Examine Preservice Teachers Research Articles

The Examination of Pre-Service Teachers’ Views, Expectations, and Awareness about Postgraduate Education

Öğretmenlerin nitelikli olarak yetiştirilmesinde lisans ve lisansüstü eğitim süreci gün geçtikçe önem kazanmaktadır. Bu çalışmada da lisans eğitimine devam eden öğretmen adaylarının lisansüstü eğitim hakkındaki görüşlerinin, beklentilerinin ve farkındalıklarının belirlenmesi amaçlanmıştır. Araştırmaya Uşak Üniversitesi Eğitim Fakültesinde Fen bilgisi öğretmenliği bölümünde farklı öğrenme seviyelerinde öğrenim görmekte olan 21 fen bilimleri öğretmen adayı katılmıştır. Öğretmen adaylarının lisansüstü eğitim hakkındaki görüşlerinin, beklentilerinin ve farkındalıklarının derinlemesine incelenmesi için öğretmen adaylarıyla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmadan elde edilen verilerin analizinde betimsel ve içerik analizi yöntemi kullanılmıştır. Araştırmadan elde edilen sonuçlar öğretmen adaylarının genel olarak lisansüstü eğitime ilişkin olumlu görüşlere sahip olduklarını; ancak sınırlı bilgileri olduğunu göstermektedir. Çalışmada bazı öğretmen adayları öğretmenlerin lisansüstü eğitim almalarının gerekli olduğunu düşünmektedir. Öğretmen adayları lisansüstü eğitim alan öğretmenlerin bilgi ve beceriler açısından kendilerini geliştirerek mesleki başarılarını artırabileceklerini; böylece nitelikli öğrenciler yetiştirebileceklerini belirtmişlerdir. Bununla birlikte bazı öğretmen adayları öğretmenlik için lisansüstü eğitimin zorunlu olmasından çekinmekte ve lisansüstü eğitim alma sürecinde çeşitli güçlükler yaşayacaklarını düşünmektedir. Araştırmadan elde edilen söz konusu sonuçlara göre öğretmen adaylarının lisansüstü eğitim konusundaki bilgi ve farkındalıklarının artırılmasının önemli olduğu düşünülmektedir.

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.

Examining PRESERVICE teachers’ use of SMARTBOARD and pc tablets in lessons

Transfer of knowledge to future generations has always been performed by people since existence of early humans. Today, with the developments in technology, education is presented in several ways and through a wide variety of tools such as two- or three-dimensional learning contents, animations, video conference lessons and interactive applications. Parallel to these developments, smartboards, tablets, virtual laboratories and cooperative learning environments have resulted in more innovative solutions in teacher training and changed the way of teaching. Education given with this type of technological tools helps make learning more permanent. The quality of education given with technological tools is determined by students’ approach to and knowledge about these tools. In the present study, the purpose was to reveal preservice teachers’ views about the use of smartboards in classes. The study was carried out with 124 preservice teachers attending different departments at Education Faculty of a state university in the Southeast of Turkey in the Fall Term of the academic year of 2016–2017. The results obtained in the study demonstrated that there were significant differences between the preservice teachers’ views about the audio-visual use of tablet computers and smartboards in classes with respect to their departments. Analysis of the research data also revealed that use of tablet computers in classes did not decrease motivation based on gender.

Factors promoting the use of virtual worlds in educational settings

AbstractThis paper focuses on student attitudes about using a virtual world (VW) learning platform. VWs allow students to meet via avatars and experience events that simulate real social experiences. It can also enhance student motivation, learning and collaboration. However, studies have reported that many students and teachers find VW difficult to use, and thus, do not adopt it. The current study sought to examine preservice teachers' experiences in VW in a multiple‐college course. The aims of the study were to focus on the possible difficulties and supporting factors affecting the present use of VW and identify factors affecting the future use of VW. Ninety‐nine Jewish and Arab students from eight teachers' colleges in Israel who participated in a VW learning experience completed an online questionnaire, which included items relating to their experience with computer games, difficulties and level of satisfaction with the course. Computer‐game experience, cultural background, technical difficulties and satisfaction with class management predicted the intention to use VW in the future. Possible practical and theoretical implications are discussed.

Examining Preservice Teachers’ TPACK-21 Efficacies with Clustering Analysis in Terms of Certain Variables

The purpose of this study was to determine the differences between preservice teachers’ 21st century techno-pedagogical content knowledge (TPACK-21). The study group included 254 preservice teachers from the departments of Science Teaching and Mathematics Teaching at a state university in Turkey. In order to determine the preservice teachers’ strong and weak points in terms of TPACK-21 and to reveal the differences between them in terms of their gender, computer use efficacies and Internet use frequencies, the clustering analysis method was used. For the purpose of confirming the evident difference between the TPACK-21 variables, one-way ANOVA was applied, and the effect sizes were determined (η2). It was found that for all the variables, there were significant differences between the clusters. Also, Bonferroni post hoc analysis conducted for the confirmation of the clusters revealed significant differences between the clusters for each factor influential on the students’ TPACK-21 perceptions.

Assessing Preservice Teachers’ Cultural Competence With the Cultural Proficiency Continuum Q-Sort

This article describes an educational design research program situated within a professional development school that led to the development of the Cultural Proficiency Continuum Q-Sort (CPCQ). The CPCQ is a tool that enables teacher educators to systematically examine preservice teachers’ cultural competence concerning students who are minoritized, marginalized, and otherized within PreK–12 schools. The author provides background and rationales for the need of the CPCQ together with a discussion of the educational design research program that facilitated the design of the CPCQ. Findings for this study are discussed discursively addressing the following question: (a) What are the rationales and chain of decisions that warranted advancing the development of the CPCQ through each phase of an educational design research program? and (b) What are participants’ perceptions of the emerging tool’s effectiveness for facilitating critical self-reflection, inquiry, and dialogue concerning students who are minoritized, marginalized, and othered within PreK–12 schools? This study demonstrated that educational design research together with professional development schools are an ideal context to develop tools in a real-world setting aimed to address issues around racial and social justice and cultural competence within teacher education programs and PreK–12 schools and classrooms.

Leading from the start: preservice teachers’ conceptions of teacher leadership

ABSTRACT This qualitative action research project examined preservice teachers’ conceptions of teacher leadership. Through an analysis of preservice teachers’ writings in a graduate-level teacher leadership course, students’ beliefs about the power of teacher leaders emerged. Findings revealed that novice teachers most often identified the scope of leadership as focused in classrooms and schools, while identifying curriculum and instructional decision-making and peer collaboration as the key actions taken by teacher leaders. Barriers to teacher leadership were most often described as administrators and policymakers. Regardless of the scope of influence or actions taken by teacher leaders, the primary purpose of teacher leadership overwhelming reflected a desire to address socioeconomic inequalities through educational change.

Learning disciplinary literacy teaching: An examination of preservice teachers’ literacy teaching in secondary subject area classrooms

In this study, we sought to articulate observable features of literacy teaching in subject area classrooms and to explore possibilities for teacher education design focused on disciplinary literacy teaching. We analyzed video records of practice of two cohorts of secondary undergraduate teaching interns (N = 60) who were enrolled in their first semester of a three-semester university-based program. To conduct our analysis, we developed a coding scheme that reflected sociocultural theories framing inquiry and literacy as social practice. We found that interns, with support, attempted important moves related to disciplinary literacy teaching.

Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy

This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform crosscontent literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.

Examination of Preservice Teachers’ Perceptions about Evolution Course

This is a study that explored 117 Turkish preservice science teachers’ views about evolution course. The data for the study were collected through a questionnaire that has open-ended questions. The preservice science teachers answered the questions by filling out the questionnaire at the beginning and end of the evolution course. Most of the preservice science teachers stated that they had many misconceptions and prejudice about the theory of evolution before taking this course. However, after taking it, they noticed that the theory of evolution is not only about human ancestors but it is related to all living things. Another important result of this study, as they have stated many times, evolution was a very interesting theory for them, and since meeting the theory, they had been asking too many questions to themselves and wondering and doing lots of research on it. All these results of this study show that evolution course was successful in engaging the preservice science teachers in evolution and enhancing their learning.

Examination of Pre-Service Teachers’ Stress Levels towards Academic Expectations and Goal Commitment in Terms of Various Variables

Examination of Pre-Service Teachers’ Stress Levels towards Academic Expectations and Goal Commitment in Terms of Various Variables

An Examination of Pre-Service Teachers’ Interpersonal Dispositions in the Readiness Assurance Stage of Team-Based Learning

ABSTRACT Team-based learning (TBL) is a type of small-group collaborative learning that promotes students’ accountability and intellectual growth. The readiness assurance stage of TBL, though having a great potential of addressing the widespread course preparation problem, has not been given enough attention. This study aimed to examine the effectiveness of the readiness assurance stage in online and on-campus TBL and to enhance our understanding of how pre-service teachers’ interpersonal dispositions affected their learning in both environments. Results of the mixed-method study showed that both online and on-campus modes were effective in improving pre-service teachers’ understanding and applying pedagogies in teaching. Students’ conceptual understanding of pedagogies was positively associated with their learning behavior and negatively affected by the conformity in online TBL. However, none of the interpersonal dispositions were found to significantly affect pre-service teachers’ application of pedagogies in online TBL. Likewise, those interpersonal dispositions did not significantly affect pre-service teachers’ understanding and applying pedagogies in on-campus TBL. Based on these results, we offer suggestions for educators and researchers who are interested in implementing or examining TBL.

An Examination of Pre-Service Teachers’ Development of Communication Skills with Parents of ELs and Conceptual Understanding about Parental Involvement

ABSTRACTParent involvement has been shown to have a positive effect on second language acquisition, student motivation and academic achievement. This is particularly true for the almost five million English learners (ELs) in our PK-12 schools today and has important implications for the preparation of pre-service teachers. This study investigated how a set of experiences that engaged pre-service teachers in working directly with parents facilitated their development of a conceptual understanding of parental involvement and improved their communication skills with parents of ELs.

Examination of Preservice Teachers’ Lifelong Learning Trends by Online Information Searching Strategies

This study aimed to examine the relationship between the lifelong learning trends of preservice teachers and the online information searching strategies used by them. Accordingly, this is a quantitative study using the correlational research design. The study group was composed of 317 preservice teachers studied at Sakarya University. The Lifelong Learning Trends Scale and the Online Information Searching Strategy Inventory were utilized. It was concluded in the study that there was a statistically significant relationship among Lifelong Learning Trends Scale and all factors of the Online Information Searching Strategy Inventory. The stepwise regression model which was created to determine to what extend all the online information searching strategies predict lifelong learning trends was statistically significant. It was observed that preservice teachers’ lifelong learning trends were statistically and significantly predicted by problem-solving strategies in the first place which were followed by disorientation strategies and purposeful thinking strategies, respectively.

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.

Examining Preservice Teachers’ Questioning and Feedback

This study examined the questioning styles of preservice teachers along with the frequency and types of feedback provided according to students’ responses. This was a pre-experimental design study with a one-group pre-post-test design. The questioning ways of 13 preservice teachers who taught in two public primary schools in Ankara, Turkey was investigated. The study data were obtained by the video recording of 26 hours of classroom instruction. Moreover, chi-square analysis was conducted to determine relationships between wait time, cognitive level and type of question. According to the results, it was determined that preservice teachers, both before and after training, preferred to use redirecting questions more frequently than creating new questions. It was also observed that preservice teachers frequently asked questions which measured lower level cognitive competencies and that there was an increase for all types of response feedback following the training. However, there was no relationship found between the types of feedback provided and the cognitive levels of the questions asked. The possible reasons for these results might be over-crowded classrooms, focusing on grammar instruction more than reading and writing, and/or inexperience among the preservice teachers to deliver lessons that include high quality questioning and effective feedback.

Course‐level modeling of preservice teacher learning of technology integration

AbstractWe introduce an analytic approach to examine preservice teachers' technology integration learning as a process mapped against their technology‐related course experience in a technology integration course. The approach assumes that (1) the preservice teachers have common course learning experience; (2) their data are collected pre‐ and post‐course and paired; (3) the sample size is large enough to generate a structural covariance model; (4) the measurement is contextualized to the course characteristics around the types of technology tasks/tools used in the course and whether or not they were explicitly taught. The approach was applied to 368 preservice teachers' paired data to illustrate how the approach addresses the methodological issue of construct validity in TPACK measures, highlights the importance of technology integration course experience, and provides useful insights into a particular technology integration learning to its stakeholders.

Defining digital literacy development: An examination of pre-service teachers’ beliefs

We identify three conceptions of digital literacy development populating the literature: digital natives, skill-based, and sociocultural perspectives. We adopt a qualitative approach to examine pre-service teachers' beliefs about digital literacy development as aligned with each of these three perspectives. While pre-service teachers were most commonly found to hold skill-based perspectives on digital literacy development, digital natives aligned and sociocultural perspectives were also well-represented. We further identify perspectives on digital literacy development uniquely appearing in students' responses. These include pre-service teachers’ conception of digital literacy development as autonomously developed, technology driven, or project based. We further examine the contexts within which pre-service teachers situate digital literacy as emerging; these include both formal and informal settings. The article concludes with a discussion of implications for instruction.

Preservice teachers' views About grade retention as an intervention for struggling students

The purpose of this study was to examine preservice teachers’ beliefs about retention. In spite of evidence that grade retention has negative effects on students’ academic and socio-emotional outcomes, retention continues to be a common practice. Sixty-one elementary and secondary education majors at a small community college responded to an online survey. The survey measured attitudes about retention, both reasons to retain and also reasons not to retain. The preservice teachers in this study indicated that retention was appropriate when children do not get support from home, show immaturity in the classroom, or have low achievement in math. At the same time, they noted that retention in the intermediate grades would harm student self-concept and causes behavioral problems. Recommendations for teacher-education programs include ensuring that preservice teachers understand the potential for negative consequences related to retention and that positive outcomes tend to provide only short-term academic and social advantages for retained students.

An Examination of Pre-Service Teachers’ Competencies in Lesson Planning

This study concerns the investigation of pre-service teachers’ competencies in lesson planning from different perspectives. In this respect, it is intended to develop a roadmap to figure out the pre-service teachers’ competency levels in lesson planning pertaining to a four-year- education program. The study was designed as a quantitative study and the general screening model was used. This model is designed with the relational screening model. The study population comprises of 3rd grade and senior students majoring in classroom, preschool, science, social sciences, mathematics and Turkish language teaching departments at Pamukkale University in the 2018-2019 academic year. “The Competency Scale for Lesson Planning” developed by the researcher attempted to determine pre-service teachers’ competencies in lesson planning. Considering reliability and validity levels of the scale, this scale can also be administered to different sample groups. The results denoted that pre-service teachers have an optimal level of competency in lesson planning.