Pre-service Teacher Education Research Articles

초등학교 예비교사의 발명에 대한 인식과 이미지

Objectives The purpose of this study was to investigate the perception and image of the invention of pre-primary elementary school teachers. Methods This study analyzed the degree of perception and image of the invention and the difference of the per ception and image of the invention according to general characteristics(department, invention education experi ence) of pre-primary elementary school teachers. The subjects of the study were 102 pre-primary elementary school teachers(third-year students) of A National University of Education. The analysis methods were descriptive statistics and independent sample t-test. Results The results of the study were as follows. First, the perception of the invention of pre-primary elementary school teachers was slightly higher than middle level, and the image of the invention was positive. In the sub-fac tors, the mean of ‘invention impact’ was the highest in the perception of invention, and the mean of the ‘value’ factor was the highest in the image of invention. Second, the perception of the invention of pre-primary elemen tary school teachers differed according to the department. The perception of the invention of pre-service teachers in the natural science department was higher than that of pre-service teachers in the humanities department. Third, there was no difference in the perception of the invention of pre-primary elementary school teachers ac cording to the experience of invention education. However, the image of invention according to the experience of invention education showed differences between groups. Pre-service teachers with experience in invention edu cation had a more positive image of invention than pre-service teachers who did not. Conclusions It is necessary to develop an invention education program for pre-service teachers in the humanities field to positively induce the perception and image of the invention of pre-service teachers to affect future instruc tional behavior. Research results that show that the experience of invention education has a significant effect on the image of invention also emphasize the necessity of invention education for pre-service teachers in the hu manities field. Since the image of the invention affects the teaching behavior preparing for the invention, it is more necessary to form a positive image through education.

From a bitter start to meaningful learning in online teacher education

ABSTRACT Teacher education (TE) is evolving in its pedagogical approaches and learning environments. While some research has examined the impact of online teaching on TE student perceptions and motivations, less is known about meaningful and successful online learning experiences. This study investigates meaningful learning in an online course on interpersonal communication within a Finnish pre-service teacher education program. Using a qualitative approach and online questionnaires, the study highlights the importance of acknowledging emotions, developing group dynamics, fostering interactions, well-designed pedagogy, and creative technology use. It emphasizes the need for quality online education through careful instructional design to boost pre-service teachers’ confidence in online pedagogy. This contributes to understanding how pre-service teachers and higher education students can best learn online, transforming and challenging simplistic views of teaching and learning. Quality online TE helps pre-service teachers develop engaging teaching strategies and confidence in applying online pedagogy in their future practice.

TPACK 발달 단계를 고려한 강의를 통해 나타난 초·중등 예비 교사의 테크놀로지 활용 수업에 관한 인식

Objectives This study examined the perceptions of 10 pre-service teachers from a teacher training university lo cated in a mid-sized city regarding technology-integrated instruction after participating in lectures designed based on the TPACK developmental stages. Methods To achieve this, a 15-week lecture program was developed based on prior research, considering the TPACK developmental stages. Subsequently, data were collected from pre-service teachers, including their tech nology-integrated lesson objectives, group lesson rehearsal observation reports, and reports on the development of their technology integration competencies. The pre-service teachers’ lesson objectives for technology-in tegrated instruction were rephrased and categorized into two main themes, and their perceptions of technology were analyzed. Additionally, changes in their preconceptions and perspectives on technology-integrated instruction were examined using the group lesson rehearsal observation reports and the competency development reports. Results The analysis of pre-service teachers’ objectives for technology-integrated instruction revealed two dis tinct groups. One group responded with a desire “to develop the ability to create teaching and learning materials using technology (TCK),” while the other expressed a goal “to gain the ability to conduct effective lessons using technology (TPK).” Pre-service teachers in the TCK group demonstrated positive and progressive perceptions of technology-integrated instruction. In contrast, those in the TPK group exhibited negative or reflective perceptions. Additionally, pre-service teachers initially faced challenges in conducting technology-integrated instruction on topics related to the humanities and social sciences. However, throughout the lecture program in this study, they experienced a shift in perception, overcoming these difficulties. Conclusions The results of this study indicate that pre-service teachers who aimed to develop TCK competencies rather than TPK competencies through the lecture program based on TPACK developmental stages held more positive perceptions of technology-integrated instruction. Additionally, their perceptions of conducting technol ogy-integrated lessons on humanities and social science topics showed notable improvement. Based on these findings, it is necessary to enhance pre-service teacher education programs to better support the development of competencies required for effective technology-integrated instruction.

Exploring the Preservice Teachers’ Work to Label the Plants in the Faculty Garden

This descriptive qualitative case study aims to find out the pre-service science teachers (PST)’ confidence about instructional practice in outdoor setting, their knowledge about the plants and it explores the two research questions: To what extent do the preservice science teachers have confidence to teach in the outdoor settings? (1) and What are the preservice teachers’ knowledge about the plants that they see on a daily basis? (2). To do this, it was reported the entire activity of two voluntary pre-service science teachers (PST)’ work to label the plants at the faculty garden. The data collection encompassed rounds of semi-structured interviews, observations and a portfolio was prepared. The protocol addressed preparation for the connection to everyday life, their General Biology Course and for their collaboration. Preservice science teachers labelled in total 124 plants from 14 species by focusing on mostly the trees. They reported that their main challenge is to label the family Pinaceae, although they have seen these plants almost daily for over two years. They reported that this practice-based instructional work at the faculty garden enhances their knowledge and confidence to teach in the outdoor settings. Keywords: biology education, outdoor learning environments, out-of-school teacher education, pre-service teacher education, science education

Colleges of Education Pre-Service Teachers Perception on Career Prospects in the Field of Early Childhood Care, Development and Education

This study aims to investigate the perception and motivation of prospective teachers about ECCE as a course to plan for career future. The study adopted qualitative research design. The population consist of all pre-service teachers in 200L in the Department of ECCE in Federal Colleges of Education in Southwest, Nigeria. The sample size targeted at was 50% of 42 pre-service teachers that was meant to be proportionally selected using proportional sampling technique that was to make a total number of Twenty-One (21) pre-service teachers in Federal College of Education, Iwo, Osun State, Nigeria. The total of nineteen pre-service teachers responded to the interview which made the sample size to reduce. Three research questions guided the study. Interview questions that were sectionalized into three was used to generate data for the study. The Section A, B, and C had 3 questions each that covered pre-service teachers’ perceptions, motivations and future plan on ECCE as a profession. The data generated were analyzed using content analysis. The results shows that the respondents perceived that they have opportunities for professional growth in the field. In conclusion the pre-service teacher had positive perception on ECCE as career. The study recommends that Government and stakeholders should give more recognition to ECCE.

Digital Didactic Competencies of Prospective Teachers in Arabian Countries

Objectives: This research aimed to identify the reality of digital didactic competencies of preserve teachers in different Arab teacher education systems in the Arabian context. Method:The researchers followed the descriptive and analytical approach to identify the reality of preserve teachers’ mastery of digital didactic competencies. The research utilized a questionnaire that was validated and used for the purpose of the research; it consisted of five areas and 50 items. Participants of the research were 530 teachers from the Arabian educational contexts. Results and Discussion: Results of the research showed that three areas of digital competencies were reported to be Mid (AI for lesson planning 1.68, AI for classroom management 1.77, and AI for assessment of learning 1.82). Results also showed that AI for Conducting a Lesson (2.80) was reported to be High, while AI for Methodology (1.29) was reported to be low. Based on the obtained results, the study recommends integrating various digital competencies-oriented models in pre-service teacher education programs in the Arabian context. Research Implications: Extensive decisions related to curriculum reform and syllabus-oriented practices are recommended to fulfill the indulgence of pedagogical digital literacies in the Arabian educational contexts. Originality/Value: The study highlighted the need to integrate further pedagogical digital competencies components in pre-service teacher education programs due to the age requirements. Teacher education institutes in the Arab world place a greater emphasis on " digital pedagogy" than they did on imparting specific knowledge that students would eventually be expected to apply.

Service-Learning in Environmental Education of Primary Preservice Teachers: Advancing SDGs and Improving Attitudes Towards Sustainable Development

Service-Learning in Environmental Education of Primary Preservice Teachers: Advancing SDGs and Improving Attitudes Towards Sustainable Development

웰니스의 행복 개념에서 바라본 영유아의 수면과 영양의 의미: 아동건강교육 대학교재 내용 분석을 중심으로

Objectives The study aims to actively reflect in teacher government policies for teacher training in the future by highlighting the sleep and nuturion of childhood and toddlers pursued in the philosophy of wellness happyness through the analysis of the contents of the university textbooks for child health education for pre-service teachers. Methods To this end, 17 children’s health education textbooks published after the 2019 Nuri curriculum were analyzed by schematizing them from upper to lower areas using a classification system analysis method, and a frequency analysis using an Excel program was conducted. In addition, data were analyzed using selective coding and etic coding methods to analyze the meaning of sleep and nutrition. Results First, it appeared as the theoretical basis of child health education, child health education, child nutrition education, child safety education, institutional facilities and environmental management for child health education, and connection with families and communities. Second, the weight of the contents of each textbook was found to be different. Third, sleep appeared as understanding and support of sleep, and nutrition appeared as understanding and support of nutrition. Conclusions It is believed that it will contribute to the provision of basic data presented in government policies on sleep and nutrition in the university textbooks for children's health education of teacher training.

The understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe

Since the universalisation of inclusive education in 1994 at the United Nations Salamanca Conference in Spain, teachers globally have been grappling with how to implement it. Inclusive education calls for adoption of inclusive pedagogical approaches that are learner-centred. In order to do justice to diverse learners in today’s heterogeneous classroom populations, a solid and in-depth understanding of the philosophy of inclusion is a pre-requisite for all classroom practitioners. This qualitative study therefore aims to examine the understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe as the context for proposing strategies to enhance their professional preparation. Sixteen graduate pre-service primary school teachers who were purposively sampled from Masvingo province’s selected university that proffers pre-service teacher education. A triangulation of data gathering instruments of face-to-face individual interviews, document analysis and non-participant observation complemented by a follow-up discussion was adopted. Data gathered was thematically analysed and established several findings. The chief finding was that, university graduate pre-service primary school teachers had differing and inadequate understandings of the philosophy of inclusion in education that culminated into haphazard implementation of inclusive education as they had various practices.

Collaboration in Action: A Comparison of Mixed Reality Simulation and Live Role-Play

More than two-thirds of students with disabilities spend 80% or more of their school day in general education classes. To maximize student success, collaborations among educators (general and special education teachers) and between educators and caregivers are essential for student success. However, many new educators report feeling ill-equipped to use effective collaborative skills with other professionals and caregivers to meet the needs of their students. The responsibility for ensuring that preservice teachers are prepared to collaborate falls on teacher preparation programs. Therefore, preservice teacher educators need effective and socially valid methods for embedding collaboration skills into coursework. We conducted a conceptual replication, utilizing a randomized pretest-posttest design to compare the effects of two practices focused on collaborative skills: mixed reality simulation and live role-play. Across groups, all participants increased their collaboration skills; significant differences between groups at post-test were not revealed. We discuss implications for both teacher educators and researchers.

Integration of Case-Based Learning and Student Logbook to Enhance Self-Regulation in Pre-Service Teacher Education

Integration of Case-Based Learning and Student Logbook to Enhance Self-Regulation in Pre-Service Teacher Education

Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education

Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education

PHYSED-ACADEMY: AN ERASMUS PROJECT FOCUSING ON TEACHER EDUCATION SIGNATURE PEDAGOGIES IN PHYSICAL EDUCATION

This Erasmus + project has a primary outcome of developing and testing a set of signature pedagogies that can be used across physical education teacher education in Europe and around the world. These pedagogies will foster equitable outcomes in physical education for pre-service and in-service teachers in their ongoing professional learning. A systematic review of literature and testing of signature pedagogies in physical education has taken place in seven European nations. Three signature pedagogies of teacher education in physical education across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. This project has explored the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in physical education distinct from a pedagogy of teacher education more broadly. This project offers a preliminary shared language of teacher education pedagogies in the field of physical education and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of physical education, with the aim of ensuring more authentic, transformative and equitable teacher education practices in physical education.

인공지능 융합교육 역량 강화를 위한 예비 가정과 교사 대상 교육 프로그램의 개발과 실행

This study aims to systematically develop and analyze the effectiveness of an educational program designed to enhance AI-integrated education competencies of pre-service home economics teachers. Based on a thorough review of relevant literature and the ADDIE model, a 12-session educational program was developed. The program included detailed lesson plans, instructional PowerPoint slides, and student activity materials, all validated by 12 experts specializing in home economics and AI-integrated education. To assess the program's effectiveness, it was implemented over four weeks with 24 pre-service home economics teachers pursuing teacher certification. Pre- and post-program evaluations of AI-integrated education competencies, along with satisfaction surveys, were conducted. The results showed significant improvements across all domains, including AI-integrated education literacy, application, and values. Additionally, the program received a high satisfaction rating, with an average score of 4.78 out of 5. This study is significant as it incorporates the unique characteristics of the home economics discipline in developing AI-integrated education for pre-service teachers. It is expected to serve as a foundational resource for fostering AI-integrated education in home economics as these pre-service teachers transition into their teaching careers.

초등 예비교사교육자의 관점으로 본 체육 학습 공간에 관한 이해

This study aims to explore the role, structure, and cultural meaning of physical education learning spaces from the perspective of elementary school preservice teacher educators. Data were collected using the researcher’s learning space diary and the participant’s stimulated recall questionnaire. The results of the inductive category analysis method are as follows: First, the role and meaning of physical education learning spaces were categorized into the following: learning space (a place for learning experiences), personal space (a place for movement and challenge), social space (a place for coexistence and relationships), and expansive space (a place for lifelong education). Second, the structure of the physical education learning space was shown to be a horizontal space structure (a space for sharing various learning contents) and a vertical space structure (a community learning space). The cultural meaning of the learning space was derived as a place of meeting, learning, and unfolding. It is hoped that this study will facilitate understanding of the spatial characteristics of physical education learning spaces and the movements of learners within learning spaces.

Structural Relationship among Perceived Cost, Academic Procrastination, Career Preparation Behavior, and Intention to Leave Teaching of Pre-service Teachers: The Mediating Effect of Achievement Goals

Structural Relationship among Perceived Cost, Academic Procrastination, Career Preparation Behavior, and Intention to Leave Teaching of Pre-service Teachers: The Mediating Effect of Achievement Goals

Biodiversity Conceptualization and Plant Blindness in Portuguese Student Teachers

Biodiversity is a multidimensional concept, and its integration into school curricula is essential for promoting sustainable development. Plants are central to the biodiversity of ecosystems; however, student teachers often fail to recognize them and understand their importance. This phenomenon, known as “plant blindness,” was first introduced in the late 20th century. This study is focused on a Portuguese pre-service teacher education degree in Basic Education and addresses the following problem: To what extent educational strategies that value interaction with plants contribute to the promotion of biodiversity and to prevent plant blindness in student teachers? Twenty-seven undergraduate students enrolled in two elective subjects completed a questionnaire before and after the implementation of educational strategies, which included field trips and research activities. Data from a selection of questions are presented, regarding some dimensions of the concepts of biodiversity and plant blindness, namely, students’ interest in nature and biodiversity, the complexity of their conceptualization of biodiversity, and their awareness and knowledge of plants. Key findings reveal a significant improvement in reducing plant blindness and enhancing understanding of biodiversity but not in students’ interest. The overall results highlight the importance of exploring plant rich environments and introducing students to plant biodiversity in their immediate surroundings, but also the resistance of concept change.

FOSTERING CREATIVE LEADERSHIP ABILITIES IN ZIMBABWEAN TEACHER EDUCATION THROUGH 21ST CENTURY ASSESSMENT PRACTICES

Within the framework of Zimbabwean teacher education, this research project intends to explore the function of 21st century assessment procedures in nurturing and augmenting creative leadership abilities. Educators must cultivate inventive leadership abilities to effectively navigate the unparalleled obstacles of the technologically advanced 21st- century. Given the speed at which technology is developing and the dynamic needs of the global labour market, educational systems must ensure that aspiring educators possess the knowledge and abilities needed to lead and innovate in the classroom. Pre-service teachers in Zimbabwean teachers' colleges must acquire creative leadership abilities to be prepared for their future roles.to become instructors who are revolutionary and successful. The capacity to introduce a novel approach, service, idea, referred is an innovative leadership quality. Interviews, observations, and document analysis were research instruments used in this interpretive case study to collect data from pre-service teachers and teacher educators at a Zimbabwean Teacher College. The participants were chosen on purpose. The education system in Zimbabwe is results-driven and exam-oriented, according to research findings., Assessments of learning which encourage memorization and concept repetition are emphasised instead of transformative assessment. Recommendations call for a paradigm shift in curriculum, pedagogy, and assessment practices in teacher education. commendations call for a paradigm shift in curriculum, pedagogy and assessment practices in Teacher education.

Impact of teaching style on perceived mathematics achievement of elementary education preservice teachers: the mediating roles of attitude and math self-concept

Teaching style has long been recognized as a factor influencing students’ achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how teaching style (autonomy support and structured), attitude towards mathematics, and math self-concept form part of the overall variations of perceived mathematics achievement of 444 preservice elementary teachers in the central Philippines. In this paper, autonomy support and structure form a second-order construct of teaching style, while attitude and math self-concept serve as mediating variables toward perceived mathematics achievement. Partial least squares-structural equation modeling demonstrated the statistical significance of all five hypothesized paths and identified two partial mediation effects within the examined relationships. This study sheds light on the importance of teaching style in promoting positive attitudes, math self-concepts, and perceived mathematics achievement among preservice elementary teachers, which has implications for the quality of mathematics education in elementary schools. Implications for teacher training programs for elementary education are discussed, and future research directions are suggested.

Understanding Intersections Between GenAI and Pre-Service Teacher Education: What Do We Need to Understand About the Changing Face of Truth in Science Education?

Understanding Intersections Between GenAI and Pre-Service Teacher Education: What Do We Need to Understand About the Changing Face of Truth in Science Education?