Teacher Candidates Research Articles

“They Don’t Even Realize They’re Learning”: Enacting Core Practices in Teacher Education Through Board Games

ABSTRACT This article explores the potential of using gameplay to support teacher candidates’ understanding and application of core teaching practices in an early-stage clinical practicum experience. Through a course redesign in the wake of COVID-19 adjustments, one of the authors explored innovative ways to incorporate board games in service to both teacher candidates and the students with whom they worked, fostering high-leverage teaching practices alongside children’s social-emotional learning. The first part of the article provides research-based support for why board game play can be valuable to learning and details the course redesign process implemented to benefit both candidates and children. The second portion outlines the core practices candidates explored and enacted through board game instruction and play: building respectful relationships, instructional clarity, setting and assessing learning goals, student engagement, and establishing routines and expectations. Priorities for game selection involved consideration of developmental levels, cultural representation, small group interaction, and thoughtful decision-making over chance-reliant alternatives. Attention to these details shaped spaces for thoughtful cultivation of social and emotional skills within contexts that supported nascent teachers and eager children.

Foreign Language Curriculum Literacy: Analysis of the Views of Teacher Candidates in Terms of the Needs of Teachers

The curriculum functions as a pedagogical framework that provides guidance to educators in the facilitation of the educational process. The curriculum provides guidance to educators regarding the methods and degree to which desired learning objectives would be attained, as well as the specific learning artifacts that would be produced. Additionally, it furnishes details pertaining to the content, methodology, timing, and rationale behind pupils' learning outcome of knowledge. Curriculum literacy plays a crucial role in supporting educators in various aspects, such as designing and implementing new curriculums, as well as preparing for their execution. The objective of this study is to ascertain the necessary competencies for aspiring educators to enhance their comprehension and implementation of educational curricula, as well as to investigate the literacy requirements of potential teachers in educational curriculums. The research was structured as a case study. The convenience sampling approach was used for selecting participants. The researcher used a semi-structured interview form to gather comprehensive data for the study. According to the results of the study, the perspectives of prospective foreign language teachers indicate a heightened awareness of their own understanding, implementation, and adaptation of foreign language curriculums, hence highlighting opportunities for enhancing their skills in this field. Furthermore, the results derived from this study contribute to the enhanced awareness and expertise of prospective foreign language educators in the realm of curriculum literacy, hence enabling them to practice curriculum with greater efficacy.

Special Education Teacher Candidate Identity Development: A Descriptive Study

Professional identity is an area of significant research in engineering and health care but research in special education teacher identity is limited. Using the framework of Identity Theory, this study examined the evolving professional identity standard of seven preservice teacher candidates using concept maps across three points in time during their preparation program. An analysis of course syllabi provided context for the knowledge and skills learned during the program. A focus group interview with the candidates at the completion of their program targeted the factors they felt influenced their development. Findings indicate that participants’ identity standard evolved throughout the program, particularly related to special education teacher role, with significant consolidation and integration occurring during the internship experience. Implications of these findings are discussed.

Assessing Pre-Service Teachers’ Knowledge and Attitudes Towards Language Testing for Citizenship Through LAMAS (Language Accreditation for Migration Attitudes Scale)

ABSTRACT This paper examines (1) teacher candidates’ knowledge of recent migration trends and language accreditation policies, (2) their attitudes towards language testing for migration, and (3) changes in their perceptions after exposure to training and migrant testimonies. Conducted over two years (2021–2023), this mixed-methods study involved 395 candidates from Spain (166), Poland (125), and the Czech Republic (104). Participants completed a migration data test and a pre-survey employing The Language Accreditation for Migration Attitude s Scale (LAMAS), an ad-hoc ten-item scale with three dimensions. The intervention included a comprehensive learning module with readings and visual resources, and exposure to migrant testimonies, followed by a LAMAS-based post-survey, classroom discussions, and reflective reports. Data analysis via SPSS and QDA Miner revealed significant correlations between attitudes and home countries (Kruskal-Wallis test), and notable attitude changes post-treatment (Wilcoxon Sign-Ranked test). The study underscores the enhanced awareness and understanding of language assessment challenges in migration, highlighting the need to integrate these issues into teacher training programs.

It’s not just kids that don’t speak English: leaning toward teacher preparation for multilingual learners

PurposeThe purpose of this current research study is to provide a comprehensive description of an ongoing effort to provide quality experiential professional development through field experiences for educators at the pre-service level, referred to hereafter as teacher candidates (TCs). This practitioner inquiry aimed to determine what the teacher candidates’ reflections revealed about their learning experiences completing the 10-h checklist.Design/methodology/approachAbout30 individual reports from four consecutive terms were collected. I employed qualitative coding, first using open codes, then grouping similar sentiments into axial codes and through an iterative process categorizing them into themes, grouping and re-generating terms as needed and keeping records in a codebook (Creswell, 2014). The research questions guiding the inquiry included, (1) What do teacher candidates’ reflections reveal about their experience completing the field experience for English Speakers of Other Languages (ESOL) endorsement? And (2) What conclusions do TCs demonstrate about their role as future teachers of multilingual learners (MLLs)?FindingsFindings are summarized under three main recurring themes: emotionality of field experience, perceived misunderstandings and emerging responsiveness to MLLs. Candidates conveyed strong emotional responses to the instructional context. Some were forward in acknowledging stereotypes and trepidation to participate in the experience. Others reflected on their understanding of the experience, their interpretations of teacher relationships and noted attitude shifts toward MLLs. Findings reported emergent responsiveness to MLLs imply that candidates in this beginning experience progressed at various rates, suggesting that assessing competence of skills at the onset may be beneficial for further understanding best approaches to teacher education.Originality/valueThere is certainly a gap in current knowledge when it comes to understanding the rates at which teacher candidates develop abilities, skills and orientations toward working with MLLs. These preliminary findings support established notions such as the importance of exposing students to authentic environments that foster appreciation for the complexities of the process of second language acquisition and acculturation. Findings reported around emergent responsiveness to MLLs imply that candidates in this beginning experience progressed at various rates, suggesting that assessing competence of skills at the onset may be beneficial for further understanding best approaches to teacher education.

Teacher Candidates' Perspectives on the Integration of Digital Tools in Teacher Training Programs

Digital tools are crucial in modern education for improving teaching practices and student engagement. While technology enhances learning, many teacher candidates still struggle to effectively integrate it into their teaching (Habibi et al., 2023). For instance, Seesaw is a widely used digital platform in K-12 classrooms but seldom explored in higher education. This study explores teacher candidates' views on integrating Seesaw into their learning processes, revealing benefits and challenges. The study is guided by Puentedura's (2010, 2014) SAMR model as a framework to evaluate and discuss the findings of integrating Seesaw in a literacy methods course. The study's insights aim to help teacher candidates, teachers, and educators enhance Seesaw's integration into teaching and learning. The goal is to ensure Seesaw enhances traditional teaching methods, meets learner needs, and maximizes the benefits of technology in higher education.

NASUP Exemplary Mentor Award Winners – 2023 and 2024

PurposeThe following narratives describe how successful relationships between mentors and pre-service and inservice teachers go beyond observations and feedback. The purpose is to share the multifaceted approach mentors take to support teacher candidates in generative ways so they can develop their potential as practitioners and how they nurture a culture of professional respect and understanding about how the school–university partnership supports teachers and students across the school and beyond the individual placement classrooms.Design/methodology/approachThe article contains first-person experiences of the recent National Association for School–University Partnerships (NASUP) Exemplary Mentor Award Winners for 2023 and 2024.FindingsThe work of mentors facilitates the growth of pre-service and inservice teachers, empowering them to innovate and enjoy a sense of autonomy within their placement site and supports the growth of the university program, making the partnership more responsive to the needs of the pre-service and inservice teachers. These narratives are evidence of the power of the school–university partnership in growing teachers who exemplify the profession.Originality/valueA successful Professional Development Schools (PDS) partnership includes exemplary mentors who support pre-service teachers, in-service teachers and teacher candidates as they prepare for the profession.

Using mobile learning to shape the national values of future teachers: An examination of practice

Comparative studies of national values are becoming increasingly important in the context of contemporary globalization processes. An essential condition for the shaping of national values in learners is the enrichment of pedagogical technology with components of digital technology. Both qualitative and quantitative approaches were used in the current study. The purpose of this research is to examine the efficacy of mobile learning in shaping the national values of prospective teachers. The experiment included 180 participants. Diagnostics of the levels of national values formation in the initial stage confirmed the assumption about the low formation of national values among teacher candidates and, consequently, the need for targeted work on their formation. This study demonstrates that significant advances in students’ national values have occurred following the introduction and testing of mobile learning with experimental group (EG) participants to shape national values. The data from this study can serve as the basis for creating strategies for shaping the national values of learners in universities and as a methodological basis for adapting mobile learning for the shaping of national values.

Exploring pre-service foreign language teachers’ intention to adopt technology: an investigation from the perspective of Situated Expectancy-Value Theory

Abstract The intention of pre-service foreign language teachers to adopt technology (PIAT) reflects their willingness to integrate educational technology tools into their teaching practices, which is essential for the digital transformation of language education and the professional development of teacher candidates. Drawing upon the Situated Expectancy-Value Theory, this study utilizes a structural equation model to analyze the factors influencing the intention of pre-service foreign language teachers to adopt technology. The results reveal that: (1) four motivational factors (i.e., self-efficacy, perceived enjoyment, perceived importance, and perceived usefulness) significantly predict PIAT, while perceived anxiety negatively correlates with, but does not significantly predict PIAT; (2) mindset significantly impacts perceived enjoyment, perceived importance, perceived usefulness, and perceived anxiety; (3) social influence exerts a significant influence on self-efficacy and mindset. The study concludes with implications for enhancing the digital literacy of foreign language teacher candidates.

Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory

In the performance assessment, unbiased and accurate scorings depend not only on raters but also on accuracy of scoring keys. It could be confusing to choose the type of scoring key for educators in most situations. The study aims to find whether there is a difference between ratings with rating scale and analytic rubric and to compare reliability of scores given by the same raters with both scoring keys to the same performance tasks using generalizability theory. The results of this study would be a guide for implementers to determine the type of scoring keys for scoring performances. By the analyses, results reveal that scores obtained with the rating scale have higher reliability compared to scores obtained from the analytic rubric. Interviews related to both scoring keys reveal that for the scoring of performance tasks of teacher candidates, the rating scale is economic in terms of time.

An Examination of Mathematics Teacher Candidates’ Definitions and Images of the Fraction Concept

This study aims to examine the definitions and images of the concept of fractions held by mathematics teacher candidates. However, the aim has been to reveal the similarities or differences in the definitions and images of fractions held by teacher candidates throughout the different stages of the program. A basic qualitative research design has been used in the study. The study group consists of 155 mathematics teacher candidates studying in the mathematics teaching program of a state university in the Central Anatolia Region for the 2023-2024 academic year, selected using the maximum diversity sampling method. A form consisting of open-ended questions has been used as a data collection tool. Descriptive analysis was used in the analysis of teacher candidates' definitions and images related to the concept of fractions. According to the findings of the study, the explanations provided by teacher candidates regarding the definition of fractions have been categorized under four themes: meanings of fractions, types of fractions, association with rational numbers, and elements of fractions. When examining the drawings of teacher candidates regarding the concept of fractions, it has been observed that images of part-whole, sharing, ratio, set, operator, association, and number line have emerged. Teacher candidates have mostly made definitions using the meanings of fractions, with the part-whole meaning being the most frequently used among them. Additionally, it has been addressed how the definitions and images of the concept of fractions change according to the grade levels of the teacher candidates.

Exploring Cultural Heritage through Virtual Museums: Social Studies Teacher Candidates' Views and Experiences with Virtual Museums

Exploring Cultural Heritage through Virtual Museums: Social Studies Teacher Candidates' Views and Experiences with Virtual Museums

An Inclusive Education Teacher-Training Program in a Peripheral City in Israel

Inclusive education offers accessibility to school settings for all children, regardless of background or disability. This retrospective mixed-methods study examined the attitudes of teacher candidates regarding inclusive education, after participating in a unique year-long program on this topic. The study included 42 teacher candidates and 38 mentor teachers from two elementary schools in southern Israel. The study also examined whether candidates would recommend the program, and the program’s impact regarding the teacher candidates and their mentors’ sense of self-efficacy. The findings show that 71% of candidates reported that the main advantage of the program was instilling values of acceptance and tolerance; 71% also stated that its main disadvantage was excessive workload. When examining recommendations for future implementation, 60% of the variance was predicted by “The inclusive education program has enhanced my ability to effectively manage a classroom in the future.” Finally, the mentors’ sense of self-efficacy was significantly higher than the candidates.

Lesson Study - The Game: designing a game-based professional development opportunity for teachers and teacher candidates

PurposeThis design paper reports on the development of a board game for teachers’ initial introduction to lesson study (LS). Empirical studies suggest that teachers need to have a good understanding of the goals and steps of LS in order to see their participation in LS as worthwhile. This board game is designed to provide an interactive, motivating and informative introduction to LS.Design/methodology/approachFollowing iterative design steps to develop a game prototype, groups of teachers (N = 57) and teacher candidates (N = 49) played the game and completed surveys about their satisfaction with the game as well as the quality and the transferability of the game. The data were analyzed using quantitative and qualitative methods. To address feedback from participants, two experts in game-based learning and LS, respectively, were asked to review the game and provide additional feedback.FindingsThe vast majority of participants rated the game as an appealing format for professional development (PD) and indicated a high level of motivation to participate in LS and collaborate with colleagues after playing the game. The findings highlight that game-based learning opportunities can provide engaging and informative formats for PD, particularly to facilitate collaboration.Originality/valueTo our knowledge, this is one of the first efforts to design and evaluate a game-based introduction to LS and one of the few studies to discuss educational games specifically designed to enhance teachers’ professional knowledge and collaboration.

The Significance of Intergenerational Collaboration as Young People Engage in Youth Activism in Educational Spaces

Youth Liberation Army (YLA) is a youth-led grassroots organization advocating for school abolition and addressing issues most concerning young people in schools and communities. YLA utilizes adult ally trainings to invite educators to work toward liberatory education. The transformative organizing practices of YLA are examined through a youth activism framework to discuss how young people and adult allies may collaborate to disrupt systemic injustices in schools and communities. Findings from a critical qualitative Project in Humanization are shared to examine the power and purpose of an adult ally training facilitated by YLA in a conventional teacher education program (TEP). Through critical listening and dialogic spiraling, reflections and implications on intergenerational collaboration are provided by a researcher-teacher educator and a participant-youth organizer. The dynamics between YLA, teacher candidates, and a teacher educator highlight the significance and possibilities of intergenerational collaboration when youth organizers are welcomed into TEPs as co-educators.

Music teacher licensure in the United States: a policy analysis

The purpose of this study was to construct a comprehensive, national profile of music teacher licensure practices. Our objectives in this research were a) to construct a descriptive, national profile of legislative policy about music teacher licensure, b) to identify licensure parameters required of music teacher candidates, and c) to identify points of convergence or divergence across state-level written policies. Teacher licensure is one of many policy-related topics that necessitate consistently updated, descriptive research to establish an understanding of current practice. In addition, the current national teacher shortage calls for an in-depth exploration of potential pipeline barriers or inequities. We therefore conducted a retrospective, or ex post policy analysis, which involves the distillation and transmission of information and policies after they have been implemented. Within this retrospective policy analysis, we adopted a problem-finding perspective (Dunn, 2012). That is, we sought not only to describe music teacher licensure policy but to identify and explain elements that may contribute to problems with inconsistency or inequity. State-level music teacher licensure policy existed predominately in the form of statute or code, with most states offering a holistic, rather than leveled or tracked music teacher certification. Most states required two or more written examinations of content knowledge or pedagogy. Under one-half of states required a portfolio assessment of teacher performance. The notion of certification reciprocity presented multiple points of convergence and divergence in policy across states.

Liberatory Race-Conscious Mentorship Practices: Collaborating for Change

ABSTRACT Mentoring can have an equalizing impact on educational outcomes by critically taking on the deeper issues around oppression and marginalization while bringing to light the cultural and institutional roots of intrapsychic (e.g. implicit bias) and interpersonal racism (e.g. microaggressions). Educators of teacher candidates have two openings for change: they can model an antiracist curriculum and pedagogy in their classrooms, and they can support teacher candidates to become teachers who adopt race-conscious, egalitarian, and humanistic teaching philosophies and practices. Using a liberatory race-conscious mentorship (LRCM) framework, we conceptualized 12 mentoring practices derived from eight years of critically-informed research training for nearly 330 undergraduate students and after delivering critical race theory-based mentorship training to 128 faculty mentors in biomedical fields. Each set of LRCM practices reflects one of four liberatory phases of antiracism – awareness, deconstruction, reconstruction, and praxis – and focuses on intrapsychic, interpersonal, and institutional levels of antiracism practice as starting points for local action.

Private Expenditures of Teacher Candidates Studying at Mersin University, Türkiye

Private higher education expenditures constitute one of the factors determining higher education demand. In this study, it is aimed at determining the level and types of teacher candidates’ private expenditures, and the factors influencing the probability of making higher private expenditures. The sample of the study was drawn among the students enrolled in Mersin University Faculty of Education in 2013, 2016, 2019, and 2022. A model comprising five factors influencing the probability of making private expenditures higher than the average was developed. In this model educational background, family background, other cost related variables, higher education aspirations and future teaching labor market expectations were included as determining factors. Data were collected by a questionnaire developed by the researcher. Model was estimated by logistic regression analysis. Results show that variables representing all five factors have significant impact on the probability of making higher private expenditures. It is concluded that the model has a power on explaining the problem of the study.

Personal deficiency, racism, or culture clash?: Teacher candidates' beliefs about why racial discipline disparities exist

In this exploratory qualitative study, we mapped out the ideological frames a sample of teacher education students from a large SE university in the US adopt to make sense of why racial discipline disproportionality persists. We examined both the prevalence of deficit and structural ideologies, and tried to uncover ideological positions and justifications that fall in-between these ideologies. Findings show that participants' responses fell all over the ideological continuum, as some attributed educational disparities to supposed deficiencies in students' cultures or communities, others to a lack of teachers' understandings of their students’ cultures or to individual biases, and yet others to structural and institutional racism. We propose the following implications for teacher education programs: teacher educators should push teacher candidates to identify and address their implicit biases and to understand their relationship to societal injustice; teacher educators should equip teacher candidates with skills that help them see students and their families from an asset-based lens, not a deficit lens; and finally, teacher educators should teach teacher candidates explicitly about equitable and culturally responsive pedagogy.

Effective Support Strategies Serving Diverse Teacher Candidates in Paraprofessional to Teaching Programs

Effective Support Strategies Serving Diverse Teacher Candidates in Paraprofessional to Teaching Programs