well as their self-efficacy might play. The project aimed at subject-specific concept development and research concerning teacher education for inclusive mathematics on the primary level, considering different points in time within the whole education program. Quantitative data of pre-service teachers’ beliefs and self-efficacy have been analysed, while they participated in different university courses and a practical phase at school. Key findings of this study are, that pre-service teachers’ beliefs about student achievement and their self-efficacy for inclusive mathematics teaching changed during the teacher education program.

Theorizing Filipino Pedagogical Beliefs: Narratives of Preservice Elementary Teachers’ Before and After Teaching Immersion

The purpose of this paper is to examine selected preservice elementary teachers' pedagogical beliefs before and after the teaching immersion program using Calderhead's Five Aspects of Pedagogical Beliefs. It aims to uncover meaningful experiences, challenges, and factors that contributed to the change in preservice teachers' pedagogical beliefs. This study employed a qualitative narrative research design with six preservice elementary teachers. The data revealed that the preservice teachers' beliefs significantly changed after the teaching immersion program. The factors contributing to their changes were time constraints, classroom management, and pedagogical responsibilities. However, two factors transcended Calderhead’s framework. Thus, the development of an enhanced framework, Seven Aspects of Pedagogical Beliefs, to include the participants’ beliefs on school culture and mentoring practices. The results of the study provide the pedagogical beliefs, meaningful experiences, challenges, and changes in pedagogical beliefs of pre-service teachers. However, the study is limited to Bachelor of Elementary Education. The study reveals that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. This study uses a qualitative approach to provide a comprehensive picture of preservice teachers' pedagogical beliefs. Given that their beliefs differed before and after their teaching immersion, it is vital to provide new insights into the factors causing this difference.

Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning

In a rapidly changing and challenging world, teachers as influential social agents can play an important and promising role to guide through but also bring about positive change to individuals and society as a whole. This potential stresses the importance of professionalization of teachers and the need for elaborate learning settings to equip (future) teachers as psychologically literate and reflective practitioners who systematically reflect and integrate practice and (psychological) theory. As part of the preservice teachers’ psychology curriculum, we implemented a theory–practice learning setting in their educational foundation studies that aims at fostering preservice teachers’ psychological literacy. Specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. This study addresses the didactical concept of teaching psychology to non-psychology students and the results from its evaluation. In a quasi-experimental pre-posttest design with comparison group ( Nintervention = 46; Ncomparison = 102), we analyzed the effects of the seminar on the preservice teachers’ reflexivity, their beliefs about the theory–practice relationship and their agency. Results indicate that beliefs about the theory–practice relationship and the levels of reflection significantly increase through the practice task in the intervention group, but reflexivity and agency does not.

Combined Teaching Strategies as an Attitude Changing Tool Towards Inclusive Education

This study examined the change in the attitudes of 70 Israeli Arab pre-service teachers for special education and their professional development resulting from combining three teaching methods (personal diaries, case studies and theoretical models) in a one-semester course. This mixed-methods study included close-ended questionnaires, open-ended questions and personal diaries. Data analyses indicated that the combination of these teaching methods significantly contributed to positive change in pre-service teachers’ attitudes towards students with special needs. It was found that keeping a diary served as a channelling factor for positive cognitive changes, emotional experiences and physical sensations, which pre-service teachers experienced throughout the course. In addition, the case study analysis contributed to acquisition of theoretical knowledge and understanding, and the development of critical thinking.

가상현실 기반 예비교사 에듀테크 프로그램 개발 및 적용

The paper aims to understand developing and applying a program for digital competence and awareness change of pre-service teachers and to analyze experience following the need to build an EduTech environment and foster digital literacy suggested in the 2022 revised national curriculum. The Tyler model, providing a rational process, was used to develop systematic programs. The evaluation was designed to check the changes in pre-service teachers' perceptions of EduTech, and a survey was planned to analyze the educational experience. A 6-times blended learning program was developed, and a virtual space and learning tools were produced. After applying the program, the results of the paired sample t-test showed a significant mean increase in the change of pre-service teachers' perceptions. It is hoped that study will effectively cultivate the EduTech capabilities of pre-service teachers and change their perceptions to respond to social changes.

PCK 함양을 위한 초등 예비교사의 국악 실기 수업 설계 및 실행

This study explored the professional knowledge (PCK) of Korean traditional music that pre-service elementary school teachers should have designed classes to cultivate it, conducted practical Korean music classes for pre-service elementary school teachers, and looked at the changes in cultivation. The study was proceeded as follows.
 First, PCK which is the professional knowledge of Korean music required for pre-service teachers was reviewed through previous research, and subject knowledge, teaching method knowledge, and student understanding knowledge were selected as necessary knowledge. second, In order to foster professional knowledge of Korean traditional music for pre-service teachers, the class design applying PCK was specified. Third, In order to form PCK in the designed class plan, teaching steps such as understanding the concept-exploring the concept expression of practical skills-application and execution of practical skills-internalization of practical skills-evaluating practical skills' are set, and based on this, Korean traditional music practical classes are conducted. conducted by pre-service teachers. Fourth, Through the distribution of questionnaires before and after class and the class diaries were submitted by pre-service teachers after mock lessons, changes in pre-service teachers' PCK cultivation could be confirmed. 
 As a result of the study, it was confirmed that there was a significant improvement in all professional knowledge of Korean music after conducting practical Korean music classes using PCK. In addition, it was confirmed that the prospective teachers gained confidence in the future Korean music class and that there was a change in their perception of the class. Through the above research results, it was confirmed that the practical education of Korean traditional music applied with PCK is effective for the development of professional knowledge for pre-service teachers and positively changes the perception of Korean traditional music education. Based on this study, research on Korean traditional music classes based on PCK should be systematically and diversely conducted, and research should be continued to prepare developmental measures to cultivate professional knowledge of traditional Korean music in pre-service teachers.

Effects of Short-Term Natural Environment Exposure on Preservice Teacher Well-Being

This study explores changes in well-being for 16 preservice teachers in natural and simulated professional development environments. The Rumination Questionnaire and Profile of Mood States (POMS) were used as indicators of well-being. A follow-up survey assessed changes in preservice teachers’ well-being strategies four months later. Compared to the professional development setting, the natural environment positively affected rumination and POMS scales of Tension-Anxiety, Confusion-Bewilderment, Esteem-Related Affect, and Total Mood Disturbance. Follow-up data found that participants agreed that spending time in natural settings improved their well-being; however, time constraints limited doing so. Conclusions suggest that preparation programs consider including nature-based experiences as one strategy for developing teacher well-being. 
 Keywords: Preservice Teachers, Well-Being, Resilience, Environment, Professional Development

Promoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issues

ABSTRACT This mixed-methods study explored changes in preservice teachers' (PSTs) understanding of the nature of science (NOS) and their values as global citizens after a place-based intervention augmented with role-play activities concerning climate change. The study further probed how these values manifested during role-play improvisations, where participants adopted the roles of global citizens. Conducted in Turkey with 20 PSTs, it integrated local field trips and role-play scenarios focused on climate change. We led PSTs on excursions to locales such as hydroelectric power plants, enabling interactions with the environment and local individuals, and facilitating role-play on climate-related issues. Within these scenarios, we employed a contextualized NOS approach to foster a comprehensive grasp of the NOS. Data was collected using the 'Character and Values as Global Citizens Assessment' scale, interviews, and video-recorded role-plays. Results indicated that the place-based SSI intervention enhanced PSTs' perspectives on NOS and cultivated their global citizen values. The values demonstrated in role-play improvisations shifted based on the scenarios. Consequent to these findings, the study recommends purposefully designing role-play scenarios targeting specific value domains for enhancement. It recommends involving students in local issues and using NOS-enriched role-play scenarios to bolster their values, and NOS understanding and diversify their argumentative perspectives.

Examining preservice teachers’ perceived performance while student teaching: A longitudinal study

With this study, we sought to fill a gap regarding preservice teachers’ self-evaluation during the student teaching experience. An instrument was created and validated for use as a weekly self-evaluation tool for preservice teachers during the student teaching internship. This instrument encourages preservice teachers to self-assess and use self-regulated learning strategies during their student teaching experience. The finalized instrument should be used in conjunction with other activities of the student teaching portfolio to meet the phases of self-regulated learning (forethought, performance, and self-reflection). The purpose of this study was to examine the change in preservice teachers’ perceived performance over time during the 14-week student teaching internship. The objectives of this study were to describe preservice teachers’ performance scores and examine the variance in preservice teachers’ self-reported performance scores over the student teaching internship. Means and standard deviations for each of the five constructs during the 14-week period are reported. The self-evaluation scores of all five constructs of the validated instrument show an upward trend over the 14-week student teaching internship, with peaks and valleys scattered throughout. Research should continue with the goal of identifying the reasons for the peaks and valleys in weekly self-evaluation data.

Correction to: Investigating changes in preservice teachers’ conceptions of technological literacy

Correction to: Investigating changes in preservice teachers’ conceptions of technological literacy

Exploring preservice teachers’ belief changes during early childhood education teaching practicum in China: A case study

ABSTRACT This study explored changes in preservice teachers’ beliefs about teaching in early childhood education during teaching practicums in China. Data from four preservice teachers’ beliefs were collected through interviews and reflection journals. Based on Bronfenbrenner’s theory, an ecological system framework was used to explore the change factors. The findings indicated two change orientations: elaboration and integration. Elaboration incorporated situated reflection, positive emotions, and interactions with children and mentors to explain belief change. Consistency between practices and beliefs with positive emotions and strong agency reinforced their beliefs. Integration of beliefs can be ascribed to teaching dilemmas that arouse negative emotions, parental expectations, and the field school’s culture, which weaken agency and social culture in the ecological framework’s nested system. Therefore, belief change can be attributed to individual factors that interact with the ecological system. The study elucidates how changes occur in preservice teachers’ beliefs. Teacher education programmes should address the constraints and enabling factors during teaching practicum.

Mobile learning: Pre-service teachers' perceptions of integrating iPads into future teaching.

This study investigated pre-service teachers’ perceptions of using iPads in teaching, with a focus on motivation to adopt iPads, iPad-integration self-efficacy, and intention to adopt iPads for future teaching. Changes of pre-service teachers’ perceptions of using iPads over time as well as the relationships of motivation, self-efficacy, and intention for iPad adoption were examined. Participants were pre-service teachers from a university in the northeastern United States. Data were collected using online pre- and post-surveys. Quantitative and qualitative approaches were performed to analyze the data. Results indicated that there were significant changes in pre-service teachers’ motivation and intention to adopt iPads before and after their participation in a mobile learning project. Motivation and iPad-integration self-efficacy were significant predictors of pre-service teachers’ intention for future adoption. iPad ownership and prior experience with iPad-integrated lesson plans were potential factors that had a significant impact on pre-service teachers’ perceptions of using iPads in future teaching. Pre-service teachers’ perceived advantages and disadvantages of using iPads were reported and discussed. The findings of this study not only contribute to the understanding of iPad integration among pre-service teachers, but also provide an evidence on the positive influence of iPad-integrated activities on pre-service teachers’ perceptions of using iPads for future teaching.

Investigating changes in preservice teachers’ conceptions of technological literacy

Investigating changes in preservice teachers’ conceptions of technological literacy

Preservice early childhood teachers’ science conceptual changes with STEM-based science activities

Developing positive attitudes towards science and scientific process skills at an early age enables children to become more successful in the fields of science. However, in order to provide this education in early years, it is necessary to use scientific concepts correctly and appropriately by teachers and parents. This study investigated the effects of STEM-based science education practices on the science conceptual changes of preservice teachers. One-phase experimental embedded pattern design, one of the mixed-method research, was used in the study. The study group consisted of 20 (16 women, 4 men) preservice teachers (PST) who were enrolled in an undergraduate course titled Science Activities for Preschoolers. In addition, data were collected from the Science Concepts Form, STEM-based science activities plans, and application videos. The study results showed that STEM-based science activities positively impacted the science-related conceptual changes of preservice teachers. Especially, preservice teachers’ conceptual changes were increased in stone and soil, living and non-living thnigs, and force, motion and balances concepts. Furthermore, it has been determined that this program supported teachers in correcting misconceptions in different science subjects (ex. Earth and space science, life science, physical science) and using concepts correctly. The study results suggested that STEM-based science education practicess are important for teacher’s science understanding and using in classroom.

Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach

This paper reports on changes in preservice teachers' reflections and metaphorical professional identities during the teaching practicums in China using dialogical-self and positioning theories. Drawing upon 66 written metaphorical accounts, reflective journal entries, and three rounds of semi-structured group interviews, this study identified that the participants continually enacted their multiple I-positions, which encompass four trajectories: (1) promoter position (confirmation/consolidation of I-positions), (2) meta-position (elaboration and expansiveness of I-positions), (3) re-positioning and third position (contradiction and disequilibrium of I-positions), and (4) reflexive positioning (stability and minor change of I-positions). Additionally, this study confirms that metaphors act as powerful cognitive frameworks in gaining in-depth insights into preservice teachers' dynamic and evolving professional identities in learning-to-teach settings. Implications for facilitating preservice teachers’ metaphorical professional identity (trans)formation and reflection in the teaching practicum context are discussed.

Social Media for Teaching and Learning: A Technology Acceptance Model Analysis of Preservice Teachers’ Perceptions During the COVID-19 Pandemic

The Covid-19 pandemic has resulted in the adoption of lockdowns, social distancing, and quarantines as measures to contain the spread of the coronavirus, forcing education spaces in both developed and developing economies to suddenly shift towards adoption of emergency online teaching and learning. However, developing economies were lagging in the migration to online teaching and learning strategies due to incapacity and lack of resources such as formal learning management systems (LMS) that support the migration. Social media use has been identified as an alternative given the sharp rise in social media (SM) presence and activities around the world by individuals of different age, regardless of economic status, during the lockdowns. A few studies have been conducted on the perceptions of SM use by preservice teachers in a developing country context. Through the technology acceptance model (TAM), this study applied a mixed methods approach to examine perceptions of preservice teachers on SM use in teaching during the practice periods. Results revealed that preservice teachers perceived SM platforms as mainly for social purposes rather than educational purposes, despite their high usage of WhatsApp and YouTube. The study recommends initiatives to change preservice teachers’ mindset as part of teachers’ professional development to get them to appreciate the usefulness of SM platforms in education contexts.

Changes in Pre-service Teachers’ Planned TSPCK in Stoichiometry After a TSPCK-based Practicum

Topic-specific pedagogical content knowledge (TSPCK) enables teachers to transform pedagogically difficult content for specific science topics into forms more easily understood by learners. In science teaching, there is evidence pointing to poor learner performance in key chemistry topics such as stoichiometry. This paper reports on the changes in pre-service teachers’ (PSTs) planned TSPCK in stoichiometry. This follows after the practicum that explicitly targeted the development of planned TSPCK for stoichiometry in the methodology class for physical sciences. The study followed a mixed-methods research design and case study as a research strategy. The participants were 10 PSTs in their final year of study for a Bachelor of Education. Quantitative and qualitative data were collected as a set of tests on TSPCK, applied both pre- and post-practicum, using TSPCK tools developed and validated in an earlier study. In both cases, data were analysed using the Rasch method. The distribution of both person and item measures was valid for measuring PSTs’ planned TSPCK. In each test, they fell within the conventional fit statistical range of −2 to +2. All of the reliability indices had values ≥ 0.6 and hence were considered to be acceptable. The findings in this study indicated a measured improvement in the quality of TSPCK among the PSTs. In addition, PSTs experienced TSPCK components used in planning to teach stoichiometry at different levels of difficulty. This paper recommends further research exploring how such practicum programmes facilitate changes in PSTs’ planned TSPCK and what agencies contribute to these changes in planned TSPCK.

An Examination of Primary School Mathematics Pre-Service Teachers’ Scores in Calculus-I Course According to the Updated Curriculum: The Case of Derivative Concept

This study aims to examine the change in pre-service teachers’ Calculus-I course passing scores in the undergraduate curriculum of primary school mathematics teaching program through comparing the previous curriculum and the new curriculum updated in 2018. This study is a causal comparison study, as it aims to compare the existing differences. The study group of the research consists of 212 pre-service teachers in primary school mathematics education department at a state university in the Aegean region, Turkey. The data within the scope of the research were obtained from the Calculus-I course midterm and final exams of the pre-service teachers in the previous curriculum (2016-2017 fall and 2017-2018 fall) and in the updated curriculum (2018-2019 fall and 2019-2020 fall). The courses were taught by a single instructor in all semesters, and an interview was conducted with the responsible instructor about the course. In the study, when the effect of the university placement score was held constant, whether the Calculus-I course passing scores differed according to the previous and updated curricula was examined by nonparametric covariance analysis. The study revealed that the average of the university placement scores of the pre-service teachers in the previous and updated curricula was very close to each other, but the average scores of passing the Calculus-I course were statistically higher in the previous curriculum than in the updated one. The main reason for this is thought to be the reduction of the Calculus-I course hours in the new curriculum.