Teacher Education Students Research Articles

Factors supporting the engagement of first-semester students in teacher education

As the transition to higher education can be challenging for students, it is easy to see how the (partial) closure of higher education institutions during the Covid pandemic posed an even greater challenge to engaging in more self-regulated learning and connecting with faculty and peers. Building on Kahu & Nelson’s (2018) framework, the aim of our study is to better understand student engagement. In the autumn semester of 2020, students on two programmes at a Swiss University of Teacher Education participated in a survey (n=291). Overall, students reported rather low levels of engagement. Our analyses show that factors of the learning environment, such as missed contact with peers as well as educational interface variables (self-efficacy, enjoyment, belonging), can explain differences in engagement.

A structural model of college students’ mathematics performance: the role of psychological, physiological, and psychosocial factors

The study aimed to find the best-fit structural model to describe the mathematics performance of freshmen secondary education students majoring in mathematics concerning psychological, physiological, and psychosocial factors. Psychological factors were measured in terms of self-efficacy and attitudes toward mathematics, while physiological factors were assessed about nutritional status, and wellness and well-being. Psychosocial factors were measured in terms of math anxiety and math interest. A questionnaire was administered to 312 randomly selected mathematics teacher education students who have experienced struggles in their board examination performance. These students came from various higher education institutions in the Davao and the SOCCSKSARGEN (South Cotabato, Cotabato, Sultan Kudarat, Sarangani and General Santos City) regions. The validity and reliability of the questionnaire were established through factor analysis and an internal reliability test, respectively. The findings indicate that students exhibit strong performance in mathematics, possess moderate levels of psychological and psychosocial competencies, and maintain relatively healthy physiological statuses. Additionally, the results reveal a structural model depicting students’ mathematics performance with psychological, physiological, and psychosocial factors, which can explain 78% of the data considered in the study. Higher educational institutions may enhance support for students’ psychological and psychosocial skills and integrate health and wellness programs to boost their physiological status, given its impact on academic performance. Further research is encouraged to explore additional factors affecting academic success, aiming to develop a more comprehensive understanding of influences on students’ performance.

Graduate Teacher Education Students Use and Evaluate ChatGPT as an Essay-Writing Tool

Artificial intelligence (AI) has been evolving since the mid-20th Century when luminaries such as Alan Turing, Herbert Simon and Marvin Minsky began developing rudimentary AI applications. For decades, AI programs remained pretty much in the realm of computer science and experimental game playing. This changed radically in the 2020s when commercial vendors such as OpenAI and Google developed generative AI programs (ChatGPT) and (Bard) using large, language modelling (LLM). As a result, generative AI is now being considered for use in all walks of life including education. In Spring 2023, when ChatGPT burst into the public psyche, twenty-five education students in the author’s graduate seminar were invited to participate in a qualitative study using ChatGPT as a tool for completing an essay assignment. Fifteen (N=15) accepted the offer. The purpose in doing this was to give students in this seminar the opportunity to use ChatGPT in a supportive environment and to collect qualitative data from them on their experiences using ChatGPT. All of these students have master’s degrees in education and experience as teachers in New York City schools. Their training and experience give them keen insights into pedagogical practice making them ideally suited to evaluate ChatGPT as an instructional tool. This article reports on the results of this study. Keywords: Artificial Intelligence, AI, ChatGPT, Graduate Teacher Education, Qualitative Research

Refleksi Praktik Mengajar Bahasa Inggris Di Sekolah Dasar Negeri

Elementary School Teacher Education students as prospective elementary school teachers have an important role in developing and improving the quality of education in Indonesia. Therefore, students need to get adequate provision. One way to get this provision is by doing teaching practice in elementary school. Teaching practice provides many lessons for students, both positive and negative, which can be used as evaluation material. One effective way of evaluation is reflection. Through reflection, students can assess and measure the process and results of learning, know the strengths and weaknesses, and plan improvements for further learning. This study aims to determine the results of student reflection after implementing English language learning in elementary schools. This research used descriptive qualitative approach with narrative inquiry method. The results of the research that have been obtained are students present a detailed reflection report after taking action.

Engagement with language in study abroad: accounts from Korean English-major students in the United States

ABSTRACT This study investigates the emergence and nature of engagement with language during short-term study abroad (STSA). Ten teacher-education students from the same sending university in South Korea participated in a 4-week programme hosted by a U.S. university, with emphasis on multiculturalism and English as a medium of classroom instruction. Adopting the framework of engagement with language and a case study method, the current study focuses on three English majors with a professional stake and expert training as focal cases and their responses to focus group interviews and individual interviews, as well as written reflections. The data reveal the participants’ critical reflections on their prior L2 practices and a complex interplay of cognitive (breakdowns of English and its forms and functions), affective (confidence boosting), and social (interactions for learning) engagement with language in relation to what STSA affords as a context and how the participants negotiate and shape that context. The study further uncovers dynamic interactions of the different forms of engagement, such as juxtaposition of cognitive and affective forms and interconnected forms of cognitive, affective, and social engagement. The findings shed new insight into the complex nature of engagement with language during STSA.

Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations

This article represents a new focus on how we can make student teachers’ images more explicit and voiced in teacher training in geography. The expectations and values of the generations of students entering teacher education constantly change, and undergraduate curricula and faculty must respond accordingly. This article addresses this need by exploring the educational needs, concerns, and beliefs regarding geography teaching of newly admitted undergraduate preservice geography teachers at a single university in Czechia (n = 75). Using an entry survey of two open-ended questions, we used interpretative phenomenological analysis to identify four groups of geography teacher education students with different concerns and expectations regarding initial teacher education (ITE). The findings show that beginner geography teacher education students represent an intrinsically distinct and difficult-to-read cohort. Some students were confident and close-minded, whereas others were reflective and asked specific questions. Additionally, some students cared only about practical tools without considering theoretical justifications or research. Students with high levels of professional identity were also identified. We conclude that long-term individualized and career-oriented student support that reflects and respects future geography teachers’ mutually distinct disciplinary identities is necessary.

Jon’s Heroes in Training: A Cross-Sector Collaboration Serving University and Community Stakeholders

Jon’s Heroes in Training (JHT) represents a strong cross-sector collaboration that was created and has evolved over the past five years. JHT is an after-school program where children (ages 3–22) with an autism spectrum disorder (ASD) diagnosis come to the local university to engage in high-quality physical education lessons designed and implemented by physical education teacher education (PETE) students currently taking a required Adapted Physical Education class. This article discusses (a) the process required to establish the shared mission and vision of JHT and the role of the Office of Civic Engagement (OCE); (b) the negotiated roles and responsibilities of stakeholders, including university faculty from PETE, PETE students, children with ASD and their families, and local non-profit organizations; (c) the impact of JHT on its stakeholders; and (d) lessons learned and future directions.

Creative dance – practising and improving … what? A study in physical education teacher education

Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.

Personalized medicine in the evaluation of Müllerian anomalies: the role of three-dimensional printing technology

To present the comprehensive methodology for generating personalized three-dimensional (3D) printed uterine models from 3D ultrasound (US) volumes in individuals diagnosed with Müllerian anomalies and discuss potential applications in the field of reproductive endocrinology and infertility. Pilot study. Single large university-affiliated teaching hospital. Patients with the presence of a Müllerian anomaly between the ages of 18 and 45 years attending the maternal-fetal medicine as well as reproductive endocrinology and infertility outpatient offices from 2018 to 2023 were included in the study. Subjects underwent 3D US transvaginal scanning for the collection of data. The 3D US volumes were acquired, edited, and exported from a US cart Voluson E10 system (GE Healthcare, Chicago, IL). High-definition virtual models were created and modified, making them suitable for printing using Materialise 3-Matic Medical (Materialise NV, Leuven, Belgium). The models were printed on a J5 MediJet 3D printer (Stratasys, Rehovot, Israel). Colors were set to mimic a realistic appearance, and shore values were set before printing. Successful creation and utilization of personalized 3D-printed uterine models for individuals with Müllerian anomalies. Three-dimensional models were created for a uterus without anomalies, 2 variations of a partial septum, a unicornuate, and a didelphys uterus. Models were used as a tactile and customized tool for patient education, counseling, and medical student and resident teaching. This technique illustrates that the creation of personalized 3D-printed uterine models for utilization in the fields of reproductive endocrinology and infertility is feasible. We propose a novel use of individualized 3D-printed uterine models in the evaluation of individuals with Müllerian anomalies. These models may play a complementary role to standard imaging options in the assessment of these anomalies, with a special potential for application in highly complex or yet-to-be-determined types of anomalies.

Examining influencing factors of teacher education students’ creativity in Chongqing Municipality

Examining influencing factors of teacher education students’ creativity in Chongqing Municipality

Sekolah Radja "Kweekschool Fort de Kock": Exploring History and Role in Teacher Education in the Netherlands East-Indies

This research aims to analyze the background and history of establishment, contributions, and educational impacts of the presence of the "School Radja," Kweekschool Fort de Kock, on indigenous students in the Dutch East Indies. The method employed is historical methodology, involving the collection, analysis, and interpretation of various historical sources related to the Kweekschool Fort de Kock school with new perspectives on methodology, methods, theories, and themes in historical research, social sciences, and particularly education. The findings indicate that the establishment of Kweekschool Fort de Kock was part of Dutch colonial efforts to educate and control the indigenous population in the Dutch East Indies. This school provided teacher education for indigenous students with the aim of creating educators loyal to the colonial government. In conclusion, the existence of Kweekschool Fort de Kock played a significant role in the history of education in the Dutch East Indies, aiming to educate the nation's children but also reflecting the dynamics of colonial power influencing the education process and cultural identity of indigenous students. This study underscores the importance of understanding the historical context of colonial education in evaluating the educational legacy left behind and its impact on indigenous communities.

READING INTEREST CHARACTER OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS AT UNIVERSITAS PENDIDIKAN INDONESIA

Reading interest is one of the fundamental skills in language and is a highly effective learning activity for acquiring knowledge and literacy. Reading literacy is an essential skill, particularly for prospective educators; however, many students experience challenges in cultivating a reading habit. This research aims to: (1) describe the reading interest conditions of prospective teacher students at Universitas Pendidikan Indonesia (UPI), (2) elucidate the supporting and inhibiting factors for prospective teacher students (PTS) at UPI in their reading activities. This study employs a quantitative approach with a survey design. The research subjects are UPI PGSD (Elementary School Teacher Education) students. Data collection methods include questionnaires, surveys, and interviews. Data analysis involves descriptive analysis, frequency distribution, and percentage calculation. The findings reveal that: (1) the overall reading interest of PTS is categorized as low, (2) students' activities on campus before class hours mainly involve waiting and chatting with friends; only a small portion of students utilize their free time to read books or visit the library. (3) PTS' preferred books are novels and fiction, while scientific texts are less favored due to unappealing design and layout, (4) the time spent on reading books by PTS is relatively short, with less than 1 hour daily, and some do not allocate any time for reading, except when there are assignments or exams, (5) the major inhibiting factors for PTS in reading are internal, indicated by low reading habits or preferences for other interests over reading.

Developing Educators Of Strong Character Through Pancasila Courses For Elementary School Teacher Education Students

The aim of this community service activity is to enhance the understanding and application of Pancasila values among Elementary School Teacher Education (PGSD) students through the Pancasila course as an ethical system. The background of this activity arises from the need for a more practical and contextual approach to character education. The implementation method involves online group discussions with 21 prospective elementary school teachers. The findings indicate that approximately 80% of students have achieved a good level of understanding of Pancasila ethical concepts, with 85% actively participating in group discussions. A significant number of groups, around 75%, engaged in in-depth discussions and effective collaboration regarding the application of Pancasila values in daily life and educational environments. Good analytical skills were demonstrated by about 78% of students in detailing and applying Pancasila values to case studies. From this activity, students can provide significant benefits to society through improved character education. The conclusion of this activity emphasizes theoretical contributions to character education through the Pancasila course and suggests improvements such as increased use of technology, provision of more structured teaching materials, regular evaluations, and involvement of external stakeholders in future community service activities. Thus, this activity makes a positive contribution to shaping the character of PGSD students and strengthening community involvement in the learning process.

Study of metacognitive awareness at the individual level of students across study programs using Rasch modeling

Evaluating students' metacognitive awareness is necessary to identify weaknesses and strengths in managing their cognition, which can help develop effective cognitive regulation to overcome academic challenges. Therefore, this research aims to examine students' level of metacognitive awareness using Rasch modeling. Survey research was conducted on 122 students at FKIP. Metacognitive awareness was evaluated using the 18-item Jr. MAI, and each item uses a 5-point Likert rating scale. Jr. MAI in the Google form is distributed for 2–3 weeks. Metacognitive awareness data was analyzed using the Logit Value of Person (LVP) approach and the Person Wright Map in Rasch modeling. The analysis results show that the distribution of metacognitive awareness shows that the majority of physics education students tend to have a higher level of metacognitive awareness, while the distribution of metacognitive awareness among elementary school teacher education students is more even across all categories. The implication of this research is the need to develop effective cognitive regulation in overcoming academic challenges through evaluating students' metacognitive awareness.

Developing the Capacity in Learning Sino - Nom for Students in Vietnamese Language and Literature Teacher Education at Hung Vuong University through Calliry Writing Activities

Practicing calligraphy helps learners master the art of writing Chinese characters. By practicing calligraphy, students will better understand the characteristics of Chinese characters and how to arrange those strokes into messages in text. This will help develop the ability to write Chinese characters more fluently and beautifully. Improving creativity and aesthetics, calligraphy is an art that combines art and technique. When practicing calligraphy, you will have to cultivate your creativity, find balance and aesthetics in each line. This can help improve the ability to organize ideas and express meaning in writing Sino-Nom texts. Originating from the need to study Nom character at Hung Vuong University. In the framework of the article, we focus on: Calligraphy in the practice of writing Nom character texts of students majoring in Literature pedagogy at Hung Vuong University.

Analysis of Artificial Intelligence (AI) Utilization for Improving Motor Skills Learning Outcomes among Elementary School Teacher Education (PGSD) Students

This study explores the use of artificial intelligence (AI) to improve motor skills learning outcomes for elementary school teacher education (PGSD) students. The research investigates how AI can provide timely feedback and personalized instruction in teaching motor skills. Data analysis methods include surveys, observations, and evaluations of learning outcomes. The research findings reveal the following: 1) Female students' motor skills are classified as moderate, with an average score of 200. The classification criteria for female students' motor skills are excellent (5.67%), good (24.33%), moderate (30.33%), poor (32.67%), and very poor (3%). 2) Male students' motor skills are also categorized as moderate, with an average score of 200. The percentage breakdown for male students' motor skills is as follows: excellent (7.32%), good (25.61%), moderate (37.80%), poor (29.39%), and very poor (4.88%). The results indicate that integrating AI into motor skills learning significantly enhances the academic performance of PGSD students. These findings highlight the importance of incorporating AI technology in teacher education, particularly to enhance the motor skills development of PGSD students. The research supports the concept that AI can effectively support motor skills learning at this educational level.

Analyzing the Needs of Pre-service Teacher Education Students for Flipbook Learning Resources: Enhancing Understanding and Engagement with Educational Materials

In today's rapidly advancing landscape of information and communication technology, the adoption of technology-based learning tools such as Flipbooks is increasingly essential for optimizing educational experiences. Commonly known as flipping books, Flipbooks offer a dynamic way to engage with learning materials. This study investigates the specific needs of pre-service elementary school teacher education students (batch 2) from the Faculty of Literature and Education at Sriwijaya University regarding the use of Flipbook learning resources. The focus is on how these resources can enhance students' understanding of course content and improve interaction with educational materials. Employing qualitative research methods, including interviews and questionnaires, the study involved 36 participants. Findings indicate a substantial demand, with 94% of the respondents expressing a need for Flipbook-based teaching modules that cater to courses on student understanding and learning materials. These results underscore the potential benefits of integrating digital learning resources in teacher education, aiming to meet student needs effectively and enhance educational outcomes.

Measuring the knowledge, awareness, attitudes, and behaviors of Filipino Teacher education students toward sustainability during the pandemic

ABSTRACT The COVID-19 crisis has immensely impacted the implementation of the 2030 Agenda for Sustainable Development Goals. The integration of the SDG in the teacher education curriculum could contribute to the intensification of the SDG which is called for among higher education institutions. Hence, this article assessed 238 randomly selected pre-service teachers’ knowledge, awareness, attitudes, and behavior toward sustainability during the pandemic. The study applied correlation design through an online survey complemented with a qualitative approach. ANOVA and multiple regression were applied as inferential statistics. Students who were actively engaged in sustainability efforts during quarantine served as discussants during the Focus Group Discussion. Findings revealed that a significant relationship exists among the variables of knowledge, awareness, attitudes, and behavior toward sustainability. However, only awareness and attitudes can predict their behavior toward sustainability. Based on the illustrative examples in the qualitative results, students’ attitudes and beliefs about sustainability include engaging in sustainable teaching-learning practices, project-based learning, environmental practices, introspection, and school-community collaboration. In addition, the sustainability practices of the students during the pandemic included tree planting, conserving resources, recycling, and campaigning for the environment. Utilizing the proposed SUSTAINtegrate toolkit is a useful teaching resource to incorporate the critical principle of sustainability into the curriculum. Educational institutions can promote awareness about sustainability through project-based learning and integrate sustainability into the teaching syllabus, instructional materials, and teaching-learning practices. Environmental and educational sustainability attitudes should be fostered among the students through introspection, school-community collaboration, and a value-laden sustainable society.

FELSŐOKTATÁSBAN TANULÓ, ELSŐ GENERÁCIÓS KISEBBSÉGI HALLGATÓK PÁLYAMOTIVÁCIÓI

The literature on the social mobility of first-generation students confirms that these students often start higher education at a disadvantage. The lack of cultural and economic capital, along with the educational background of their parents, nfluences their career choices and potential dropouts. In this study, we explore the factors influencing career motivation by examining issues related to the education of first-year national minority student teachers (N=97). Our aim is to analyze minority teacher candidates’ satisfaction with their skills, training, and future plans using a questionnaire method. The results of the pilot research show that the majority of teacher trainees are first-generation students living in minority communities in Ukraine, currently a war-torn country. According to the results of the pilot research, firstgeneration tudents make up more than half of the first-year teacher trainees. One of their most prominent motivations for choosing an institution is the ease of access to education, and they choose teacher training mainly to broaden their knowledge. This study examines the career motivations of student teachers from ethnic minority backgrounds. Professional socialization is a lifelong, dynamic process from the moment an individual makes a career choice, influenced by a number of factors. After graduation, the individual incorporates professional expectations into their self-image, leading to the formation of a professional identity. During training, students have the opportunity to acquire skills and knowledge that meet the expectations of the profession, which can lead to a greater sense of commitment to the profession. The target group of this thesis is young members of a Hungarian minority community enrolled in Hungarian-language higher education, specifically in teacher education. Therefore, we consider it important to delineate the characteristics of minority students. Keywords: teacher candidates, first-generation students, career motivation, national minorities

Using picturebooks to support student teachers to address complex social justice issues in early childhood education settings

ABSTRACT Aotearoa New Zealand society is diverse in its ethnic, cultural and linguistic composition. Teachers in all education settings in this country are required to develop learning focused-cultures that are collaborative, respectful and inclusive for all children/students and their families. In this article, we report on a case study describing how picturebooks were utilised in a compulsory graduate course entitled ‘Diversity, Inclusion and Wellbeing’ for preservice early childhood education (ECE) student teachers. Thirteen picturebooks selected to match weekly topics were shared with students in face-to-face and online classes. Weekly reflections by the tertiary lecturer/teacher educator relating to the picturebooks, associated readings and subsequent discussions by students were analysed to explore student teacher responses to the picturebooks. The findings are discussed in relation to exploring the power of picturebooks as pedagogical tools in a tertiary environment and as advocacy and activism provocations for student teachers and teachers to use with children/students and their families.