Changes In Preservice Teachers Research Articles

Changes in Pre-Service Teachers' Perception through the Training in Universal Design for Learning at the Introduction to Special Education Course

Changes in Pre-Service Teachers' Perception through the Training in Universal Design for Learning at the Introduction to Special Education Course

Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners

ABSTRACTThis quasi-experimental study explores changes in preservice teachers’ reported self-efficacy and knowledge of instructional strategies in supporting English language learners (ELLs) after participating in an electronic pen-pal project. Seventy-four preservice teachers (experimental = 35; control = 39) participated in this study. The intervention involved a semester-long online letter exchange between the experimental group and ELL pen-pal partners in public schools. The study addresses two questions: What are the effects of an E-Pal project on preservice content-area teachers’ (1) reported self-efficacy in supporting ELLs, and (2) knowledge about the nature of instructional supports for ELLs in mainstream classrooms? Questionnaire data were analyzed using several ANOVA tests. Overall, results suggested that the E-Pal project had a positive effect on the reported self-efficacy and knowledge of instructional support of preservice teachers who participated in the experiment compared to those who did not. These results suggest that incorporating technology in field experiences in teacher education programs is worth the investment.

Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes

This study examined the impact of an intervention, focused on professional noticing of children’s conceptual development in whole number and arithmetic reasoning, on preservice elementary teachers’ (PSETs’) professional noticing skills, attitudes toward mathematics, and mathematical knowledge for teaching mathematics. A video-based professional noticing module, situated in the pedagogies of practice framework, was used with 224 PSETs from five universities. Comparison data was also collected with similar groups not participating in the instructional module. Through pre- and post-assessments, findings indicated that PSETs can develop sound professional noticing skills as a result of participation in a video-based module. The impact on attitudes toward mathematics was less convincing as significant changes were revealed in intervention as well as comparison groups. We hypothesized the potential for professional noticing of children’s mathematical thinking to serve as a mechanism for increasing the capabilities of PSETs to negotiate the complexities of mathematics teaching and learning; however, mathematics knowledge for teaching showed no significant increase for either group.

The Impact of a Course on Nature of Science Pedagogical Views and Rationales

This study explored changes in preservice teachers’ (PSTs) nature of science pedagogical (NOSP) views and nature of science (NOS) rationales using pre- and post-course written responses as well as interview data. Through systematic analysis, themes were generated and compared to the NOS literature. Comparisons between pre- and post-course data demonstrate improved and deepened NOS views, NOSP views that are more aligned with NOS literature, and a greater number of rationales for including NOS. All participants were enrolled in the “Inquiry and Natures of Science, Technology, and Engineering” (INSTE) course. However, six participants were enrolled in INSTE as their first course in which NOS and NOSP were addressed. The other six participants were enrolled in INSTE as their second course in which NOS and NOSP were addressed, with science methods as their first course in which NOS and NOSP were addressed. By comparing participants enrolled in INSTE as their first course to those enrolled in INSTE as their second course, we observed that NOS understanding seemed to develop in a first experience alongside some NOS rationales, but NOSP views lagged for participants in INSTE as their first course. Participants enrolled in INSTE as their second course developed more robust and literature-aligned NOSP views and more multifaceted NOS rationales. Therefore, this study bolsters arguments that teachers need to receive extended NOS and NOSP instruction.

Exploring the Value of Service-learning on Pre-service Teachers

Service-learning as a transformative pedagogy within university education is becoming increasingly popular in Australia. Advocates of service-learning indicate that the practice of combining community based voluntary work with theoretical in-class academic knowledge leads to a greater awareness about diversity and difference in students. While such claims are enticing, particularly in pre-service teacher education where there is a need for teachers to understand and embrace diversity, it is important to determine the veracity of such claims. The current study used a repeated measures design to explore whether engaging in service-learning as part of an inclusive education unit resulted in changes in pre-service teachers’ willingness to support diverse students and their sense of confidence and preparedness when teaching such students. Results revealed that fourth year pre-service teachers self-reported significantly higher levels of willingness to include diversity, confidence to support diversity, and preparedness to teach diverse students after service-learning than before. These results indicate that undertaking a service learning experience as part of an inclusive education unit in a teacher education degree may result in positive changes in students that support an inclusive approach to education.

Investigating Changes in Preservice Teachers’ Conceptions of STEM Education Following Video Analysis and Reflection

Nationally, there is a steadily increasing emphasis on the improvement of STEM education. This includes the integration of STEM subjects that have been traditionally taught separately, making it critical that prospective STEM educators are equipped to teach using integrated STEM approaches. Connected, an important challenge is providing preservice STEM teachers with experiences in which they can develop an understanding of how to optimize learning through integrated STEM instruction. A potentially effective way to foster this conceptualization is through video analysis of integrated STEM practices. To investigate this possibility, here we present a semester‐long study focused on engaging preservice STEM teachers with observing, analyzing, and reflecting about instructional STEM practices through a video‐based intervention. Findings suggest that viewing and reflecting on integrated STEM practices may enhance preservice STEM teachers' conceptions of integrated STEM approaches, representing a practical method of preservice STEM teacher professional development.

Examining Changes in Preservice Mathematics Teachers’ Technological Pedagogical Content Knowledge from their Microteaching

Microteaching is regarded as an effective method that allows preservice teachers to gain the experience of instructional processes and is used to improve teaching skills in an environment similar to a real classroom. Microteaching, which is utilized as a method for increasing the quality of a teacher’s education, is also used in research studies conducted within the scope of Technological Pedagogical Content Knowledge (TPCK). Accordingly, the purpose of this research is to observe changes in preservice teachers’ TPCK from their microteaching practices conducted under a conceptual TPCK framework. The participants are 52 third-year preservice teachers. An analysis was performed based on specific themes from the application, which had been developed to reveal the changes in preservice teachers’ conceptual framework of TPCK components. Content analysis was used to analyze the observation forms, self-evaluations, and transcriptions from the interviews on the self-evaluations for the effects over their procedural changes within the context of the themes. The study’s findings indicate that preservice teachers use the technological tools to attain what they had specified in their instructional plans. Also when considered in terms of the TPCK components, preservice teachers made remarkable progress.

Change in preservice teachers' beliefs about mathematics teaching in the context of ABCD based Yungbokhap Teacher Education: An analysis of preservice teachers' evaluation of microteaching

본 연구는 사범대학 교사교육자에 의한 실행연구로서 미래수학교사전문성 개발 방안 모색을 목표로 이루어졌다. 이를 위해 본 연구에서는 미래사회의 교육개혁과 교사교육에 대한 관한 문헌 분석을 통해 미래사회의 핵심역량에 해당하는 창의성과 민주적 인성 함양에 기여하는 수학 교과의 측면을 추출하여 “수학과 교재분석 및 지 도법” 강의 내용을 구성하고, 교육개혁의 주체로서 능동적 태도, 인성, 실천적 역량 을 갖춘 교사 양성의 방법론적 패러다임으로서 ABCD 기반 융복합교사교육모델을 도입하여 강의를 설계하였다. 본 논문에서는 개발 강의를 2015학년도 2학기 16주에 걸쳐 실행하는 과정에서 수 집한 실연 평가 자료의 분석을 통해 개발 강의가 예비교사의 수학 수업에 대한 신념 체계를 교재 이론, 교수-학습 이론과 방법, 수학과 교육과정이 지향하는 수학 수업에 대한 비전과 일관된 방향으로 변화하는데 긍정적으로 기여하였음을 보여주었다. 그 러나 담화 역량 개발에 대한 개발강의의 효과는 미미한 것으로 나타나서 담화 역량 에 대한 강의 내용의 보완과 함께 사범대학 교사교육이 현장학교와 연계된 실습 과 정으로 확장될 필요성을 시사한다.

Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge

Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

Changes in Pre-service Teachers’ Knowledge of Instructional Adaptations and Teaching Efficacy to Secondary Students with Disabilities Through an Introductory Special Education Course

Changes in Pre-service Teachers’ Knowledge of Instructional Adaptations and Teaching Efficacy to Secondary Students with Disabilities Through an Introductory Special Education Course

Argumentation as a Strategy for Increasing Preservice Teachers’ Understanding of Climate Change, a Key Global Socioscientific Issue

Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers’ knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The preservice teachers’ understanding of fundamental concepts (e.g., the difference between weather and climate, causes of recent global warming, etc.) increased significantly. Their perceptions about climate change became more aligned to those of climate scientists. A key assignment was to develop and present an evidence-based scientific argument based on an adaptation of Toulmin’s argumentation model (1958). The participants were assigned a typical question and claim of climate skeptics and asked to conduct research on the scientific findings to prepare a counter-argument (rebuttal). The preservice teachers indicated that the integration of scientific argumentation was an effective strategy for increasing their understanding and perceptions about climate change as a socioscientfic issue.

Reconstructing Pre-Service Teacher Perceptions through a Service-Learning Project at a Homeless Shelter

With a purpose of reconstructing pre-service teachers’ perceptions about homelessness, an elementary education professor implements a service-learning field experience at the city’s homeless shelter for families. For this qualitative study, I collected data for six semesters and measured the changes in pre-service teachers’ perceptions, attitudes, and beliefs about working with children and families experiencing homelessness. At the beginning of this study, the pre-service teachers expressed various concerns about tutoring children at a homeless shelter. Regardless of their initial concerns, however, the pre-service teachers reported this service-learning project was a valuable learning experience. Recommendations include implementing service-learning with all pre-service teachers early and often within teacher preparation programs. These experiences should focus on both formal and informal learning and should allow for pre-service teachers to work closely with struggling at-risk students.

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers’; pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree.

Outcomes of nature of science instruction along a context continuum: preservice secondary science teachers’ conceptions and instructional intentions

ABSTRACTThis investigation examined outcomes associated with nature of science (NOS) instruction along a science-content context continuum on the development of secondary preservice science teachers’ conceptions of and plans to teach NOS, moving beyond the common dichotomy of contextualized versus noncontextualized instruction. Participants comprised six teacher cohorts (n = 70) enrolled in a two-year Master of Teaching program. Participants were explicitly taught current NOS conceptions using activities that incorporated varied degrees of contextualization and were informed by conceptual change principles during the first program year. Participants’ pre- and post-instruction conceptions were assessed using VNOS-C questionnaire written responses and follow-up interviews. Participants’ views were classified by degree of alignment (non, partially, or fully aligned) with current NOS conceptions. Interview transcripts were analyzed using analytic induction to verify/refine VNOS responses and to identify patterns in NOS instructional plans and rationales. Wilcoxon signed ranks tests were run to assess possible statistical significance of pre- to post-instruction changes. Participants’ responses shifted markedly toward more aligned NOS conceptions post-instruction, with substantial and statistically significant gains for each assessed tenet (all p-values <.001). All participants planned future NOS instruction and most expressed a sophisticated rationale for this choice, including that NOS supported the teaching of key concepts such as evolution. These results indicate that teaching and scaffolding NOS lessons along a context continuum can be effective in eliciting desired changes in preservice teachers’ NOS conceptions and instructional intentions within the confines of the science methods course. Future research will examine post-methods course and post-program NOS instruction.

I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree?

This study explored how teacher self-efficacy (TSE) of two cohorts of preservice teachers (advanced and beginning) changes during coursework at university and during a practicum at school. Further, it determined if changes in TSE were related to changes in preservice teachers' intention to quit their degree. Changes in TSE differed between TSE dimensions, the two aspects of teacher preparation, and the two cohorts. Generally, increases in TSE during the practicum were associated with decreases in preservice teachers' intention to quit. Results are discussed with regard to future directions in research and practical implications for teacher educators.

Pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy: a service learning intervention

In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies.

식물관찰 활동 및 관찰일지 쓰기를 활용한 수업에 대한 예비초등교사들의 반응 분석

The purpose of this study was to analyze the responses of pre-service elementary teachers to the plant learning using plant-observation activities and observation journal writings. Thirty pre-service teachers participated in this study. Before and after practicing plant observation and observation journal writing for 11 weeks, pre-service teachers' interest to plants, attitude to plant-observation teaching, and plant-observation teaching efficacy were examined using a questionnaire. Also, the observation journals, reflective journal writings, and interviews were analyzed to investigate their qualitative change. In addition, the pre-service teachers were classified by multi-dimensional scaling and cluster analysis with respect to attitude to plant-observation teaching and observation journal writing, and teaching efficacy. While the pre-service teachers showed significant increase of the interest to plants and plant-observation teaching efficacy, and positive change of the attitude to plant-observation teaching, there was a little difference between gender with more positive effects on females. The positive attitude changes of pre-service teachers included positive recognition about plants and the diversity, increased interest and curiosity about plants, careful observation about nearby plants, and independent learning and positive inquiry with plants. In terms of teaching efficacy, they showed positive change such as enjoyment and satisfaction with plant-observation, confidence as elementary teachers in the future, and recognition about the importance of elementary teachers for plant education. However, the changes were different among the groups classified by attitude to plant-observation teaching and observation journal writings, and plant-observation teaching efficacy.

Remote Access Laboratories for Preparing STEM Teachers

Bandura’s self-efficacy theory provided the conceptual framework for this mixed methods investigation of pre-service teachers’ (PSTs) self-efficacy to teach Science, Technology, Engineering and Mathematics (STEM) subjects. The Science Teaching Efficacy Belief Instrument-B (STEBI-B) was modified to create the Technology Teaching Efficacy Belief Instrument (T-TEBI). Pre-test and post-test T-TEBI scores were measured to investigate changes in PSTs’ self-efficacy to teach technology. Interviews and reflections were used to explore the reasons for changes in pre-service teachers’ self-efficacy. This paper reports results from a pilot study using an innovative Remote Access Laboratory system with PSTs.

Cognitive Load Changes in Pre-Service Teachers with Computational Thinking Education

Since the emphasis of utilizing ICT in education moves from ICT to Computing in many countries, curriculums adapt the Computational Thinking (CT) teaching as a basic courses not only for primary school but also to CS education. Even though the depth of CT teaching may be different, we may expect similar impact of CT teaching results to student problem solving skills. With this rationale, we opened designed CT based education program for freshman introductory of computer application course. Developed course consists of 10 class hours program and the effectiveness of designed programs have been tested, firstly for improving CT capabilities of learners in problem solving environment, and secondarily the cognitive load changes appeared in the problem solving process have been measured with direct brain wave measurement of EEG while solving problems. The test results showed that designed CT program affected to the improvement of problem solving skill, and also show the tendency of decrease in cognitive overload in the experimental group.

Pilot testing a professional development model for preservice teachers in the area of health and weight: feasibility, utility, and efficacy

Studies indicate that both preservice and in-service teachers find it difficult to connect to their role as health promoters within a school context. There is also evidence that those teachers most often responsible for delivering health education (i.e., physical education teachers) are at an increased risk for body dissatisfaction, dieting, and disordered eating. A pre–post pilot study assessed the feasibility and utility of an interactive professional development workshop on preservice teachers' attitudes concerning body image, size acceptance, eating, and physical activity, as well as the impact of the workshop on perceived self-efficacy to address weight-related issues. The professional development had a positive effect on antifat attitudes, body image, implicit weight bias, and efficacy to address weight issues. While the workshop was useful in terms of significant changes in preservice teachers' attitudes and efficacy, lessons around feasibility will inform the development of this pilot study to ful...