Effects Of Pre-service Teachers Research Articles

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.

The Effect of Pre-Service Teachers’ Family Adaptation on Anxiety: A Moderated Mediating Effect

This study aimed to examine the effects of family adaptation on anxiety, and the role of Zhongyong thinking style and intentional self-regulation in this association. A hypothetical model of the relationship between family adaptation, Zhongyong thinking style, intentional self-regulation, and anxiety was tested. A convenience sampling method was used to survey 1192 pre-service teachers in Yunnan Province on a self-report scale. Data were collected using the Family Adaptability Scale, the Zhongyong Thinking Style Scale, the Adolescent Intentional Self-Regulation Questionnaire, and the Self-Rating Anxiety Scale. The results show significant positive correlations among the three variables of family adaptation, Zhongyong thinking style and intentional self-regulation, and significant negative correlations with anxiety, respectively. Pre-service teachers’ family adaptation had a direct positive predictive effect on anxiety, which in turn indirectly predicted anxiety through the mediating effect of the Zhongyong thinking style, and individuals’ intentional self-regulation had a moderating effect of family adaptation on the Zhongyong thinking style. This study shows how family adaptation affects pre-service teachers’ anxiety; the results of this study also help to demonstrate the academic value of family adaptation and Zhongyong thinking style in optimally reducing pre-service teachers’ anxiety, and thus promoting good psychological status.

The Effect of Pre-service Teachers' Digital Literacy Attitude on Digital Literacy Competency

The Effect of Pre-service Teachers' Digital Literacy Attitude on Digital Literacy Competency

Effects of pre-service teachers’ cultural competence on their social justice and self-efficacy beliefs: a cross-cultural comparison between Turkey, South Korea and the United States

ABSTRACT This study is a comparative research investigating whether cultural competence of preservice teachers is causally related to their social justice and self-efficacy beliefs in Turkey, South Korea and the United States. The study group involved pre-service teachers from Turkey (n = 560), South Korea (n = 790) and the United States (n = 352). The model was developed in the study to discern pattern of relationships among cultural competence acting on social justice and self-efficacy beliefs via multiple causal pathways. Multisample structural equation model was performed to test the equivalence of relationships among variables in the three samples by estimating the model separately for Turkish, S. Korean, and US groups. The study results revealed that cultural competence of pre-service teachers has positive effect on their social justice and self-efficacy beliefs in all three samples. The results indicated that there is a strongest effect of pre-service teachers’ cultural competence on their social justice beliefs in S. Korea. There was a strongest effect of pre-service teachers’ cultural competence on their self-efficacy beliefs in Turkey. The implications for academic research and teacher training are discussed.

The Effect of Pre-service Teachers' Readiness for Online Learning on their Social Anxiety in E-Learning Environments

The purpose of this research is to examine the effect of pre-service teachers' readiness for online learning on their social anxiety in e-learning environments. For this purpose, opinions of 409 students who continue their pedagogical formation education at a university in Turkey were taken, the answers of 369 students were included in the research, and the data of 341 students with standardized scores were analyzed. In the study, readiness for online learning was considered as the independent variable and social anxiety of the pre-service teachers in e-learning environments as the dependent variable, and the data of the dependent and independent variables were obtained from the Online Learning Readiness Scale and the Social Anxiety Scale for E-Learning Environments. In the findings section, correlation analysis was made between the online learning readiness and social anxiety variables in e-learning environments, and then simple linear regression modeling was applied to determine how much the online learning readiness variable had on social anxiety in e-learning environments. As a result of the correlation analysis, a moderate negative significant relationship was found between readiness for online learning and social anxiety in e-learning environments. In addition, with the regression analysis, it was revealed that as the readiness for online learning increased, social anxiety decreased in e-learning environments. As a result, various suggestions were made to other researchers in line with these findings.

The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies: The mediating role of online self-regulated learning strategies

This study explored how preservice teachers' (PSTs) perceived self-efficacy beliefs for integrating information and communication technology (ICT) relate to their actual acquisition of ICT competencies directly and indirectly through their perceived use of online self-regulated learning (SRL) strategies. Participants included 204 PSTs enrolled in an undergraduate introductory educational technology course. A structural model was built to test the causal relations among ICT integration self-efficacy, combined SRL strategies, and ICT competencies. Additional analyses were conducted with six new structural models for testing each type of SRL strategy: goal setting; environmental structuring; task strategies; time management; help-seeking; self-evaluation. Results indicated that PSTs’ perceived ICT integration self-efficacy did not directly affect their ICT competencies but was mediated by their perceived use of goal-setting strategies. Also, ICT integration self-efficacy had a positive moderate direct effect on the combined SRL strategies and all single types of SRL strategies, except self-evaluative strategies. The report concludes with a discussion of implications and limitations.

The effect of preservice teachers’ experiences in a flipped course on digital competencies related to educational technology and innovativeness

Developing the digital competencies and innovativeness of preservice teachers enables them to utilize technology more effectively and efficiently in their future professional life. However, poor technology training can lead preservice teachers to potentially misuse technology in the classroom. Moreover, little is known about how to design effective technology training courses in order to develop the digital competencies and innovativeness of preservice teachers. Therefore, this study examined a course designed with the flipped learning approach and its impact on preservice teachers’ digital competencies and innovativeness. 58 students participated in the current study. Using a mixed-methods sequential explanatory design, changes in digital competencies and innovativeness were analyzed before and after the flipped course. Findings revealed statistically significant gains in preservice teachers’ digital competencies and innovativeness, and qualitative findings revealed the reasons for these gains. The most common themes were using Web 2.0 tools for teaching, acceptance of flipped learning, doing research, and gaining different perspectives. Based on these findings, it is argued that the use of flipped learning approach removed the time barrier in classes and enabled teachers to gain experience on effective technology usage through actual physical application. The study’s results provided recommendations for further research on the connection between flipped learning and the development of preservice teachers’ digital competencies and innovativeness.

Teaching Locally, Acting Globally: The Effect of Pre-Service Teachers' Cultural Intelligence Levels on Their Perceptions of Global Citizens

The purpose of this study was to examine the relationship between cultural intelligence and global citizenship. The study group of the research consisted of 336 pre-service teachers, including pedagogical formation students, selected by a random sampling method from a state university in eastern Turkey, where the immigrant population is dense. Both the "Cultural Intelligence Scale" and "Global Citizenship Scale" were used as data collection tools. In order to statistically determine the levels of cultural intelligence and global citizenship by demographic variables, independent samples t-test and one-way ANOVA were employed by the researcher. Likewise, while the Pearson product-moment correlation analysis was implemented to examine the relationships among the variables, multiple regression analysis was used to determine the predictive coefficients between the variables. Based on the research findings, cultural intelligence was positively correlated with global citizenship. The behavioral dimension of cultural intelligence was the best predictor of global competence. Cultural intelligence levels of pre-service teachers seem to have a significant impact on shaping their process of becoming global citizens. If a person could be able to change his or her body language, spoken language, expressions, and behaviors when encountering any person or people from different ethnic groups and identities, this would mean that s/he is using the behavioral component of cultural intelligence. In this respect, cultural intelligence facilitates being a global citizen and increases adaptation. Therefore, the dimension of cultural intelligence evidently appears to be an essential factor for global citizenship.

The relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation model

This study aims to examine the direct and indirect relationships between pre-service teachers’ attitudes toward the teaching profession, their occupational resilience beliefs, and their tendency to engage in extra-role behaviors within the framework of structural equation modeling. A relational survey model was used to design this quantitative investigation. The sample comprises 430 pre-service teachers who enrolled at four different programs at a state university in Turkey. The study used the attitudes toward teaching profession scale, the occupational resilience beliefs scale for pre-service teachers, and the extra-role behaviors scale (teacher form) as data collection tools. The researchers created hypothesis models examining the mediating and moderated mediating role of the occupational resilience belief in the effect that attitudes toward the teaching profession have on extra-role behaviors and tested these models within the framework of structural equation modeling. As a result of the study, it was found that the relationship strength between the attitudes toward the teaching profession, the occupational resilience belief, and extra-role behaviors was moderate. The study determined that occupational resilience belief plays a mediating role in the effect of pre-service teachers’ attitudes toward the teaching profession on extra-role behaviors. According to the results of the moderated mediation analysis, the influence of this indirect effect on extra-role behaviors varies according to the type of program studied, even though it does not differ significantly according to the class level of the pre-service teachers. This indirect effect is provided at the best level for pre-service teachers in the mathematics education program. However, the study concluded that the indirect effect influence significantly weakened in the Turkish education program.

The Effects of Pre-service Teachers’ Perception of Online Education Structure on Class Satisfaction: the class participation as a mediating variable

The Effects of Pre-service Teachers’ Perception of Online Education Structure on Class Satisfaction: the class participation as a mediating variable

Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons

ABSTRACT Teachers’ collaboration is an important prerequisite for children’s academic achievement in inclusive education. There are various challenges in teacher collaboration, with one being difficult personal relationships. Studies on the role of the team composition for children’s competence and motivational development in (non-)inclusive education are still missing. Thus, we investigated children’s competence development depending on a variation of the team composition. In our study, N = 142 pre-service primary school teachers and pre-service special needs teachers were assigned to one of our study groups. Half of the pre-service teachers could choose their tandem partners and the other half was randomly arranged in pairs. Pre-service teacher tandems planned science lessons and collaboratively taught groups of children in regular or in inclusive settings. On the basis of pre- and post-questionnaires, we investigated N = 804 children’s competence and motivational development. Children who were taught by pre-service teachers in freely selected teams showed significant knowledge growth in a test on the subject of renewable energies compared to children who were taught by pre-service teachers in not freely selected teams. The setting (inclusive versus regular) had no significant impact on this effect. Significant differences between the study groups could not be proven concerning children’s motivation.

The Effect of Pre-Service Teachers’ Self-Efficacy and Teaching Experience on Their Career Commitment

Teacher self-efficacy is considered an important aspect of high-quality education. Moreover, research has shown that teachers’ self-efficacy influences not only student and teacher performance but also teacher career commitment. The purpose of this study was to investigate the effect of pre-service teachers’ self-efficacy and teaching experience on their career commitment. Pre-service teachers (n = 132) in a teacher preparation program who completed more than half of their course work in curriculum and instruction and six weeks of student teaching were given a survey that measured their self-efficacy, opinion of their student teaching experience, and career commitment. The multiple regression results showed a statistically significant regression equation (F(2,129) = 35.468, p = <.001) and demonstrated that pre-service teachers with more positive self-efficacy and student teaching experience developed stronger career commitment. The beta weights indicated positive statistically significant relationships among all predictor variables. The results of this study provide insights into career commitment for teachers, school divisions, and professional associations that are interested in enhancing individual instructors’ commitment to specific aspects of the career, whether that be administrative, instructional, or developmental.

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

Study on the Educational Effect of Pre-Service Teachers using the Design Thinking Process in Woodwork Production Making Lesson

Study on the Educational Effect of Pre-Service Teachers using the Design Thinking Process in Woodwork Production Making Lesson

The Effects of Pre-Service Teachers’ Chemistry Perceptions on their Academic Achievement

The purpose of this study was to investigate the effects of pre-service teachers’ chemistry perceptions on their academic achievement. The study was hinged on the behaviourist and constructivist methodologies of perception studies. The study employed a quantitative research method by using students’ end of first semester chemistry examination results as the measure of chemistry achievement and a survey questionnaire (Chemistry Perception Questionnaire (CPQ), which was a Likert-type questionnaire. Data from end of first semester examination and CPQ were collected from 72 Level 200 and 60 Level 300 elective science pre-service teachers’ of Tamale College of Education. Pearson’s moment correlation was run separately for the perceptions and academic achievements of the pre-service teachers. The findings of the study reveal that there is a negative correlation between the perceptions held by pre-service science teachers of Tamale College of Education about the chemistry curriculum and their academic achievement (r= -0.046 and r= -0.078 for Levels 200 and 300 students respectively). This means that as their perceptions deepened, their academic achievement decreased. The study also revealed that the polarity of perception statements does not significantly affect the correlation coefficient. It is however, very imperative to combine both negative and positive statements in order to reduce acquiescence bias. In conclusion, chemistry educators must seek to resolve students’ perceptual difficulties as it is very crucial in setting the tone for their academic progression in excellence. Keywords: Pre-service Teachers, Chemistry perception, Polarity of perception questions, Achievement DOI : 10.7176/JEP/11-21-20 Publication date :July 31st 2020

Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective

The effectiveness of pre-service teachers’ ICT training during teacher education course is often linked with the teacher educators’ (TEs’) practices. TEs’ digital practices, however, are under-studied, thus, are not fully understood. This study, which draws on the theoretical tenets of Activity Theory, reports on the factors that limit TEs’ digital practices in a context where technology use has just begun to evolve. Using a multi-method case study, this study collected data from EFL TEs and policymakers. The analyses of the policy data and interviews reveal that multiple factors constrain TEs’ digital practices. A key finding of the study is that factors related to ICT policies, training for TEs and resources hindered the use of technology by TEs. Implications of these are discussed.

The effects of Pre-service Teachers Teaching Aptitude, Teaching Motivation, and Teaching Professionalism on Teaching Efficacy

The effects of Pre-service Teachers Teaching Aptitude, Teaching Motivation, and Teaching Professionalism on Teaching Efficacy

The Effects of Pre-service Teachers’ Cognitive Styles on Learning Approaches

The main purpose of the study is to investigate the effects of prospective teachers’ cognitive styles on learning approaches. It is aimed to define whether exist significance differences between defining prospective teachers’ cognitive styles and learning approaches and demographic variables within the scope of the mean purpose. The study, designed according to correlational survey model, was conducted at Mugla Sitki Kocman University, Faculty of Education in the 2014-2015 academic year spring semester. As data collection instruments, “The Group Embedded Figures Test” was administered to define prospective teachers’ cognitive style in the study. On the other hand “The Revised Two Factor Study Process Questionnaire” was used to reveal prospective teachers’ learning approaches. According to the findings, prospective teachers generally have field dependent cognitive style. It is determined that between with prospective teachers’ gender and academic success and cognitive style scores there isn’t any significant difference revealed. However, there is significant difference between branches and cognitive style scores. It has been viewed that prospective teachers prefer deep learning approach generally. There isn’t significant difference between gender and learning approaches yet there is significant difference between learning approaches-branches and academic success. It is also concluded that as prospective teachers’ cognitive styles approaches to field independent, deep learning approach preference of prospective teachers has diminished.

The Effect of Pre-Service Teachers’ Life Skills on Teacher Self-Efficacy

The aim of this study is to find out the extent to which pre-service teachers’ life skills predict their sense of self-efficacy. The study employed a relational screening model within the quantitative research paradigm and included 195 pre-service teachers in Mimar Sinan Fine Arts University Pedagogical Formation Program. The data was collected through a life skills scale, a teacher self-efficacy scale and a questionnaire. The findings indicated a significant strong positive correlation between pre-service teachers’ life skills and their sense of self-efficacy in teaching (r=.624). Life skills accounted for 38.9 of the variance in teacher sense of self-efficacy. There were not any significant differences in teacher sense of self-efficacy between males and females, graduates and non-graduates, participants and non-participants in life skills training (p&amp;gt;0.05). The sense of self-efficacy of pre-service teachers with teaching experience was found to be higher than that without it (p&amp;lt;0.05).

예비유아교사의 유머감각이 놀이 교수 효능감에 미치는 영향

본 연구는 예비유아교사의 놀이 교수 효능감 증진을 위한 방안을 모색하고자 예비유아교사의 유머감각이 놀이 교수 효능감에 미치는 영향을 분석하였다. 이를 위해 대구 경북 지역에 소재한 전문대학 유아교육과에 재학 중인 예비유아교사 347명을 대상으로 유머감각과 놀이 교수 효능감에 대한 설문을 실시하여 자료를 수집하였다. 수집된 자료는 SPSS 18.0 프로그램을 사용하여 기술통계, Pearson 상관분석, 위계적 회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 예비유아교사의 유머감각과 놀이 교수 효능감은 ‘보통이다’ 이상으로 나타났으며, 놀이 교수 효능에 대한 신념보다 놀이 교수 결과에 대한 기대가 더 높게 나타났다. 그리고 예비유아교사의 놀이교수 효능감은 학년과 ‘놀이지도’ 강의 수강여부 및 유머감각과 통계적으로 유의한 정적 상관이 있었다. 둘째, 예비유아교사의 유머감각은 학년과 ‘놀이지도’ 수강 여부의 영향력을 통제한 후에도 놀이 교수 효능감에 유의한 영향을 미치는 것으로 나타났다. 이상의 결과를 토대로 예비유아교사의 놀이 교수 효능감을 향상시키기 위해 유아교사 양성과정에서의 유머감각 증진 방안에 대해 논의하였다.