Education Of Prospective Teachers Research Articles

The Effect of a Brain-based Learning Strategy on Developing The Reading Comprehension Skills of Faculty of Specific Education Prospective Teachers

The Effect of a Brain-based Learning Strategy on Developing The Reading Comprehension Skills of Faculty of Specific Education Prospective Teachers

DESIGN OF A LESSON PLAN IN THE CONTEXT OF STEM EDUCATION FOR PROSPECTIVE PRIMARY SCHOOL TEACHERS

his paper explores the issue of organization and implementation of the educational process in the context of STEM education. The relevance of the research arises from the need to train students who are capable of implementing interdisciplinary integration in the educational process, to master the ways and methods of teaching through STEM, and to identify the possibilities for establishing interdisciplinary communication through common topics. The main goal of the study is to develop a lesson plan in the context of stem education for prospective primary school teachers. Stages of developing lesson plans based on STEM include the issue of teaching through STEM, analysis of school textbooks, use of digital resources, STEM lesson planning, and so forth. These actions culminate in the creation of STEM-based lesson plans. This workshop aims to integrate STEM elements, utilize PhET stimulations, and stimulate interest in science subjects. The results of the study demonstrated that students developed skills in problem-solving, critical thinking, cooperation, and interdisciplinary communication. The results of quantitative data during the study were analyzed as descriptive statistics

Strategi Menumbuhkan Kreativitas dan Keterampilan Kewirausahaan Anak melalui Kegiatan Bermain di Sekolah Dasar

Creativity and entrepreneurial skills are important aspects in developing individuals who are able to face future challenges resiliently. This research aims to identify and analyze effective strategies in fostering children's creativity and entrepreneurial skills through play activities in elementary schools. This study uses a qualitative method, where the approach is through a systematic literature review (SLR) to explore the best way to understand the essence of entrepreneurship education for prospective teachers and observe the implementation of this strategy in several elementary schools. The SLR method is used to identify, review, evaluate, and interpret all available research on a topic area of interest, with specific relevant research questions. The findings show that a structured and directed play approach can be an effective means of developing children's creativity and entrepreneurial skills. The implications of this research provide a better understanding of the importance of integrating play activities in the elementary school curriculum to strengthen aspects of creativity and entrepreneurship in children.

예비유아교사의 전자그림책에 대한 은유분석

Objective: This study aimed to explore the formation of conceptual metaphors by pre-service early childhood teachers concerning electronic picture books. The goal is to gain insights into how these metaphors may impact the integration of electronic pictures books within early childhood education settings.
 Methods: A total of 210 pre-service early childhood teachers participated in this study and responded to a metaphorical questionnaire. The collected data were analyzed using both qualitative and quantitative methods.
 Results: The research findings categorized the 210 metaphorical expressions into the following eight main categories: Convenience, Visual Effects, Innovation, Developmental Hindrance, Immersion, Educational Effects, Ambiguity, and Enjoyment.
 Conclusions: This study analyzed metaphorical expressions and their underlying rationales among prospective preschool teachers regarding electronic picture books. The aim is to provide guidance and support for prospective teacher education to foster a proper understanding and effective utilization of electronic picture books.

Education for Prospective Teachers on Augmented Reality (AR) Learning Media in Science Subjects

Education for Prospective Teachers on Augmented Reality (AR) Learning Media in Science Subjects

Internalization of Indigenous Knowledge in the Education Curriculum for Next Generation Science Standards (NGSS)

Indigenous knowledge in Indonesia is very diverse, but some of it is threatened with extinction due to the impact of modernization on people's lifestyles. This research aims to find new methods of integrating indigenous knowledge into the curriculum for preparing prospective science teachers. The new method is targeted to become a reference for prospective science teacher education providers in Indonesia. The research uses mixed methods to find the impact of integrating indigenous knowledge in the curriculum for preparing prospective science teachers, according to the NGSS. The impact on prospective science teachers' profiles is the ability to integrate indigenous knowledge in preparing NGSS. The research targets were 15 heads of science education study programs from 15 different tertiary institutions and 20 prospective science teachers from three different study periods (one year, two years, and more than three years). The difference between study periods is considered because applying a curriculum integrating indigenous knowledge has only begun in the three classes used in this study. The research results found that the longer the study period, the more prospective teachers have the skills to integrate indigenous knowledge more clearly. The N-Gain test obtained a result of 0.5 (medium), meaning that the existing curriculum on the skills of applying science concepts to prospective science teachers about indigenous knowledge is in the medium category. Systematic integration of the curriculum for preparing prospective science teachers makes NGSS and indigenous knowledge in academic texts, courses, teaching materials, and final projects for graduation requirements.

Determining Teachers' Views and Behaviors Towards Current Physical Education in the Changing Understanding of Education: A Phenomenological Study

The aim of this study is to present multiple facts and reveal an in-depth understanding by examining teachers' views and behaviors towards current physical education from a holistic perspective. The study was conducted with 21 physical education teachers. The phenomenology design was used. The data were collected using the interview technique and a semi-structured interview form. As a result of the content analysis, three themes were identified: Physical Education Course Content, Distance Physical Education and Technology Use and Health-Based Physical Education. As a result, although the distance education process is described as a difficult experience by the teachers, it has provided some gains in terms of health-based physical education and the use of technology in physical education. We recommend creating sharing environments that will unite in-service and pre-service teachers. Schools should follow approaches that will encourage healthy living and physical activity for everyone along with the task of bringing talented children together with sports.

Effect of Synchronous and Asynchronous Mode of Online Teaching on Achievement in Environmental Education of Prospective Teachers

Effect of Synchronous and Asynchronous Mode of Online Teaching on Achievement in Environmental Education of Prospective Teachers

Using an Online Assessment-Based Program for Developing Faculty of Education Prospective Teachers’ Test-Making Skills and Self-Confidence

Using an Online Assessment-Based Program for Developing Faculty of Education Prospective Teachers’ Test-Making Skills and Self-Confidence

The effect of the 4 + 1 planned writing and evaluation model on creative writing: An action research study

Writing is an important part of creative thinking as it is the reflection of a person’s thoughts and reasoning. The aim with this study was to create a comprehensive and effective educational model that combines the teaching and practice of writing as a process and creative writing in a collaborative environment in the education of prospective language teachers. The study was designed with the convergent mixed method design. Quantitative data were obtained from the scoring of the first and final texts that the students were asked to write as part of the action plan implemented to improve the students’ writing skills. Qualitative data consisted of the opinions of the participating students and the observations of the teachers who implemented the model. Through the aggregated analyses of these 2 types of data, the effect of the 4 + 1 planned writing and evaluation model (PWEM) on developing students’ writing skills was determined. The results indicate that the model was useful, functional and improved the participating prospective language teachers’ creative and process writing skills. The model enabled inexperienced writers to acquire metacognitive strategies, self-regulation, and self-efficacy that they would need in the writing process. This was supported by the opinions of the participating students and the observations of the teachers who implemented the model. The model may be used with any student population to help them to become self-sufficient in writing.

Resilience of Male Teachers and Prospective Male Teachers as Minorities in the Early Childhood Education Field

As a minority in the Early Childhood Education (ECE) field, male teachers and prospective male teachers are likely to face some challenges. Therefore, developing resilience skills is needed. This study aims to investigate the resilience factors of male teachers and prospective male teachers as minorities in the ECE field. Identifying the resilience factors of male teachers and male teacher candidates may guide kindergarten leaders and ECE head study programs in higher education to support male participation in the ECE field. It is descriptive qualitative research involving four male teachers and two prospective male teachers in the Kudus area. In-depth interviews were used to collect the data, while a three-phase analysis of Miles and Huberman was used to analyze the data. Findings showed some risk factors that can be challenges in developing resilience, such as the public’s stereotype about men who choose ECE, low salary, and lack of acceptance from others. On the other hand, some protective factors that support their resilience are their love toward children, family, colleagues, and classmates’ support, as well as religious factors. Collaborative efforts are needed to make the ECE field more gender inclusive, including strengthening the protective factors and teaching resilience to prospective male teachers so they can face some challenges that might arise in the fieldwork.

예비유아교사와 예비특수교사의 세계시민성과 세계시민역량 비교

This study is a comparative analysis of global citizenship and global citizenship competency between pre-service special education teachers and pre-service early childhood teachers, and is based on the subject's background variables(grade, gender, experience in global citizenship activities, experience in taking global citizenship education). A sample of 225 pre-service education teachers in the college of education was included in the study. The results of this study were following. There were no difference between the two groups of pre-service teachers in global citizenship competency. However, pre-service special education teachers's global citizenship were higher than pre-service early childhood education teachers. There were differences in knowledge among the sub-domains of global citizenship. The study findings indicated that the global citizenship and global citizenship competency were different according the major, grade, gender, global citizenship education's experience. Additionally, there were significant correlation between pre-service education's global citizenship and global citizenship competencies. These results will serve as basic data for those in charge of teacher training institutions to provide global citizenship education for prospective teachers in universities, and will further help develop various global citizenship education programs according to the characteristics of prospective teachers' majors.

The Use of Case Technology for the Formation of Information Competence for the Future Teachers of Mathematics

The relevance of the selected research topic arises from the numerous challenges encountered in the education of prospective mathematics teachers. The purpose of this research is to substantiate the advisability of using the case technology in the formation of information competence for the future teachers of mathematics in the process of their preparation. This study employs a methodological approach that combines literature analysis, synthesis of pedagogical experiences, statistical observation and a pedagogical experiment to assess the impact of case technology on the development of information competence among students in the context of professional education for future mathematics teachers. The main results of this study include the creation of case groups and their integration into the curriculum for students specializing in ‘mathematics’ and ‘mathematics-informatics’, as well as a comparative analysis of the components of information competence among future graduates and their proficiency levels. The study’s findings hold significant relevance for educators at the Higher School of Natural Sciences at Zhetysu University named after I. Zhansugurov, with the overarching objective of preparing competent, highly skilled and competitive mathematics teachers for the job market.

What is worth retaining from the COVID-19 experience on remote online education in the prospective teacher education?

What is worth retaining from the COVID-19 experience on remote online education in the prospective teacher education?

중국 교원의 AI·디지털 역량 지원 정책 동향 및 시사점 탐색

This study explored implications for improving our AI and digital competencies by analyzing policies to enhance AI and digital competencies in China and case studies related to AI and digital competencies. First, the background of policy promotion related to China's AI and digital competencies and the conceptual definition of China's AI and digital competencies were examined, and the types of AI and digital competencies in China were specifically explored. Based on this, we looked at the actual support and use of Chinese teachers' AI and digital competencies in the current teaching situation in Chinese schools, and explored Chinese education policies to support teachers' AI and digital competencies. This search was in-depth approach and analysis based on literature published in the original Chinese language, such as announcements from the Ministry of Education of China, Chinese academic journals, Chinese websites, and Chinese media. Through this, the implications of China's AI/digital competency training for Korea and the future direction of Korea's AI/digital competency support policy were suggested as follows. First, it is necessary to establish a teacher training model that combines the capacities of the government and the private sector. Second, AI and digital resources must be fully utilized in the teaching and learning process. Third, it is necessary to strengthen the education of prospective teachers and expand the training of incumbent teachers.

Special Education Prospective Teachers' Views on Supporting the Academic Self-Concept of Gifted Students in Selective Groups

Özel yetenekli öğrencilerin eğitimlerinde sıklıkla kullanılan yöntemlerden biri gruplama stratejisidir. Gruplama stratejisi içerisinde yer alan homojen gruplarda özel yetenekli bireyler yetenek düzeylerine göre bir arada eğitim alırlar. Böylece yetenek düzeyi üst seviyede seçkin bir grup içerisinde yer almış olurlar. Seçkin grupların özel yetenekli öğrencilere olumlu ve olumsuz etkileri olabilir. Grupların etki yarattığı boyutlardan biri de öğrencilerin akademik benlik algısıdır. Bu çalışmada özel eğitim bölümünde lisans öğrencisi olan öğretmen adaylarının, seçkin gruplardaki özel yetenekli öğrencilerin akademik benlik algılarını desteklemeye ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Bu amaç kapsamında katılımcılardan seçkin grupların etkileriyle ilgili görüşleri ve akademik benlik algısını desteklemeye dair önerileri alınmıştır. Çalışma nitel araştırma yöntemiyle gerçekleştirilen betimsel bir çalışmadır. 32 katılımcıdan açık uçlu sorularla toplanan veriler içerik analiziyle çözümlenmiştir. Çalışmanın sonuçları seçkin grupların özel yetenekli öğrencilerin düzeylerine uygun eğitim alma ve yalnız hissetmeme gibi olumlu getirileriyle birlikte çok akademik odaklı olma ve rekabetçi ortamda zorlanma gibi dezavantajları olabileceğini göstermiştir. Katılımcılar seçkin grupların etkilerini paylaşırken, akademik benlik algısının hem olumlu hem de olumsuz etkilenebileceğini ifade etmişlerdir. Özel yetenekli öğrencilerin akademik benlik algısını olumlu yönde desteklemek için öğrencilere, ailelere, öğretmenlere, yöneticilere ve diğer uzmanlara yönelik önerilerde bulunmuşlardır. En dikkat çeken öneriler ise özel yetenekli öğrencilerin ve seçkin grupların özelliklerinin iyi bilinmesi üzerine yapılmıştır. Ayrıca katılımcılar özel yetenekli öğrencilere sadece akademik değil, sosyal duygusal bağlamda da destekler sunulmasını tüm paydaşlara önermişlerdir.

Pengalaman Mahasiswa dalam Mengimplementasikan Kurikulum Merdeka Pada Matakuliah Micro teaching

Higher Education up to participating in teacher professional education. At the Higher Education level, prospective teachers or students carry out exercises in carrying out learning or learning practices. Practical activities are carried out with a small scope or often called micro teaching. Micro teaching helps students develop teaching skills. Teaching ability cannot be separated from the curriculum. Therefore, to produce professional teacher candidates, it is necessary to train students in the implementation of the curriculum used, where the current curriculum used is the independent curriculum. This research is aimed at knowing students' experiences in implementing the independent curriculum. The research conducted was a survey with a quantitative descriptive method. This research method is based on survey results. Data collection technique with a questionnaire. Data analysis techniques by processing the data obtained expressed in percentages and then analyzed descriptively. Based on the results of the analysis, it can be concluded (1) that most micro teaching students have the ability to develop teaching modules. Improvements to student weaknesses lie in the difficulty of finding models, methods, learning strategies, exercises, meaningful understanding, assessment, enrichment and glossaries. (2) the implementation of independent curriculum learning that has been carried out by students by applying differentiation learning, needs to pay attention to aspects of the implementation of differentiation learning itself, namely (a) student readiness, interests and learning styles, (b) content preparation, and (c) learning environment and learning products

Utilizing Inquiry-based Learning to enhance Faculty of Specific Education Prospective Teachers’ Speaking Fluency

Utilizing Inquiry-based Learning to enhance Faculty of Specific Education Prospective Teachers’ Speaking Fluency

Effects of Emergency Distance Education on Teacher Training Process in Turkey: Instructors’ Opinions

Emerging in 2019 and then spreading throughout the world, COVID-19 has led to the application of emergency action plans in almost all areas of life. In this process, the Turkish education system also made a transition to distance education in schools of all types and levels. The main purpose of this study is to determine the views of the instructors regarding the prospective teacher education practices implemented via distance education in Turkey during the pandemic period. This study was carried out using a case study method. The data collected through an open-ended questionnaire were analyzed using content analysis. In conclusion, it was found that universities in Turkey do not have a functional distance education policy for the urgent distance education process, and a centralized policy is followed in most universities for distance education. Also, it was concluded that limited interaction, lack of equipment, and infrastructure problems negatively affect the distance education process. Moreover, it was found that distance education applications are not convenient for teacher education, there are some negative effects of conducting teaching practice through distance education, and support is needed in technical, human, and managerial issues for teacher education through distance education to be successful.

Increase in self-efficacy in prospective teachers through theory-based lesson study

This paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers’ self-efficacy to plan and teach lessons based on such theory, reducing the gap between theory and practice. Prior to the study, we will discuss how the theoretical postulates assumed in lesson study affect crucial aspects of the process. The study is implemented with 47 prospective early childhood education teachers. We also consider another group of 47 prospective teachers that were engaged in practicum at the time the lesson study process took place. Using a quasi-experimental methodology based on a questionnaire developed ad hoc that captures the particularities of the didactic paradigm assumed, the results of our study show that both lesson study and practicum lead to a statistically significant increase in future teachers’ self-efficacy to plan and teach lessons in line with the paradigm assumed. However, size effect measures show that the increase observed in the lesson study group is significantly higher, which supports the benefits of lesson study in initial teacher education. We discuss what the features of lesson study are that could be related to this increase. Finally, we sketch new lines of research connected with the benefits of lesson study versus other teacher education experiences like practicum, as well as with links between self-efficacy and knowledge growth in lesson study.