Enhance Preservice Teachers Research Articles

Enhancing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) through the Learning by Design Framework: A Fink Taxonomy-based Study

This study aimed to develop Technological Pedagogical Content Knowledge (TPACK) through the use of the Learning by Design (LBD) framework in a teaching process for pre-service teachers. During a 12-week period that included both teaching and data collection, 19 pre-service teachers produced 10 unique instructional materials. TPACK levels and self-confidence were assessed using scales and qualitative data from interviews, with the Fink Taxonomy used to analyze the interviews and determine the significance of the LBD-TPACK teaching process in terms of learning outcomes. The results showed a significant increase in pre-service teachers’ TPACK scores and TPACK self-confidence scores after the teaching process (α=0.05, p=0.00). Qualitative data supported these findings, demonstrating that pre-service teachers had achieved significant learning outcomes by the end of the process. It is recommended that conducting comparable research across diverse teaching fields and larger sample sizes would lead to more robust and generalizable findings.

Enhancing Preservice Teachers' Self-Efficacy for Teaching Diverse Learners: Capturing Young Students' Attention through a Read-a-loud and Music

Abstract: The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for engaging and meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education.
 Keywords: self-efficacy, preservice teachers, creative arts, diverse learners, Scholarship of Teaching and Learning.

Enhancing pre-service art teachers’ ICT skills using ICT integrated teaching model

Enhancing pre-service art teachers’ ICT skills using ICT integrated teaching model

From the Big Bang to Life beyond Earth: German Preservice Physics Teachers’ Conceptions of Astronomy and the Nature of Science

This article reports the findings of a qualitative study that aimed to explore the ideas of 22 preservice physics teachers regarding astronomy concepts both within and beyond the solar system, as well as their understanding of the Nature of Science in the context of astronomy. The study employed a combination of open-ended vignette tasks and ranking tasks, which were adapted from previous research. The results reveal that while the majority of the preservice teachers held appropriate conceptions of astronomy concepts, some of their ideas lacked depth and were superficial. Moreover, their understanding of the Nature of Science in the context of astronomy was found to be limited. This study highlights the importance of providing further education and training in this area, as well as the need to develop and test effective teaching strategies to enhance preservice teachers’ and physics education students’ understanding of astronomy concepts and the Nature of Science.

Preservice teachers’ intention for constructivist ICT integration: implications from their Internet epistemic beliefs and internet-based learning self-Efficacy

ABSTRACT Integrating Information and Communication Technologies (ICT) for meaningful constructivist instruction has become essential in teacher education. This study investigated preservice teachers’ intention to integrate ICT for constructivist learning from the perspectives of their Internet epistemic beliefs (IEB) and Internet-based learning self-efficacy (IBLSE) using the structural equation modeling technique. Participants were 403 elementary preservice teachers in Taiwan. Analysis results showed that stronger IBLSE predicted higher intention for constructivist ICT integration into instructional practices. Believing that the Internet-based information is fragmented (structure belief) and requires justification from multiple sources (justification belief) was associated with higher IBLSE. The structure and justification beliefs also indirectly correlated with the intention of constructivist ICT integration via preservice teachers' IBLSE. Findings can inform instructional practices and interventions pertinent to enhancing preservice teachers’ IEB and IBLSE to promote their future constructivist ICT integration in their instruction.

Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning

This research aims to enhance preservice teachers’ critical thinking and science process skills using Research-Oriented Collaborative Inquiry Learning (REORCILEA). Sixty-four preservice chemistry teachers attended the General Chemistry course over 8 weeks in an Indonesian public university. In a quasi-experimental design, two intact classes were randomly assigned as the experimental and control groups. The Rubric for Critical Thinking Skills, the Observation Checklist for Science Process Skills, and a semi-structured interview protocol were used as data collection tools. Quantitative data were analyzed using an independent samples t-test and paired samples t-test, while the results of semi-structured interviews were analyzed using thematic analysis. The results of the t-test revealed that the REORCILEA was found more effective than the expository teaching model in fostering students’ critical thinking and science process skills. The results of the interviews also indicated that experimental group students had a more positive perception of REORCILEA. Regarding these findings, instructors are recommended to apply the REORCILEA model in order to promote students’ critical thinking, science process skills, and motivation to learn in STEM-related courses.

Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program

During the widespread COVID-19 pandemic, face-to-face teaching was not viable because many schools were forced to close as a preventive measure. Educators abruptly shifted to online classes without sufficient time and resources to prepare for such an enormous transition. Although shifting from traditional face-to-face format to modern e-learning approach ensured that students could be educated outside of the classroom, its impact on the quality of learning and teaching (L&T) can be mixed. This study aims to address the knowledge gap in conventional teacher training by developing a web-based program called T.E.A.C.H. to enhance preservice teachers' psychological and pedagogical competencies for conducting online L&T. The program consisted of five modules, each focused on one dimension of psychological competence (creativity, curiosity, love of learning, judgment, and perspective) and applied to the ‘three foci’ for online L&T (attendance and participation, engagement, and assessment). Adopting a quasi-experimental design with matched sampling, a total of 314 preservice teachers were allocated into the intervention or control group. The intervention group was given access to the web-based program to receive training materials, learn about the content, and take part in the online L&T exercises. Program effectiveness was evaluated using pretest and posttest questionnaires, a teaching design task, short quizzes, and a program quality assessment. The results showed that the T.E.A.C.H. program was effective in promoting preservice teachers' psychological competencies, positive attitudes toward online L&T, self-efficacy to teach in an online format, intentions to use technology for L&T, and online pedagogical skills. The successful implementation of T.E.A.C.H. encourages school leaders, teachers, and teacher professional development providers to utilize this web-based program to enhance online teaching practices.

Two Approaches to Investigate Preservice Teachers’ TPACK Competencies and Self-Regulated Learning Skills in Turkiye and the United States

In this study the investigators used two different approaches to investigate preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies and self-regulated learning skills (SRL). The first study was conducted at Ahmet Keleşoğlu Education Faculty, Necmettin Erbakan University (NEU), Konya, Turkiye and the second study was conducted at Arkansas Tech University (ATU), Arkansas, the United States. The data from the participants at NEU was collected from 375 preservice teachers to examine the correlation among preservice teachers’ TPACK competencies, SRL and their gender and years of study. Although the findings revealed that preservice teachers’ TPACK competencies differed by their gender and year of study, there was no significant difference in their SRL skills. Finally, the results indicated that there were positive and significant relationships between the preservice teachers’ TPACK competencies and their self-regulated learning skills. The data from the ATU participants was collected from 66 preservice teachers (54 undergraduates, 12 graduate). The ATU study examined the impact of employing project-based learning (PBL) on students’ TPACK competencies, self-efficacy (SE), and SRL in different learning environments. The findings indicated that the use of PBL does enhance preservice teachers’ SRL skills in all learning environments. Finally, the findings indicated that students’ TPACK competencies significantly increased after using PBL.

Examining elementary preservice teachers’ self-efficacy and satisfaction in online teaching during virtual field experience

The global pandemic of COVID-19 has forced many learning institutions to close or switch to remote learning as a preventative measure to reduce the spread of the virus. The greatest challenge was with practical courses where preservice teachers had to promptly acquire technological skills and online teaching pedagogies as part of their virtual field experience. This need for learning and applying online pedagogies and technological competencies to increase student performance can lead to different perceptions of self-efficacy in online teaching. The purpose of this study is to examine the predictors for enhancing preservice teachers’ self-efficacy and satisfaction in online teaching and to investigate the association of their self-efficacy beliefs and their satisfaction with online teaching. Elementary preservice teachers (n = 257) from two teacher preparation programs in two universities in the United Arab Emirates completed a 5-point Likert scale survey. Results revealed that participants reported a high level of self-efficacy and satisfaction in online teaching mainly regarding their abilities to engage students in online classrooms and use of computers/educational technology. Students’ technological knowledge was strongly correlated with participants self-efficacy beliefs. Interestingly, results showed that preservice teachers who have beginner experience in teaching scored significantly higher on their self-efficacy than those with moderate and advanced experience.

‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers

ABSTRACT This article investigates practices that engage preservice teachers’ ideas of professionalism within the context of a university-based mentoring programme. The case is explored by observation of mentoring sessions, analysis of documents grounding the mentoring sessions, and mentor and mentee interviews. Practices are investigated through the theory of practice architectures and made the subject of a thematic analysis. The purpose of the investigation is to highlight how practices can contribute to enhancing preservice teachers’ understanding of different aspects of professionalism, particularly those related to expectations of teachers’ professional competence. The findings show how mentoring practices can contribute to widening preservice teachers’ understanding and how contextual factors, like power relations, can come into play in mentoring practices. The analyses illuminate how professionalism is being negotiated in a third space institutionalised in a campus-based mentor programme in teacher education.

Enhancing pre-service teachers in learning management competency by TPACK framework study and professional requirement

Increasing attention has been placed in recent years to the improvement of learning management competency of pre-service teachers, yet many institutions where the teacher education programs offered have not been provided the effective guidelines. The purposes of this study were to examine the ability of the teaching practice and to propose the enhancement approach on learning management competency of pre-service teacher based on technological pedagogical content knowledge (TPACK) framework. Sample of the study included 385 pre-service teachers studying the fifth-year program at Faculty of Education, Ubon Ratchathani Rajabhat University, Thailand. A learning management competency questionnaire and semi-structured interview were administered to inquire the ability on learning management competency of pre-service teachers during the teaching practice at school. Statistics used for data analysis included frequency distribution, average, standard deviation, and content analysis. Results indicated that pre-service teachers expressed their teaching practices considered each aspect of teaching quality, results ranged from the highest to lowest level were the ability on learner-centered management ( =3.00, S.D.=0.77), the knowledge on teaching design ( =2.96, S.D.=0.72), the assessment and evaluation methods ( =2.95, S.D.=0.74), and the integration of technology ( =2.70, S.D.=0.78), respectively. Recommendations and suggestions were further discussed regarding the enhancement approaches proposed on improving learning management competency of pre-service teachers.

Enhancing initial teacher education through poetry: Explorations of the pedagogical practices of three poet-educators

Evidence of the importance of using creative practices to enhance initial teacher education is emerging. One such practice is using poetry for teaching and learning in higher education and beyond. This post-qualitative article contains a dialogic exploration of our work as three teacher educators in an Australian university. The article discusses using poetry as a resource and stimulus for enhancing preservice teachers’ creative, metaphorical, and critical thinking. The article is framed around our interactions and experiences of using poetry pedagogically in teacher education classes. In the article, we present three vignettes that document episodes from our classroom practice in 2019 and 2020, and we analyse and explore our use of poetry using ideas from Bakhtin and Yoshikawa. Our writing concerns poetry as a creativity modality and literacy practice in teacher education, and we argue that poetry can have affective, social, and cognitive benefits. We offer four possibilities using poetry as a creative practice and as a pedagogical tool to promote the development of innovative and literate teachers.

Enhancing Pre-Service Teachers’ Understanding of Science Teaching through STEM Activities Integrated Inquiry Learning with Thai Context

The objectives of this research were: 1) To develop and examine a learning model using STEM activities for pre-service science teachers, and 2) To study the condition and develop a learning model using STEM activities in science teaching integrated with Thai local context using schools and communities as bases. The target group of the research was 81 pre-service science teachers from 240 1st-4th years, obtained by purposive sampling, they are volunteer ones, who are interested in improving their teaching. The tools used in the research were lesson plans, questionnaires, field notes, and journal writing. The lesson plans included three STEM activities integrated into local settings that could be applied in science classrooms. The results were as follows: 1) The developed STEM learning model can be used as a guideline for teaching and learning with promising results; 2) The target group of pre-service science teachers had a significant improvement in their level of understanding of the science learning process in STEM activities. In the beginning, they received an average score of 17.28 on a scale of 50 and a standard deviation (SD) of 3.13 on STEM Learning Management Understanding Link-local context using schools and the community is the base, which could be interpreted as a low level. After teaching using these developed STEM activities, their average score was raised to 41.93 with the SD being 3.71, which could be interpreted as a high level. It could be concluded that the learning approach from this research is one approach that can improve teaching and learning management for pre-service science teachers.

Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program

This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, gather online information, and access learning materials through journal subscriptions to enhance preservice teachers’ learning. Thus, integrating ICT during teacher training is paramount, and teacher educators should be assisted and encouraged to develop positive attitudes in learning and to apply ICT in their teaching practices. Concomitantly, equipping preservice teachers with ICT-based pedagogical skills, not only through specialized ICT courses, but also through observing how teacher educators use it, has a significant impact on transforming teaching practices in their future classrooms.

In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

Assessment has a critical and time-consuming role in the teaching profession. However, teachers generally possess low levels of assessment knowledge and skills, with their understanding more about the culturally and historically established summative compared to formative assessment. Therefore, developing assessment literacy in preservice teacher education (PsTE) is important. In the present study, a special study module of assessment was designed for PsTE to examine Finnish student teachers’ assessment literacy. Deductive and inductive content analyses of students’ (N = 168) written diaries were conducted applying a conceptual framework of teacher’s assessment literacy in practice (TALiP). Based on the results, the students’ assessment knowledge base and assessment conceptions were promisingly versatile and indicated a rich awareness of the broad nature of assessment. However, the key findings also suggest that assessment is not an easy topic for student teachers to discuss with peers. It can be concluded that even short PsTE assessment courses can enhance student teachers’ views of versatile pedagogical inputs and outputs of assessment.

Using Xerte Toolkit to Enhance Pre-Service Teachers’ Conceptual Understanding of Coordinate Geometry

This study was to investigate the effect and explore students’ interest in using Xerte Toolkit in teaching and learning of Coordinate Geometry. In all, 50 pre-service teachers were involved in the study. The study adopted a mixed method approach. Semi – structured interviews as well as achievement test were the instruments used for data collection. The items in the achievement test were analyzed using statistical tools such as percentages, mean, standard deviation and t-test from Excel 2016 Analysis Tools. The descriptive statistics indicated that there was a significant difference between pretest and post test scores. The findings in this study posits that students’ interest in using Xerte Toolkits in teaching and learning Coordinate Geometry has increased and are ever ready to use Xerte Toolkit again in their studies.

Using Xerte Toolkit to Enhance Pre-Service Teachers' Conceptual Understanding of Coordinate Geometry

Using Xerte Toolkit to Enhance Pre-Service Teachers' Conceptual Understanding of Coordinate Geometry

Let’s read green! A comparison between approaches in different disciplines to enhance preservice teachers’ environmental attitudes

This article examines the effect of different educational approaches to environmental education (EE) in the environmental attitudes of 507 preservice teachers. In one experimental group EE was addressed in a science subject and in other experimental group in a literature subject. The latter integrated content and competences in a transdisciplinary way, overcoming the idea that environmental attitudes should only be addressed in science classes. The analysis of their responses to the Environmental Attitudes Inventory (EAI) in a prestest-postest design show that both approaches were able to increase their pro-environmental attitudes, while the control group showed no significant changes. The educational intervention at the literature subject was able to significantly increase those dimensions related to preserving nature and the diversity of natural species in their original natural state, while the educational intervention at the science subject was also able to significantly decrease those dimensions related to the belief that it is right and even necessary to use and alter nature, natural phenomena, and species for human objectives. Female future teachers had more favorable attitudes towards nature than their male counterparts, but no statistically significant differences were observed according to gender for a specific educational approach.

Visual Design of Data Using Technology Based on Learning Analytics for Enhancing Pre-Service Teachers, Performance and Self-Regulated Learning

Visual Design of Data Using Technology Based on Learning Analytics for Enhancing Pre-Service Teachers, Performance and Self-Regulated Learning

Enhancing Preservice Teachers’ Understanding of Circulation System Concepts, Attitude and Motivation

The purpose of this study is to investigate the effectiveness of the learning cycle instruction on preservice elementary teachers’ understanding of human circulatory system concepts, attitudes towards biology and motivations. The Human Circulatory System Concepts Test, Attitude Towards Biology Scale, Science Process Skills Test and Motivated Strategies for Learning Questionnaire were used to collect data. The test was administered to preservice elementary teachers in control and experimental groups. The quasi-experimental design was used as research design. The analysis of covariance revealed a statistically significant difference in favor of the experimental group after treatment. The learning cycle instruction was more effective when compared with teacher-centered instruction in eliminating the students’ misconceptions about the circulatory system. There was no significant effect of the learning cycle instruction on students’ attitudes towards biology and motivation. Students’ prior knowledge and science process skills were related to students’ science achievement. Teacher educators should provide preservice teachers with different opportunities of experiencing the learning cycle as a teacher in teacher education programs.