Characteristics Of Pre-service Teachers Research Articles

An analysis of the characteristics of Indonesian pre-service science teachers’ compassion skills and gender roles

This research aims to analyze pre-service science teachers’ generosity, friendliness, wisdom, sensitivity, and tolerance as indicators of compassion skills, and explore gender roles on the characteristics of these skills. As 21st-century skills, compassion skills need to be conveyed through teachers’ attention, affection, kindness, and gentleness toward their students. These skills are fundamental for pre-service science teachers’ personality competence in supporting their role as future professional teachers. These skills also play an important role when there is interaction between teachers and students or among students during the learning process which affects learning outcomes. However, references concerning the characteristics of pre-service teachers’ compassion skills and the role of gender in these skills are underexplored. To address this gap, this research employed an exploratory method involving 107 pre-service science teachers at several state universities in Indonesia. Data was collected using a questionnaire that met validity and reliability criteria. The research results show that the teachers generally demonstrate a high/very high extent of compassion skills. The results also point to the fact that gender differences pose no significant influence on compassion skills. The implication highlights the necessity to focus on training pre-service science teachers’ compassion skills, while undermining any anxiety due to gender differences.

PRE-SERVICE TEACHERS ACQUIRED COMPETENCIES IN MODULAR DISTANCE LEARNING MODALITY: ARE THEY WORK-READY?

This study focused on the acquired competencies of pre-service teachers in modular distance learning among 4th-year BPED students currently enrolled in this semester S.Y. 2022-2023 in one of the universities of Eastern Visayas, Philippines. Thirteen (13) participants were selected using a purposive sampling technique based on the saturation of data. This study was qualitative in nature and employed a descriptive single-case study research design. The researcher conducted the study through video call via messenger for the interview. Data were collected using interviews and documents, and all data will be evaluated and interpreted using Thematic analysis. The study revealed the (1) Characteristics of pre-service teachers, (2) Opportunities in teaching, and (3) Acquired competencies of pre-service teachers. Thus, the pre-service teachers have acquired and utilized the skills and competencies in modular distance learning. Furthermore, the study concludes that the pre-service teachers are now ready for their in-service application.

Understanding of Nature of Science (NOS) in pre-service teachers with different science content knowledge, before and after an intervention

ABSTRACT There is worldwide agreement that the understanding of the Nature of Science (NOS) is a critical component of scientific literacy. However, evidence indicates that both pre-service and in-service science teachers hold naïve views about NOS. Even so, the characteristics of pre-service teachers that influence their learning of NOS are not fully described. In this context, the goal of this study is to connect the understanding of NOS of pre-service teachers with a different disciplinary training (second year of biology education programme versus first year of elementary-education programme). The research is quantitative with a quasi-experimental design. To assess the understanding of NOS in students’ science teachers, an adapted version of the VNOS-D + instrument was applied before and after the intervention. Both groups received three NOS teaching sessions using History of Science as context and implementing an explicit and reflective instructional strategy, centered on students. The main results of this study indicate that both groups significantly improved their understanding of NOS, and in the same magnitude, after the intervention. In addition, the understanding of some of the aspects of NOS improved more easily than others. Finally, there is a discussion about the contribution of this study to the pre-service science teacher’s education.

Pre-service teachers' emotional experience: Characteristics, dynamics and sources amid the teaching practicum.

Recently, teacher emotions have become the focus of research in teacher education. Teacher emotions not only affect teachers themselves but also have an impact on their students. However, pre-service teachers’ emotions have been neglected. This study is based on a qualitative analysis of online emotional diaries related to emotional experience expression by 120 Chinese pre-service teachers before, during, and after teaching practice. The results in this study show three characteristics of pre-service teachers’ emotional experiences: the overall positive emotions are higher than negative emotions; “caring” and “nervous” are the most typical emotions and variability in emotional experience across gender and internship schools. Then, it is surprising that pre-service teachers’ emotional trajectories are complex and dynamic, positive emotions are decreasing, and negative emotions increase as time goes by. Finally, from the perspective of emotional experience sources, organizational factors affect the emotional experience, personal factors, and background factors.

Characteristics of pre-service teachers' Convergence-Instruction design from the perspective of Innovative Instruction

창의·융합형 인재 양성을 위한 교육의 일환으로써 융복합 교육은 교실의 수업 혁신을 선도할 수 있다. 그러나 다양한 지식의 연결 외의 다른 측면에서 융복합 수업이 어떤 특징을 보이는지에 대해서는 잘 알려지지 않았다. 본 연구는 이를 알아보기 위해 국어, 과학(물리, 화학), 수학 전공의 예비교사들이 설계한 융복합 수업 22개를 분석하였다. 예비교사들은 학생이 없는 상황이었지만 학교 현장의 여러 한계를 벗어나 융복합 수업의 의도와 취지에 맞게 수업을 설계할 수 있었다. 이에 수업 혁신의 요소 8가지(김태은 외, 2016) 중 7가지의 특징이 15개의 수업에서 나타났다. 이 7가지 특징은 ① 학습 내용과 관련된 전체와 본질을 짚는 수업, ② 익숙한 것을 뒤집어 보게 하는 수업, ③ 지식을 삶과 연계시키는 수업, ④ 다양한 지식을 연결하는 수업, ⑤ 이질적인 요소를 결합하는 수업, ⑥ 학습자의 흥미를 유발하고 참여를 끌어내려는 수업, ⑦ 상상력을 동원한 자기표현의 장을 마련하는 수업이었다. ‘다양한 지식을 연결하는 특징’은 15개 수업 모두에서 나타났고 나타나지 않은 수업 혁신 요소는 ‘문제를 발견하도록 이끄는 특징’이었다. 본 연구는 수업 혁신 요소가 나타난 융복합 수업에서 그 세부적인 특징을 상세하게 분석하였고, 이를 통해 예비교사들이 융복합 수업을 설계하면서 무엇에 주목하고 어떻게 접근하는지를 알 수 있었다. 본 연구의 결과는 예비교사의 융복합 교육 프로그램을 고도화하는 데 활용될 수 있을 것이다.

What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.

Investigation of Pre-Service Teachers' Individual Innovativeness Characteristics and Learning Styles According to Various Variables

The aim of this study is to investigate the innovativeness characteristics and learning styles of the pre-service teachers in terms of gender and department variables and to determine whether the characteristics of innovativeness differ significantly according to their learning styles. In the study descriptive method was used in the survey model. The study group consisted of 232 pre-service teachers studying in the 4th grade of the education faculty of a state university in the Mediterranean region in Turkey. According to the findings obtained from the study, the mean score of innovativeness of pre-service teachers is very close to the accepted limit value for high level innovativeness. It was concluded that there was no significant difference between the pre-service teachers' scores of innovativeness and gender and department variables. Findings also reveal that learning style is a variable that causes differentiation in the characteristics of pre-service teachers' innovativeness.

Characteristics of pre-service teachers’ performance in problem posing

Problem posing is as much important as problem solving. In order to enhance problem solving skill, students need to be trained to pose a question or problem. Hence, teachers need this ability. This study was a descriptive research which aimed to describe the characteristics of pre-service teachers’ performance in problem posing. The research participants were 34 pre-service mathematics teachers who were enrolled in the Assessment Course in 2017/2018 academic year. The research instrument was a validated problem posing worksheet. Data were collected through a test. The results showed that the students preferred to make free essay problems than the structured ones, and only a few made open problems. All of the students’ problems were resolvable. The difficulty level of the problems was varied from high (dominated by analytical problem), medium, to low (dominated by understanding) level. Related to the type of the problems, the ability of pre-service teachers in posing questions with the type of post-solution was the lowest, and the type of within-solution was the highest. This results implicate that pre-service teachers need to be accustomed to creating open and good problems for their future students.

The characteristics of preservice teachers' NOS teaching practices in the stimulated teaching

The characteristics of preservice teachers' NOS teaching practices in the stimulated teaching

Feeling Good about Teaching Mathematics: Addressing Anxiety amongst Pre-Service Teachers

Research regarding pre-service teachers’ attitudes towards teaching mathematics has revealed that many pre-service teachers experience high levels of mathematics anxiety about both the learning of mathematics and the teaching of the mathematics curriculum. Little is known about the particular characteristics of pre-service teachers that make them more likely to experience anxiety about mathematics in the early years. Addressing anxiety towards mathematics and the teaching of mathematics could effectively eliminate later problems in teaching. Teaching mathematics confidently is associated with teachers’ beliefs about their mathematical ability, which is their mathematical self-efficacy. This paper reports on an investigation into the anxiety of first- year pre-service teachers towards their future teaching of mathematics. 223 students enrolled in a first-year mathematics unit for birth to eight years, in the Bachelor of Education of Early Childhood and Primary Education Courses attributed their beliefs about mathematics to external—their past teachers—or internal factors: that one is either good at mathematics or not. The findings highlight the need for pre-service teacher’s anxiety about mathematics to be addressed within the university education classroom context so that pre-service teachers become capable and competent teachers of mathematics.

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. A total of 120 pre-service teachers in teacher education programmes participated. Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice.

Characteristics of Pre-Service Teachers’ Online Discourse: The Study of Local Streams

This study describes the characteristics of pre-service teachers’ discourse on a WebCT Bulletin Board in their investigations of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service teachers conducted collaborative discourse in framing their research questions, conducting research and writing reports. The science teacher educator provided feedback and carefully crafted prompts to help pre-service teachers develop and refine their work. Overall, the online discourse formats enhance out-of-class communication and support collaborative group work. But the discourse on the critical examination of one another’s point of views rooted in scientific inquiry appeared to be missing. It is suggested that pre-service teachers should be given more guidance and opportunities in science courses in carrying out scientific discourse that reflects reform-based scientific inquiry.

CHAPTER 4: Spiritual Voices of Preservice Teachers

ABSTRACT This qualitative study examines the spiritual characteristics of preservice teachers. Poetry and prose of twenty-five preservice teachers written on the topic of Where I'm From, were analyzed for the spiritual characteristics of (1) justice, (2) compassion, (3) personal fulfillment, and (4) community. Findings indicated that preservice teachers spiritually reflected when given the opportunity to reflectively write and they uncovered their personal and moral values and beliefs. Teacher education programs must seriously consider the preservice teachers' multiple expressions of spirituality to address this significant need. This, in fact, spurs a teacher education renaissance acknowledging the “whole” teacher and what he or she has to offer.

Characteristics of Preservice Teachers in Multi-Campus Settings: Using Demographics and Epistemological Beliefs to Unpack Stereotypes

The last two decades have seen the massification of preservice teacher education and critiques of its quality in Australia and elsewhere. Part of the strategy of massification has been the establishment of satellite campuses in growth corridors. This paper enters the debate on the quality of preservice candidates. The purpose of this research is two-fold: to note comparisons and parallels in demographics across main and satellite campuses, and to advance research on the epistemological beliefs of first year preservice teachers according to campus location. In doing so, we offer an alternative metric for characterising these two groups of students. The results show that the students from both campuses are demographically diverse but are similar in terms of the beliefs they hold about knowing and learning. These findings talk-back to the critique of entry standards for preservice teachers in general and satellite campus students in particular.

Research on Teaching and Teacher Education in Singapore (1989–1999): Making a Case for Alternative Research Paradigms

The goals of this paper are twofold: to establish what is currently known about teaching and teacher education on the basis of the research literature in Singapore from 1989 to 1999, and to formulate recommendations for future research on teaching and teacher education. It provides a synthesis of the literature in which studies are grouped into six categories—teacher assessment and selection criteria, characteristics of pre-service teachers, characteristics of in-service teachers, how teachers teach, the teacher education curriculum, and teacher education contexts. Following is a general critique of this body of literature in terms of the dominant research paradigm—the scientific psychological paradigm. Recommendations for future research are made through arguing for alternative paradigms, in the light of research on teaching and teacher education outside Singapore, by taking into account Singapore's contexts of teacher education, and current major reform initiatives.