University Pre-service Teachers Research Articles

Effectiveness of Multimedia Package on Student-teachers’ Achievement in Information and Communication Technology (ICT) in Education Course

In the present context of artificial intelligence, student-teachers need to understand technological applications in education and incorporate them into their classroom instruction. Technological applications help in connecting and collaborating beyond geographical boundaries. The student-teachers should be equipped with the knowledge and understanding of the benefits of incorporating technology into their teaching practices and it should be the focus of teacher-training to equip them with the necessary skills to utilize these applications in their practice. The ICT in Education course was introduced in one of the University's pre-service teacher education programs in India to facilitate student-teachers to gain the ICT skills needed to integrate it into teaching. This study demonstrates the effectiveness of the multimedia package on student-teachers at the pre-service level based on empirical evidence. Some of the findings suggest that the use of the multimedia package not only helps student-teachers identify and use resources effectively but also delivers the content meaningfully. The Multimedia packages could serve as a tool for educators to deliver subject content efficiently.

Challenges and Instructional Adaptations of Mountain Province State Polytechnic College Pre-service Teachers to Students with Sensory Difficulties

Inclusive education aims to provide quality education in a flexible environment for students with special needs. Pre-service teachers must possess pedagogical knowledge, adaptability, resourcefulness, and effective teaching skills to support students' holistic development. This study explores the experiences of pre-service teachers of school year 2022-2023 of Mountain Province State Polytechnic College from various majors, focusing on inclusive practices for students with sensory difficulties. Findings reveal challenges in training, preparation for differentiated instruction, and collaboration with Special Education (SpEd) teachers. Despite challenges, participants employed instructional adaptations such as differentiated instruction, learner-friendly classrooms, technology integration, and multi-sensory tools. The study underscores the need for more training programs and partnerships with SpEd specialists.

EXPLORING THE ROLE OF PORTFOLIOS IN FOSTERING STUDENT COURSE ENGAGEMENT

Reflective learning is an important factor that has a positive impact on students’ learning efficacy. The study aims to bring insight into the use of e-portfolios as a means and tool to promote reflection in the classroom and build self-reflection habits, plan learning activities and build learning autonomy. Mahara e-portfolio was used during the period of eight months with a group of secondary school students in Croatia (n = 57) who filled in the student course engagement questionnaire consisting of 23 Likert-scale items before and after this period. The questionnaire data are categorized into four categories, dimensions: skills engagement, participation/ interaction engagement, emotional engagement and performance engagement. Students systematically worked with Mahara, and based on the data collected that were analysed using Statistica software, no positive impact on students’ engagement was proved. Even though the quantitative results are relatively neutral, the observations and discussions with teachers and students indicate a positive impact on motivation. Building autonomy and using tools for reflection and self-reflection should become necessary components of university pre-service teacher education.

Predictors and Determinants of HIV Proneness among University Pre-service Teachers at Two Selected Universities in East Africa: A Logistic and Multiple Regression Analysis

Predictors and Determinants of HIV Proneness among University Pre-service Teachers at Two Selected Universities in East Africa: A Logistic and Multiple Regression Analysis

LOKAKARYA PEMBUATAN MODUL AJAR KURIKULUM MERDEKA

The Independent Curriculum teaching module making workshop is a community service project led by PAKUAN University Pre-service Teacher Professional Education students, with the aim of participating in the successful implementation of the independent curriculum at SDIT Umar Bin Abdul Aziz in providing special training in making teaching modules for the school's teachers. The workshop was held on 7 February and 30 May 2023 and was attended by 16 teachers of SDIT Umar Bin Abdul Aziz. This workshop project was carried out through a training method which was divided into 5 stages, namely the stages of problem identification, implementation, evaluation, documentation and reporting. The core activities of the workshop were arranged using the MERDEKA flow (starting from self, concept exploration, collaboration space, contextual demonstration, elaboration of understanding, connection between materials, real action) so that participants were more interactive during the activity process. At the end of the activity, participants took real action, namely direct practice in making teaching modules accompanied by resource persons so that the product of the results of this teaching module making workshop activity was a teaching module made directly by the participants of the SDIT Umar Bin Abdul Aziz teachers.

Pedagogical Journey of Pre-service Teachers: Stories to Tell

This research aimed to identify the experiences, coping mechanisms, and insights of nine Apayao State College pre-service teachers during their internship. The study used purposive convenience sampling and in-depth interviews with nine graduates. The results showed that pre-service teachers faced challenges, managed them through coping mechanisms, and shared their insights about their pedagogical journey. The study recommends workshops, proper orientation, and regular conferences for learning development, emphasizing the importance of sharing experiences and fostering professional growth among pre-service teachers.

Ideal L2 Pre-service Teacher Selves: The Case of University Pre-service Teachers in Costa Rica

The ‘L2 Motivational Self System’ (L2MSS) (Dörnyei & Ryan, 2015) sheds light on theoretical tenets for research in language learner motivation. The L2MSS has been adapted into the ‘Possible Language Teacher Self’ (PLTS) (Kubanyiova, 2009) to explore language teacher motivation. Nonetheless, there is scarce research on a self-system for L2 pre-service teachers. Therefore, in this qualitative study, the characteristics of the Ideal L2 Pre-Service Teacher Self were explored to identify a possible motivational self-system. In-depth semi-structured interviews were conducted and thematic analysis was implemented. Participants (N=2) were pre-service L2 teachers from a university in Costa Rica. Findings revealed that participants mentioned four common traits of an ideal L2 pre-service teacher self: (1) passion, (2) knowledge, (3) adaptability, and (4) language proficiency. Contrary to Kubanyiova’s (2009) PLTS and Dörnyei’s (2009b) and Dörnyei & Ryan’s (2015) L2MSS, both participants share an ‘L2 Pre-service Teacher Self System’ including four elements: (1) Ideal L2 Pre-service Teacher Self, (2) ought-to L2 Pre-service Teacher Self, (3) current L2 Pre-service Teacher Self, and (4) Feared L2 Teacher Self. It is discussed and concluded that a PLTS system might include the elements just mentioned. However, further exploration on an L2 Pre-Service Teacher Self is mandatory to better understand the motivation and self-identity of L2 pre-service teachers.

Learning to Teach by Practice: Pre-service Teachers’ Experiences of Using Poetry Memorization, Dramatization and Recitation Pedagogy

In Uganda, poetry is a key genre in the Literature in English curriculum at the secondary and higher institutions of teacher education. However, many teachers, especially the novices, struggle with the teaching of poetry in secondary schools in Uganda. Current approaches to teaching support learner-centered pedagogy where learners are facilitated to fully participate in scaffolding their own interpretations of the subject content. Individual in-class poetry recitation is one such activity used to teach, and taught to, pre-service teachers of poetry because it promotes their participation and their general attitude towards poetry. In this paper, we present findings from a study about Makerere University pre-service teachers’ experiences of using individual in-class poetry recitations as a learner-centered strategy for teaching poetry. The research was carried out amongst one cohort of finalist teacher trainees of English and Literature using lecture observation, interviews and open-ended questionnaire research methods. A thematic analysis of the data revealed three themes that summarize their experiences with memorization, recitation and dramatization of poetry: recitation: facing the class; and pedagogical reflections. As we present these themes, we also draw some pedagogical implications for poetry classes from the actual recitation experiences of teacher trainees who participated in this study.

ASSESSMENT OF 21ST CENTURY TEACHING PROFESSION SKILLS EMPHASIS IN UNIVERSITY PRE-SERVICE TEACHER TRAINING PROGRAMMES IN KENYA: A CASE STUDY OF BOMET UNIVERSITY COLLEGE

<p>In this era of a global economy, education systems are changing to rethink the teaching-learning process in order to prepare better individuals to be able to meet the changing social and economic demands. It is against this backdrop that in 2019 Kenya adopted the Competency Based Curriculum (CBC) in an effort to reform her education system and make it globally competitive with regard to human resource development. The new curriculum is being implemented within a 2-6-6-3 system of education framework as the old 8-4-4 system is gradually phased out. The CBC implementation is currently from Pre-primary 1 to Grade 7. CBC aims to equip school graduates with the requisite 21<sup>st</sup> century competences of communication and collaboration, critical thinking and problem-solving, creativity and imagination, and citizenship, digital literacy, among others. The success of the CBC is anchored on the transformational role to be played by the teacher which goes beyond a technical transmission activity to include competences and attitude development, talent identification and nurturing, career guidance, and even activism committed to diminishing the inequities of society. The bulk of the country’s teaching force will henceforth be concentrated in secondary schools as opposed to primary schools. Ideally, secondary school teachers would have had university-level education. These developments call for paradigm shifts in the way universities prepare teachers to be responsive to the changed role of the teacher. Of critical importance is the restructuring of the university teacher education programmes to ensure that they adequately address the challenges of the 21<sup>st</sup> century classroom, hence aligning them to the demands of CBC. The objective of this study therefore was to assess the level of emphasis accorded to skills of the 21<sup>st</sup> century teaching profession in university pre-service teacher training programmes in Kenya. Stufflebeam’s (1983) CIPP Evaluation Model was used to give focus to the study. Descriptive survey and case study research designs were used in the study. The study was carried out at Bomet University College (BUC) and the study population comprised 1 Teaching Practice Assessment Criteria (TPAC) used to assess students on teaching practice in the 7 undergraduate and 1 postgraduate pre-service teacher training programmes at BUC. A saturated sampling technique was used to select 1 TPAC which formed the sample of the study. A document analysis guide was used to collect data whereby the TPAC was analyzed for content related to skills of the 21<sup>st</sup> century teaching profession. A numerical rating scale was used to gather information relating to 22 skills of the 21<sup>st</sup> century teaching profession. Each skill was rated against a 5-point scale to ascertain the degree of emphasis it was accorded in the curriculum. Mean scores were computed for each category of skills and used to report the findings. The study found an overall average emphasis (M = 2.95) on the skills of the 21<sup>st</sup> century teaching profession by university pre-service teacher training programmes in Kenya. It was concluded that pre-service teacher training programmes in Kenya did not adequately emphasize skills of 21<sup>st</sup> century teaching profession hence producing graduates who were ill-equipped with the requisite competences. The study recommended that universities in Kenya should review their teacher education programmes to align them with the demands of 21<sup>st</sup> century skills of the teaching profession and the CBC.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0006/a.php" alt="Hit counter" /></p>

Cultivating Critical Thinking, Social Justice Awareness and Empathy Among Pre-service Teachers Through Online Discussions on Global Citizenship Education

There is a paucity of research on the efficacy of online asynchronous discussion forums in fostering critical thinking, social justice awareness and empathy in pre-service teachers. This study adopted a case study design rooted in the social constructivist/interpretive paradigm. South African university pre-service teachers comprised the study’s sample. To examine how online discussions about Global Citizenship Education (GCE) affected the critical thinking and social justice awareness of a group of pre-service teachers ( n = 31), a questionnaire based on Andreotti’s (2006) Soft vs Critical GCE framework was used. To further understand how their involvement in online discussions on global issues influenced their sense of social justice awareness, empathy and critical thinking, certain pre-service teachers’ ( n = 9) reflective essays were used. The findings revealed that pre-service teachers’ responses were more consistent with the soft GCE approach. The Soft vs Critical GCE framework was useful for identifying which aspects of online interactions require a more critical understanding of GCE. The findings showed that pre-service teachers who participated in the online GCE conversations had increased social justice awareness, critical thinking skills and empathy.

The Perspective of Pre-Service Teachers through Synchronous Learning According to Coaching and Mentoring: SAIFON Guidelines

This research aims to enhance pre-service teachers' English language teaching ability in the 21st Century toward SAIFON guidelines. The population consists of 40 Rajabhat University pre-service teachers, and the sample group consists of 25 students of fifth-year pre-service teachers. They studied in the second semester of the 2020 academic year. The tools used in the research are 1) Need analysis, 2) In-depth interview, and  3) Field notes. Mixed Method research includes Qualitative Research,  In-depth interviews, Field notes, using content analysis and coding techniques for grounded theory, and quantitative research consists of a Need analysis.  
 The results revealed that:      
 Pre-service teachers enhance teaching English ability in the 21st Century toward SAIFON guidelines that consisted of eight aspects: 1) S = Survey the teachers' needs, 2) A= Associating with a plan, 3)  I = Instructing teaching strategies, 4) F = Feedback on teaching demonstration, 5) O = Observing teaching in the actual context, and 6) N = Notifying problems and solutions. Furthermore, it included pre-service teachers' perspectives on Synchronous Learning in three aspects: impressions, problems, and solutions.

Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities

IntroductionTransformEd targets initial teacher education (ITE) to equip future teachers with innovative strategies that increase physical activity in the Primary school classroom.MethodsThis hybrid implementation-effectiveness trial investigated the effects of the TransformEd program when embedded in ITE degrees at two Australian universities (University 1 Single Unit offering; University 2 Dual Unit offering) over a 12-week period, on pre-service teachers’ perceived competence, confidence, and willingness to deliver active pedagogies, in comparison with a third ‘usual practice’ control university.ResultsThere was a favourable intervention effect on the total teacher perceptions score among pre-service teachers in University 1 compared to the control group pre-service teachers. Further, there was a significant intervention effect on reduced perceived barriers to active strategies in University 1, and a significant increase in perceived effects of active strategies on Primary school student outcomes in University 2. Qualitative data suggested the program strengthened the connection between theory and practice (i.e., how pre-service teachers are educated in university and the way they teach in Primary schools). The program was motivating to both lecturers and pre-service teachers, resulted in them reflecting on their own teaching practice, and helped with pre-service teacher engagement.DiscussionRecommendations for improvement included stronger and more explicit alignment with the Australian Professional Standards for Teachers.

The Case Study of the Relationship Between Pre-Service Teachers’ Beliefs and Cultural Awareness in Teacher Education

This study aims to examine how and in what ways pre-service teachers’ identities are constructed and developed in student-teaching experiences. In this study, two Taiwanese EFL university pre-service teachers participated in a year-long 2019-2020 case study at Southern University. Data consisted of pre-service teacher multicultural attitudes, the transcriptions of course documents, and open-ended interviews. The study suggests that the pre-service teachers’ beliefs play a significant role in shaping their understanding of language learning and teaching. Additionally, the experiences pre-service teachers have in diverse cultural settings shape their identities and inform their future teaching practices as they develop the ability to connect with their students and offer valuable insights. The results suggest that future pre-service teacher education programs should nurture pre-service teachers’ multicultural awareness and cultural teaching strategies before and during teaching the students.

An Equity Framework to Engage Community College Preservice Teachers in Black Liberatory Practices

An Equity Framework to Engage Community College Preservice Teachers in Black Liberatory Practices

Teacher talk on day-one of pre-service teacher educator classes: performative class management

ABSTRACT Nine experienced university pre-service teacher educators used a collaborative autoethnography method to reflect on what they say to students on the first day of new classes and how their performance sets up the semester. Our group exchanges provided an opportunity to express long-developing values and practices embedded in individual’s teaching craft. The exchanges were often revelatory to other participants unfamiliar with the performative day-one interactions for start-of-semester classes that their colleagues had developed in different teaching specialities. Narratives of practice, experience and philosophies of class management are present in these conversations about applying pedagogical strategies. The shared accounts revealed skills developed experimentally over many semester-starts to achieve successful class management. The accounts demonstrated a range of interwoven practices individual pre-service teacher educators emphasised in engaging students: what the educators said and how they positioned their opening statements and actions for students at the start of each new semester.

A Study of Values in University Students from Teacher-Training Pedagogical Programs in Chile

Value education for preservice university teachers is an unavoidable task, given the level of authority they exercise in the lives of children and young people. The objective of the current study was to understand the perception of values held by preservice teachers from a regional university in Chile set in a multicultural context. The aim was to analyze the opinions of Chilean university preservice teachers on a set of values. The research was designed within the quantitative framework using a Likert scale questionnaire, applied to 319 pedagogy university students. The participants’ responses were analyzed with statistical tools, and the results revealed that the participating students valued more significant aspects of affectivity, morals, and ecology. As reported by the participants, the least preferred values were instrumental and religious. These findings are significant for decision-making and consistent implementation to improve pedagogical training in accordance with today’s society’s problems and educational needs. The article ends with a conclusion, implications, and limitations of the current research.

A Window into the World of Tech Tools in Teacher Ed

In this Finestra, one of our editors shares some tools useful for teacher education that can be used both in primary and secondary schools as well as with university pre-service teachers.

Gender-based views of FL classroom management among October 6 University pre-service teachers

Gender-based views of FL classroom management among October 6 University pre-service teachers

Teachers’ Pedagogical Competence in Dealing with Teaching Aids in Tanzania: A Case of a Few Finalist Pre-service Science-teachers

The value of teaching aids in the process of teaching sciences cannot be overstated. The capacity of finalist university pre-service science teachers to incorporate teaching aids into their science classrooms to open up the potential of bringing about the critical features of an intended object into realisation is evaluated in this study. Observations and document reviews were used as data collecting techniques in this descriptive study, and they were used to investigate only 25 student-teachers during their final teaching practice placement. Evidence suggested that the study participants’ ability to select or design teaching aids was low as most of the materials they employed had didactic, structural, and technical concerns. Importantly, the study participants demonstrated significant difficulties in unpacking instructional materials during the science lessons. The study recommended various measures for policy and practice regarding both science teacher-education and science teaching process.

Reducing Fragmentation in University Pre-Service Teacher Education

We report insights from a design research study in higher education that aims at overcoming pre-service teachers’ experiences of fragmentation in their educational programmes. The design approach started from the assumption that fragmentation could be reduced by initiating and conducting boundary crossing between practices in subject matter and subject matter didactics courses at university. Following this assumption, the design principle of boundary crossing by design(ing) for interlinking subject matter and subject matter didactics (domain-specific pedagogy) was implemented in two subjects in pre-service teacher education at university, one in mathematics and one in English language teaching. The linking between subject matter and subject matter didactics we strive for is two-fold: On the one hand, it requires curricular and organisational dovetailing of the courses involved (boundary crossing by design); on the other hand, it requires a study space where students are urged to try to interlink the courses’ contents in their thinking and acting (boundary crossing by designing). Following this design principle, a nested design approach is developed in which students’ designs of teaching practice is interlocked with the design of courses at university level. In this paper, we illustrate two kinds of findings by empirical examples: a conditional model for the intertwined realisation of the two types of linking, and interlinking strategies as heuristics for the pre-service teachers’ thinking and acting.