Education Teacher Candidates Research Articles

Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs’ early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.

Decentering Whiteness in Teacher Education Preparation Programs at Christian Universities

The teacher workforce in the United States is predominantly White, while the student population in public schools is increasingly diverse. This research paper delves into the crucial topic of decentering Whiteness in teacher education preparation programs (TPPs) at Christian universities. By exploring the implications of a predominantly White teaching force and of disparities in student achievement, this study emphasizes the need for greater diversity and inclusivity in teacher education. Drawing from a comprehensive literature review, this paper examines the historical context of the teacher workforce and the impact of desegregation on teacher representation. Furthermore, it explores how biases, prejudices, and privileges inherent in White-centered curricula and pedagogical approaches hinder the effective preparation of teachers to serve diverse student populations. The research highlights the importance of increasing diversity among teaching staff and teacher education candidates, as studies have shown that students benefit significantly from having teachers who share their racial and cultural backgrounds. To address these challenges, the paper explores several potential solutions, such as “grow your own” programs, which invest in and support non-licensed staff from diverse backgrounds, as well as mentorship initiatives and community outreach to foster connections with aspiring teachers of color. Additionally, the paper emphasizes the need to examine licensure standards and standardized testing as potential barriers for students of color entering the teaching profession. Advocating for higher base salaries for teachers, particularly in urban areas, is suggested to attract more diverse individuals to the teaching profession. The role of administration in the recruitment and retention of teachers of color is also emphasized, with a call to create positive and supportive school cultures that value the contributions of all teachers. Christian universities are urged to prioritize social justice issues, cultural diversity, and the amplification of culturally relevant pedagogy to create inclusive and welcoming environments for students of color. This study proposes that Christian universities must engage in critical self-reflection and dismantle White-centered structures and policies within their teacher education programs. By prioritizing diversity, cultural responsiveness, and equity, these institutions can better serve their diverse student populations and equip future educators to thrive in the diverse classrooms of the United States. The paper underscores the importance of these efforts to ensure that the teaching profession reflects the principles of equity and inclusivity that align with the teachings of the Christian faith and prepare educators to be transformative agents of change in the lives of their students.

Three Approaches to Using Mixed Reality Simulations for Teacher Preparation and Recruitment of Future Teachers

Mixed reality simulations have versatility in both the preparation as well as the recruitment of future teachers. We describe three approaches that have led to successful outcomes for general and special education preservice teachers, as well as in the recruitment of future teacher candidates from the high school level. First, we explored the use of TeachLivE™ to enhance special education teacher candidates’ behavior observation skills when conducting functional behavior assessments. Second, we studied the impact of different simulation methods on early childhood candidates’ preparedness to communicate with parents and caregivers about sensitive topics. Finally, we utilized TeachLivE™ as a recruitment tool to engage current high-achieving high school students in the teaching and reflection process as part of their on-campus dual credit program. In all cases, candidates and students valued the simulation experiences, recognizing the opportunity to deliver instruction in supportive environments with immediate feedback, coaching, and practice opportunities.

“It’s Like Coming Out of the Cave Into the Light”: The Role of Literacy Integration in Physical Education

Purpose: The purpose of this study was to examine pedagogies of teacher socialization for physical education teacher education candidates through the context of literacy integration. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates’ programs. Results: We demonstrate three primary insights and/or adjustments to their perceptions about literacy integration in physical education settings: (a) Literacy integration should support physical education objectives, (b) literacy integration could be easily implemented in a myriad of ways and for different age groups, and (c) literacy integration can improve student learning and outcomes. Discussion/Conclusion: Extending current teacher socialization literature, we emphasize three factors instrumental in shifting physical education teacher education candidate subjective theories and beliefs: movement-oriented literacy activities, reflection, and experiential applications.

Examination of Variables Predicting the Emotional Intelligence Levels of Physical Education and Sports Teacher Candidates Using the CHAID Analysis

This research aims to determine the variables predicting the emotional intelligence levels of physical education and sports teacher candidates and to prioritize the variables in terms of their predictiveness using a relational screening model. The study group consists of 445 physical education and sports teacher candidates studying at two state universities in the Central Anatolia and South-eastern Anatolia Regions in the 2022–2023 academic year. Research data were collected using the “Emotional Intelligence Scale” consisting of three dimensions and 20 items, and the “Personal Information Form”. Research findings were analyzed using descriptive statistics and the CHAID analysis method. According to the research results, it was determined that the teacher candidates’ emotional intelligence levels were moderate on the scale as a whole and in the emotional regulation dimension, low in the emotional identification/comprehension dimension, and high in the emotional facilitation dimension. The gender variable was observed to have the highest impact on the emotional facilitation dimension and emotional intelligence as a whole. Variables with the highest impact on the emotional identification/comprehension dimension were determined to be graduated high school, gender, and grade level. In contrast, the variables with the highest effect on the emotional regulation dimension were determined to be participation in social and cultural activities, graduated high school, and gender.Keywords: CHAID Analysis, Emotional Intelligence, Physical Education and Sports Teaching, Teacher Candidates

Investigation of Religious Education Teacher Candidates' Cognitive Flexibility Levels and Critical Thinking Tendencies

Din eğitimi, bireylerin din, ahlak ve değerlerle ilgili doğru bilgi, tutum ve davranışları kazanmalarını amaçlar. Ayrıca din eğitiminde öğretmenlerin rehberliğinde bireylerin doğru bilgi üzerinde eleştirel ve esnek bir düşünme tarzı geliştirmeleri beklenir. Çünkü din eğitiminin konusu olan İslam, aklın geliştirilmesine ve kullanılmasına büyük önem verir. İslam'da araştırma, düşünme ve tartışma yoluyla elde edilen bilginin, sadece duyum ve/veya geleneksel aktarım yoluyla elde edilen bilgiden daha değerli olduğu kabul edilir. Din eğitimi, bireylerin kendi varlıklarını, değerlerini, içinde yaşadıkları dünyayı, hayatı, ölümü ve ötesini anlamlandırma sürecinde etkilidir. Aynı zamanda bireyler yaşamlarına yön verecek ahlaki değerler ve erdemler kazanırlar. Bu süreçte din eğitiminde özellikle bireylerin düşünme becerileri geliştirilmeli ve sorgulama yapmaları teşvik edilmelidir. Çünkü bireylerin körü körüne iman sahibi olmalarından ziyade bilgiyle, bilinçle, düşünmeyle ve sorgulamayla kendi tercihleri ile ulaştıkları bir imana sahip olmaları istenmektedir. Din eğitiminin hedeflediği bu özelliklerin öğrencilere kazandırılması sürecinde Din Kültürü ve Ahlak Bilgisi (DKAB) öğretmenlerinin ve ortaokul-lise düzeyindeki İmam Hatip Okulları meslek dersleri öğretmenlerinin rolü önemlidir. Nitelikli bir din öğretimi öğretmeni, öğrenme-öğretme sürecinde karşılaştığı sorunları çözebilmek ve farklı sorunlara farklı çözümler üretebilmek için bilişsel esnekliğe sahip olmalıdır. Ayrıca din öğretimi öğretmenlerinden, öğrencilerin öğrenme sürecine aktif katılımları için araştırma, keşfetme, problem çözme, farklı çözüm ve yaklaşımları paylaşma ve tartışma fırsatlarının sağlandığı öğrenme ortamları oluşturarak tüm bu becerilerin kazanılmasında öğrencilere rehberlik etmesi beklenmektedir. Öğretmenlerin din eğitimi ve öğretimi ile ilgili bilgi, beceri ve yeterliklerin yanı sıra bilişsel esneklik (BE) ve eleştirel düşünme (ED) becerilerine sahip olmalarının önemli olduğu düşünülmektedir. Bu araştırmada din öğretimi öğretmen adaylarının BE düzeyleri ile ED eğilimleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Ayrıca araştırmada din öğretimi öğretmen adaylarının BE ve ED eğilimlerinin ne düzeyde olduğu belirlenmiş ve bazı demografik özelliklere göre bu düzeylerin farklılık gösterip göstermediği incelenmiştir. Betimsel tarama yöntemi ile gerçekleştirilen araştırmanın örneklem grubunda İlahiyat Fakültesi’nde ve Pedagojik Formasyon Eğitimi Sertifika Programının İlahiyat Alanında öğrenim gören 373 öğretmen adayı yer almıştır. Araştırmada din öğretimi öğretmen adaylarına Bilişsel Esneklik Düzeyleri ve Eleştirel Düşünme Eğilimleri ölçekleri uygulanarak veriler elde edilmiştir. Verilerin analizinde parametrik analizler kullanılmıştır. Araştırma sonuçlarına göre din öğretimi öğretmen adaylarının BE düzeylerinin orta düzeyde ve ED eğilimlerinin yüksek düzeyde olduğu belirlenmiştir. Bu araştırmanın diğer bir sonucuna göre din öğretimi öğretmen adaylarının BE düzeyleri ile ED eğilimleri arasında pozitif yönde ve yüksek düzeyde anlamlı bir ilişki olduğu tespit edilmiştir. Araştırmada öğretmen adaylarının BE düzeyleri ve ED eğilimlerinin cinsiyet, sosyo-ekonomik durum ve mezun olunan lise türüne göre farklılaşmadığı tespit edilmiştir. Ancak din öğretimi öğretmen adaylarının yaşlarına göre ED eğilimleri, eleştirel katılım boyutu ve BE düzeylerinde anlamlı bir farklılık olduğu tespit edilmiştir. Bu araştırma sonuçlarına göre din öğretimi öğretmen adaylarına, ilahiyat fakültesinde ve pedagojik formasyon eğitimi sertifika programındaki eğitim-öğretim sürecinde hem bilişsel esneklik hem de eleştirel düşünme özelliklerini kapsayan uygulamaların yer aldığı etkinlikler düzenlenebilir. Özellikle DKAB ve ortaokul-lise düzeyindeki İmam Hatip Okulları meslek dersleri öğretmenliğine hazırlanan din öğretimi öğretmen adaylarının bu derslerde öğrencilerine düşünme becerilerini kazandırmada etkin rol almalarını desteklemek için öğretmenlik meslek bilgisi derslerinde problem çözme, tartışma, örnek olay vb. yöntem ve tekniklerinin daha fazla kullanılmasına özen gösterilmesi önerilebilir. Bununla birlikte BE ve ED eğilimleri arasındaki ilişkiler hem ortaokul-lise düzeyindeki İmam Hatip Okulları ve İlahiyat Fakültesi’nde öğrenim gören öğrenciler hem de öğretmen ya da uzman öğretim elemanı örneklem grupları üzerinde benzer içerikli araştırmaların yapılması önerilebilir.

Investigation of Learning Approaches and Perceptions of Learning Teaching Environment as Predictors of Academic Achievement in Physical Education Teacher Candidates

Bu araştırmanın amacı, seçili sekiz teorik dersin sınavlarını bahar döneminde Beden Eğitimi ve Spor Öğretmenliği bölümü öğrencilerine tekrar uygulayarak akademik başarı puanlarındaki farka göre bilgide kalıcılık düzeylerini belirlemek ve Öğrenme Yaklaşımları (ÖY) ile Öğretme Öğrenme Ortamı (ÖÖO) algılarının akademik başarıya olan etkisini incelemektir. Araştırmada karma model desenlerinden açımlayıcı desen kullanılmıştır. Araştırmanın çalışma grubunu Beden Eğitimi ve Spor Öğretmenliği Bölümünde öğrenim gören 128 beden eğitimi öğretmen adayı oluşturmaktadır. Araştırmanın verileri, Ekinci (2008) tarafından geliştirilen “Öğrenme Yaklaşımları Ölçeği”, “Öğretme -Öğrenme Ortamı Ölçeği”, “2021-2022 Güz Dönemi Alan ve Meslek Bilgisi Derslerine Ait Vize Final Dönemi Sınav Dokümanı” ve “Odak Grup Görüşme” ile toplanmıştır. Öğretim Yaklaşımları Ölçeğinin (ÖYÖ) Cronbach alfa güvenirlik katsayısı ,82; Öğretme Öğrenme Ortamı Algısı Ölçeğinin (ÖÖOAÖ) Cronbach alfa güvenirlik katsayısı ,89 olarak hesaplanmıştır. Verilerin analizi SPSS programı ile yapılmıştır. Verilerin çözümlenmesinde aritmetik ortalama, t testi, Pearson Korelasyon testi ile Regresyon istatistik, kodlama ve tematik analiz uygulanmıştır. Araştırma sonuçlarına göre öğretmen adaylarından oluşan üst düzey bilgi grubunun bilgide kalıcılık düzeyinin sağlayıcı olan derinlemesine öğrenme yaklaşımını alt düzey bilgi grubuna göre daha fazla tercih etmektedir. Öğretme öğrenme ortamı algılarının öğretmen adaylarının derinlemesine öğrenme yaklaşımını tercih düzeylerinde yüksek etkiye sahip olduğu tespit edilmiştir.

Perceptions of pre-service special education teachers in South Korea toward teaching physical education for students with disabilities

ABSTRACTThe purpose of the study was to examine the perceptions of pre-service special education teachers in South Korea towards teaching physical education to students with disabilities. The qualitative descriptive case study was used to examine the perceptions of five pre-service special education teacher candidates using in-depth semi-structured interviews, a review of the teacher education curriculum, and the researchers’ field notes. The data were analyzed using constant comparative data analysis and exposed three themes, which were: (a) teaching students with disabilities in South Korea, (b) a lack of competency in teaching physical education, and (c) the challenges of teaching students with disabilities. In this study’s results, pre-service special education teacher candidates showed a lack of competency in teaching physical education to students with disabilities. Nevertheless, teacher candidates realised the many benefits of students’ participation in physical education classes. Therefore, it has been suggested that university faculty in teacher education programs should provide an opportunity for pre-service special education teachers to engage in practicum training and take classes to increase their content knowledge in teaching physical education.

Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession

The purpose of this quasi-experimental study was to evaluate the promise of a specialized curriculum designed to prepare general education teacher candidates to effectively implement classroom management strategies within a multi-tiered systems of support (MTSS) framework. Participants were 110 teacher candidates enrolled in a student teaching internship course. Fall participants (intervention group; n = 69) received the specialized curriculum that focused on implementation of classroom management strategies for students with emotional and behavioral disorders and attention-deficit/hyperactivity disorder (ADHD), in concert with their internship; spring participants (comparison group; n = 41) did not. All participants completed pre- and postquestionnaires, which included measures assessing knowledge of classroom management principles, knowledge of ADHD, and self-efficacy. Measures of satisfaction with the curriculum were also collected. Fourteen teachers (seven intervention group, seven comparison group) participated in follow-up observations in their first teaching semester. Results demonstrate significant differences in knowledge of classroom management principles and ADHD between groups from pre- to postinternship, and high levels of participant satisfaction with the curriculum. Preliminary observations reveal greater use of evidence-based classroom management strategies in the intervention group. Implications for further program development and educator preparation as well as suggestions for future research are discussed.

Acil Uzaktan Eğitim: Özel Eğitim Kurumlarında Gözlem Dersi Örneği

The purpose of this study is to determine the opinions of special education teacher candidates about the observation course in special education institutions held in the emergency distance education. The 2nd grade 'Observation in Special Education Institutions’ university course which was offered with distance education during the pandemic. This course was offered in a session in a total of 12 weeks which were lasting 77 minutes on average. A total of 40 teacher candidates who attended this course were assigned as a participant for this study. A phenomenology design, one of the qualitative research designs, was applied. In the study, the data were analyzed with the descriptive analysis technique. The data were organized in tables by calculating the frequencies of the codes under each theme (expectations, opinions, suggestions regarding the course). As a result of the analysis, most of the participants found the online course positive regarding having opportunity listening to the experiences of special education teachers and watching real videos of students from different disability groups. However, they recommended that the number of the use of interactive videos, watching detailed videos about each disability group, and the duration of the lesson can be extended.

TÜRKİYE'DE İNGİLİZ DİLİ EĞİTİMİNİN SORUNLARI ÜZERİNE KAPSAMLI BİR ARAŞTIRMA: İNGİLİZCE ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ

The current study aimed to investigate the problems of English language teaching in Turkey from the perspectives of pre-service English language teachers. For this aim, qualitative data were collected from fifteen 4th year pre-service language teachers. Open-ended questions, individual interviews and group discussions were used in the data collection process. Based on the content analysis technique, themes and categories were formed. According to the participants, there are problems with teacher education program, teachers, learners, assessment, curriculum, and context in English language teaching in Turkey. Excessive number of education faculties and teacher candidates, no standardization among ELT departments, divergence between theory and practice, insufficient teaching practicum, absence of assessing communicative skills in YKS, unvaried assessment tools, washback effect, test anxiety, course hours, inflexible curriculum, lack of extracurricular activities, inappropriate course books, non-communicative activities, high amount of L1 use, lack of teacher autonomy, demotivation, unwillingness, fear of making mistakes and anxiety, lack of interaction, lack of self-confidence, discipline issues, crowded classes, inadequate physical and technological resources, and audit gap were among some of the problems of English language teaching in Turkey. The findings were discussed in line with the previous findings and educational implications were offered.

The Relationship between Attitudes Towards Supervision and Perceived Self-Efficacy in Physical Education Teaching Majors

The purpose of this study is to examine whether physical education teacher candidates' self-efficacy perceptions and attitudes towards supervision differ according to gender and grade level (1st, 2nd, 3rd, and 4th grades) and whether there is a relationship between self-efficacy perceptions and attitudes toward supervision. A total of 147 teacher candidates, 72 women, and 75 men participated in the research. The mean age of female teacher candidates is 21.51, while it is 21.65 for males. The Demographic Information Form, Teacher Sense of Self-Efficacy Scale-Short Form, and Attitudes Toward Supervision Scale were used to collect data in the study. The findings obtained in the study revealed that the physical education teacher candidates' self-efficacy perceptions and attitudes toward supervision did not differ according to the variables of gender and grade levels, while the scores of perceived self-efficacy and attitudes toward supervision were high. In addition, it has been revealed that there is a positive and low-significant correlation between physical education teacher candidates’ self-efficacy perceptions and their attitudes toward supervision. As a result of the research, it was observed that the self-efficacy perceptions and attitudes of the physical education teacher candidates toward supervision were high, and the attitudes toward supervision increased as the perceived self-efficacy level increased.

Reflective journaling: A path toward cultural competence for teacher candidates in special education

In this manuscript we use Thematic Network Analysis to explore reflective journals of special education pre-service teachers and examine the relationship between culturally relevant pedagogy and teacher disposition toward culturally and linguistically diverse students. We present background information relating to the stark racial, ethnic, and cultural contrast between the teaching body and the student body in the U.S public schools; then we address how teacher candidates used journals to engage with their own perceptions and biases to become more culturally relevant, including actions to take. The manuscript concludes with limitations and implications for future research.

Effect of Electronic Portfolio Use on Pre-Service Elementary Teachers' Academic Achievement Levels and Self-Efficacy Beliefs Regarding the Teaching Process

It is important to use technology in the education of teacher candidates in higher education in Turkey. These technology uses also affect the cognitive development of teacher candidates. It is necessary for pre-service teachers to use an electronic portfolio, one of the technological developments, and to determine the effects of this on the pre-service teacher. This study aims to determine the effect of using an electronic portfolio on pre-service elementary teachers' academic achievement levels and self-efficacy beliefs regarding the teaching process. A mixed-method approach involving 61 participants lasted for 14 weeks with volunteer pre-service teachers participating. Through parametric test techniques, and descriptive and content analysis, findings from this study showed that the use of e-portfolio positively affected the self-efficacy beliefs and academic achievement levels of pre-service elementary teachers. In addition, a linear relationship was found between self-efficacy beliefs and academic achievement. It is important to have infrastructure and technological competencies in similar studies.

Beden Eğitimi ve Spor Öğretmeni Adaylarının Mesleklerine Yönelik Kaygı Durumlarının İncelenmesi

Increasing the quality of educational organizations that shape the future generations of society can only be possible by eliminating existing problems. Some of the important problems related to education are the self-professional concerns experienced by teachers and teacher candidates, who are the leading roles of educational organizations. The increase in professional anxiety negatively affects the performance of teacher candidates and is a state of uneasiness that threatens their biological health. In this respect, it is important to reveal the level of professional anxiety of teacher candidates. The aim of this study is to examine the anxiety levels of physical education and sports teacher candidates towards their profession. The population of the research consists of physical education and sports teacher candidates studying in physical education and sports colleges of universities (Iğdır University and Kafkas University) in the 2020-2021 academic year, and the sample group consists of 345 (187 male, 158 female) teacher candidates selected on a voluntary basis. As a data collection tool in the research; The "Vocational Anxiety Scale for Pre-Teachers" developed by Cabi and Yalçınalp (2013) was used. SPSS 22.0 program was used in the analysis of the data. After testing for normality and homogeneity, t-test was performed for independent groups in paired groups, and one-way analysis of variance and LSD post-hoc test correction was performed for variables with more than two groups. Values are presented as mean and standard deviation and analyzed at 0.05 significance level. As a result of the research; It is seen that there is no significant difference in the anxiety levels of physical education teacher candidates towards their profession in terms of men and women. In terms of age variable, it was observed that the professional anxiety levels of teacher candidates aged 27 and over were higher than other age groups, while a significant difference was found in terms of the type of high school graduated from. However, no significant difference was observed in terms of the class variable studied. It was determined that the physical education and sports teacher candidates with a high academic grade point average had higher occupational anxiety than those with a low academic grade point average. In terms of mother's education level variable; It has been observed that primary, secondary and associate degree graduates have higher anxiety than high school and undergraduate graduates, and there is no significant difference in terms of the father's education level variable. It was concluded that there was no significant difference between the professional anxiety levels of physical education and sports teacher candidates in terms of income level.

The Relationship Between Physical Education Teacher Candidates’ Epistemological Beliefs and Academic Self-Efficacy

The aim of this study was to examine the relationship between physical education teacher candidates’ epistemological beliefs and academic self-efficacy beliefs. The research group consisted of a total of 220 preservice physical education teachers (age = 22.32 ± 1.514), 99 female (45%) and 121 male (55%), studying at the Faculties of Sport Sciences of four different universities in the 2022-2023 academic year. A correlational survey model was adopted to examine the relationship between physical education teacher candidates’ epistemological beliefs and academic self-efficacy levels. The personal information form and Epistemological Belief Scale that Schommer (1990) developed and Deryakulu and Büyüköztürk (2002) adapted and the Academic Self-Efficacy scale that Ekici (2012) developed consisting of three sub-dimensions and 33 questions were used as data collection tools. It was found that preservice physical education teachers had high levels of epistemological beliefs, and it was determined that the academic self-efficacy levels of the teachers were low.

Extending use of instructional exchanges to research on teacher education

This article considers what teacher education candidates can show their instructors as evidence that they are learning what they are supposed to learn, and how that might be described as like what happens in mathematics classrooms in compulsory settings. To support this effort, the article extends the use of the construct of instructional exchanges from the analysis of mathematics instruction to the analysis of mathematics teacher education. We describe four ways in which teacher candidates exchange their work for teacher educators' assessments of their learning of mathematics teaching and illustrate how such exchanges are a subset of a more general kind of activity, a transaction of practice. Section 4 looks at ways in which the theorizing in the study might have practical implications. The examination of teacher education closes by looking back at what the attention to the transaction of practice might suggest as ways to develop a greater range of tasks for use in mathematics teaching in compulsory settings; the use of a wider range of tasks might allow mathematics teachers in compulsory settings to make a wider variety of claims about what it is that their students have learned. The article also highlights ways in which technological tools can be considered as an important infrastructure to develop to support instructional exchanges in mathematics teacher education.

Schooling children and youth with chronic illness in a medical facility —an educational paradigm in the perception of special education teacher candidates

ABSTRACT The article presents the findings of a study that examines the perception of the educational paradigm in the context of educating a child with a chronic illness in either a school or medical facility by special education teacher candidates. It was assumed that the beliefs of educators largely reflect the educational paradigm, which reveals the thought process regarding children with chronic illnesses in two cognitive categories: (1) the actions of teachers; and (2) the objectives of educational activities aimed at pupils with chronic illnesses and their circumstances. The undertaken study was qualitative. The research was carried out in Poland on a group of 102 sophomore special education teacher candidates. The results indicated that the approach to educating a child with a chronic illness in a medical institution is predominantly influenced by the humanistic paradigm. In the revealed pattern of thinking about educating a child with a chronic illness in a medical facility, amongst the subjects, the key difference lies in the concept of preparing the child with the illness for life. Special education teacher candidates are primarily exposed to person-centred interventions that aim to facilitate optimal adaptation of children with disabilities to the typical demands of their healthy peers.

Preservice special education teacher candidates’ knowledge of and willingness to implement a universal design for learning .

Preservice special education teacher candidates’ knowledge of and willingness to implement a universal design for learning .

Strengthening Aswaja An-Nahdliyah to Anticipate Radicalism for Islamic Education Teacher Candidates

This article examined the strengthening of Aswaja An-Nahdliyah’s understanding as an effort to anticipate radicalism for Islamic education teacher candidates at the Faculty of Tarbiyah, Sunan Ampel State Islamic University Surabaya. The type of this article was qualitative with a Participatory Action Research approach and the method of extracting initial condition data and coaching related to Aswaja An-Nahdliyah material as an effort to anticipate radicalism for Islamic education teacher candidates in the fifth semester of the Academic Year 2021-2022. The results demonstrated that strengthening Aswaja An-Nahdliyah provides an understanding of the map of radical groups and movements; Aswaja An-Nahdliyah teachings and attitudes teach religious moderation as a basis for anticipating and avoiding radicalism teachings and attitudes; Aswaja An-Nahdliyah’s teachings are full of religious tolerance, which helps to block radicalism. This issue is very important considering that even though Sunan Ampel State Islamic University Surabaya, as an Islamic university, is not free from radical infiltration, strengthening Aswaja is necessary to anticipate this, especially for Islamic education teacher candidates.