Elementary Student Teachers Research Articles

"Ich habe den Schüler viel zu wenig gelobt." Evaluation des Seminarerfolgs über videobasierte Reflexionen von Lehramtsstudierenden über ihr eigenes Feedbackverhalten

Although video analyses have a great potential for the development of professional competencies, the effects of (video-based) seminars on teaching activities and reflection competencies of student teachers have rarely been the focus of evaluations. In the quasi-experimental intervention study ProFee, the effectiveness of different seminar concepts on the competencies of elementary school student teachers in giving feedback was investigated. The evaluation focused on the question of how observation assignments and methods with varying degrees of structure affect students' competencies. After attending the seminar, the teaching activity of the N = 226 students did not differ significantly between courses when controlling for prior knowledge. But the students' self-assessments as well as the correlations between self-assessment and external-assessment are closer in the group in which the videos were analyzed in a very structured, low inferential manner.

Internalization and Actualization of Larap Slambu Cultural Character Values in Elementary School Students

<em>The moral crisis that often occurs in elementary schools can be overcome by strengthening character education. Strengthening character education can be taken from the culture surrounding society, one of which is the larap slambu culture. The aim of this research is to determine the process of internalization and actualization of character values based on the larap slambu culture based on the strategies implemented by classroom teachers of elementary school students. This research uses qualitative ethnographic study methods. The data analysis technique used is analysis, description, and summary of phenomena based on data obtained through interviews and observation. The results of the research show that the cultural character values of Larap Slambu are religious values, democratic values, environmental care values, social care values, and responsibility values. The results of this research provide recommendations that educators and stakeholders need to realize the importance of internalizing and actualizing local cultural character values. This aims to improve student character and encourage the use of local culture as a model for strengthening student character in various regions.</em><div id="pip-toast"> </div>

The development of flip book maker-based e-module in computer applications course for elementary education student teachers

The development of flip book maker-based e-module in computer applications course for elementary education student teachers

Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers

AbstractProcedural fluency and strategic competence in operating and mathematizing with natural and rational numbers are based on a flexible and meaningful use of mental models, strategies, and procedures. The study to be presented in this paper pursued the question as to which subdomains or tasks relating to procedural fluency and strategic competence at upper primary school level are particularly challenging for elementary school student teachers. The newly devised assessment instrument included mathematical problems from a wide variety of content domains such as numbers and operations with natural and rational numbers, place value, computational strategies, estimation, (inverse) proportion, combinatorics, mathematization, and word problems. A preceding theoretical task analysis ensured that the solution of the problems required adaptation of strategies and flexible reasoning about a procedure or a formula. In the assessment, each of the 15 tasks were presented to 280 first-semester student teachers. As the results of the analyses indicate, combinatorial problems and division problems with rational numbers proved to be particularly challenging for a large proportion of the participants. Supplemental qualitative analyses of solution pathways confirmed that the assessment tasks allowed for multiple solution pathways. The item difficulties could be explained by a lack of ability to link mental models, strategies, and procedures. The study makes a connection between theoretical and empirical research on educational standards and teacher education. It contributes to the international state of research about student teachers’ content knowledge by providing specific insights concerning procedural fluency and strategic competence.

HILIRISASI PENGGUNAAN OPERASI SUKU ALJABAR DALAM PEMBELAJARAN MATEMATIKA DI SD

Mathematics as one of the sciences has an object of study in the form of abstract ideas and concepts and their relationships, the development of which is structured in a structured and logical process using special terms and symbols. Mathematical concepts can be utilized not only by mathematics itself but can be used or applied to other sciences. The purpose of learning mathematics in schools is to provide opportunities for students to be able to think systematically, critically, logically and creatively. For this reason, students need to be trained to be able to apply the concepts learned in mathematics in relation to everyday life. One of these efforts is by linking the concept of algebraic operations to learning mathematics in elementary schools. The application of this concept is directed at solving math problems in elementary school. This study is a literature review related to downstream learning processes and mathematical thinking habits of elementary school teacher and student prospective teachers. This is closely related to the characteristics of mathematics as a science and human activity, namely that mathematics is a pattern of thinking and/or a means to train thinking skills carefully, clearly and accurately. Therefore, the question in this research is: how to provide additional insight for elementary school teacher and student prospective teachers in creatively utilizing their existing knowledge to teach mathematics to elementary school students? The results of downstreaming the use of algebraic operations are considered appropriate, can provide additional insight to teachers and prospective elementary school students by constructing mathematical concepts through the habit of thinking mathematically.

Persepsi Orang Tua dan Guru dalam Penggunaan Kalimat Persuasif pada Siswa SD

The background of this research is the anxiety of parents and teachers regarding the students' motivation and interest in learning which has decreased after the pandemic. This study aims to explore how the use of persuasive sentences can affect students in elementary schools. This study specifically focuses on identifying the views of parents and teachers in using persuasive sentences to increase students' interest in learning and create a conducive learning atmosphere. This study used a case study research design with the data collection using a qualitative approach by conducting interviews. The Data was collected in 2022 from 34 participants who were parents and teachers of elementary school students with 33 participants from the Bogor area and one person from the DKI Jakarta area. The results of data collection and analysis were made into several themes. The results showed that parents and teachers agreed that the use of persuasive sentences could increase interest in learning and change students' learning atmosphere. Good behavior changes are shown by students after parents and teachers use persuasive sentences. The atmosphere and interest in student learning can be changed with a sentence spoken by the teacher or the student's parents.

Exploring the effect of student-teaching on elementary student-teachers’ math anxiety

This mini-ethnographic study investigated the role of the student-teaching experience on removing student teachers’ math anxiety. Data were collected from four elementary student teachers using semi-structured individual and group interviews during the second phase of their student-teaching period. Thematic content analysis was used to analyze data. The findings of this study showed that a productive and satisfactory student-teaching experience could remove student teachers’ math anxiety. In addition, elementary student teachers’ poor student-teaching experiences negatively affected their motivation in teaching. This study also found that the mentors’ role was a vital part of student teachers’ success. This study concludes that the teacher education department and the school district need to work collaboratively to develop every elementary teacher’s math teaching skill.

Figure Out the Online Discussion Activeness of Pre-Teacher Education Students

Online learning has been widely applied at various levels of education, including lectures for prospective teachers of elementary school students in Indonesia. However, student activity in learning is still an obstacle in this study. This study describes student activity in online discussions. The discussion was conducted three times with different topics. The activity can be examined from the students' posts during the three discussions. The three aspects of the activeness were the number of posts in each discussion, participation in the three discussion topics, and the number of words in each post. These results were analyzed descriptively to see the trend of active discussion. The findings of this study show the role of lecturers in providing appreciation and feedback. The role of friends in reinforcing other friends' opinions determines the increase in activity in discussions. Social presence, self-esteem engagement, and social learning are essential issues in increasing this activity.

Student teachers’ common content knowledge for solving routine fraction tasks

This study focuses on the knowledge base that Swedish elementary student teachers demonstrate in their solutions for six routine fraction tasks. The paper investigates the student teachers’ common content knowledge of fractions and discusses the implications of the findings. Fraction knowledge that student teachers bring to teacher education has been rarely investigated in the Swedish context. Thus, this study broadens the international view in the field and gives an opportunity to see some worldwide similarities as well as national challenges in student teachers’ fraction knowledge. The findings in this study reveal uncertainty and wide differences between the student teachers when solving fraction tasks that they were already familiar with; two of the 59 participants solved correctly all tasks, whereas some of them gave only one or not any correct answer. Moreover, the data indicate general limitations in the participants’ basic knowledge in mathematics. For example, many of them make errors in using mathematical symbol writing and different representation forms, and they do not recognize unreasonable answers and incorrect statements. Some participants also seemed to guess at an algorithm to use when they did not remember or understand the correct solution method.

Reflection in alignment to professional standards: What did the student teachers highlight?

This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the least reflection were organizing curriculum and planning instruction. Analysis of the reflection journals also revealed how the student teachers grew as individuals and in interaction with others in a learning community. Based on the results, implications for teacher education are proposed. Limitations are also discussed.

The Relation of Google Classroom Usage on Student’s Learning Outcomes for Elementary School Students

The Covid-19 pandemic has caused various changes in the education system in Indonesia, especially in the use of online learning methods. However, implementing new technologies is challenging, especially for parents and teachers of lower-grade elementary school students. One form of technology that is applied in online learning is Google Classroom. This study aims to analyze the relationship between using Google Classroom during the Covid-19 pandemic and its effect on the learning process and outcomes. This study used qualitative research methods. The subjects of this study were 33 parents of students. Data was collected through surveys and interviews with parents and teachers. The data were analyzed qualitatively through the Technology Acceptance Model. The analysis results show that although the applied technology is well received, there is a difference between the scores and the results of evaluating student performance in face-to-face meetings with the teacher. Learning loss can be caused by parents who are too involved in the online learning process and teachers' difficulty adequately assessing student performance. The implication is that online education methods are ineffective and may have caused damage to the education system in general.

Pilot Study of Unlocking Understanding Professional Development to Support Grade 3 Reading Comprehension

AbstractThis study piloted a reading comprehension instruction professional development intervention for teachers of upper elementary grade students (Unlocking Understanding), exploring the relativ...

Autonomy and Creative Thinking Skills of Prospective Elementary School Teacher Students in Learning Mathematics with Science Phenomena assisted by the Learning Management System

This research intends to explain the autonomy and creative thinking skills of prospective elementary school student teachers in mathematics with the learning management system (LMS)-assisted science phenomenon. The data collection was done by using test instruments in the form of essay questions to capture the creative thinking skills and a non-test in the form of a questionnaire was used to capture the autonomy skills of prospective elementary school student teachers. The data were analysed through several stages, namely data reduction, data presentation, data conclusions, and data validation using triangulation. The result of the research shows that using the LMS can improve the creative thinking skills of prospective elementary school teachers, while their autonomy skills in experimental classes and control classes indicate no difference. This happens because students were given the same opportunity to explore the material independently. Thus, a way to develop autonomy through mathematics learning needs to be explored.

Embracing to Creating Curriculum: Levels of Engagement Among Student Teachers

This qualitative study explored the experiences, and specifically the challenges, of white elementary student teachers in an urban setting. One of the most interesting findings from this study involved the varied levels of engagement with the school curriculum. Although every Urban Student Teacher (UST) embraced the curriculum, data showed multiple levels of involvement defined as critiquing, tinkering, and creating. While challenging, USTs who created units of study found ownership of the curriculum satisfying. The aim, then, is for teacher educators to encourage student teachers to embrace challenges that come with teaching and view them as a way to learn.

國小師資生任教意願之縱貫性研究 Longitudinal research on elementary school student teachers’ teaching willingness

國小師資生任教意願之縱貫性研究 Longitudinal research on elementary school student teachers’ teaching willingness

Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences

Elementary student teachers in both a yearlong and one-semester student teaching design were impacted due to the COVID-19 pandemic. This phenomenon forced the closure of placement schools and their universities, and drastically changed the roles and responsibilities of student teachers. This qualitative phenomenology study sought to capture and describe the lived experiences through two different student teaching designs and their student teaching coordinators. This manuscript reports findings from analysis of student teacher and student teaching coordinator surveys that describe both beneficial and disappointing preparation experiences, as they navigated the ever-changing educational environment of student teaching during the initial impact of the COVID-19 pandemic. The lived experiences of these student teachers captured how varying educational learning and teaching experiences were impacted due to the pandemic. Throughout these lived experiences, student teaching coordinators of both student teaching designs became an integral part of the communication chain for student teachers.

Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.

Strategi Kontruktif Dan Dekonstruktif: Proses Identifikasi Pola Bilangan Mahasiswa Calon Guru SD

This study aims to describe the process of identifying elementary student teacher candidates using constructive and deconstructive strategies. This study's research subjects were 6th-semester PGSD students of Mataram University who attended elementary mathematics learning courses. This type of research is a descriptive study with a qualitative approach. Data collected in the form of test results about patterns and interviews. Then the data is analyzed. The results of the data analysis showed that there was no difference between the process of identifying student patterns using either constructive or deconstructive strategies. The process carried out by students is seeing the shape of the image compiler, making rules for each image, then determining the next pattern rules based on the rules that have been made previously in each image.Keywords: pattern identification, constructive strategy, deconstructive strategy, figural pattern

Mathematics Education Values Portrayed by Elementary Student Teacher

This study aims at investigating values in mathematics education portrayed by elementary student teachers. Data were gathered from 401 elementary student teachers at two public universities in Turkey. The results of the study showed that overall student teachers had positive mathematics education values. They recognized that the theoretical nature of mathematics apart from its relations to daily life would be meaningless. However, they held negative mathematics education values regarding conceptual learning of mathematics. They also recognized how important it was to emphasize the affective and cognitive outcomes in mathematics programs. The findings showed that no significant differences between student teachers’ mathematics education values regarding gender and year spent in the program. However, significant differences were found in theory emphasis mathematics teaching favoring female student teachers.

Accuracy of Elementary Teachers’ Representations of the Projects and Processes of Engineering: Results of a Professional Development Program

ABSTRACTWith the growing adoption of the Next Generation Science Standards across the United States, elementary teachers are being called upon to incorporate engineering into their science instruction, creating a need for ways to help elementary teachers better understand what engineering is and how to accurately communicate it to students. The present study examines the effects of a teacher education and professional development project in which elementary student teachers and their cooperating teachers were teamed with engineering graduate students to incorporate engineering into grades 3–5 classrooms. By working alongside experts in engineering for a 16-week semester, the project aimed to help participating elementary teachers better understand what engineering is and what engineers do. To assess teachers’ conceptions of engineering, we administered the Draw-An-Engineer Test as pretest and posttest. An important contribution of the present study is our development of a novel approach to analyzing responses from that instrument that is appropriate for adult populations and that also addresses multiple known shortcomings of drawing tasks. We found that from pretest to posttest, teachers’ responses became clearer with respect to the processes that engineers use in their work, and they became more likely to represent flowchart models of “the engineering design process.” The teachers’ focus on process, however, was not shared by the engineers, indicating that the engineers were not simply conveying their own understanding of engineering to the teachers. Rather, the teachers constructed their own understanding of engineering work that deviated in certain ways from the views of the engineers.