Experiences Of Pre-service Teachers Research Articles

TEACHER EDUCATORS’ EXPERIENCES OF USING THE MURSION® SIMULATION PROGRAMME: A CASE OF A SOUTH AFRICAN UNIVERSITY

This article explores the experiences of teacher educators at a South African university regarding their use of the Mursion® simulation program during pre-service teacher training. The study aimed to investigate these teacher educators’ experiences and perceptions of using the Mursion® simulation software by means of semi-structured interviews, and subsequent thematic analyses. Three themes were predominantly discussed during the interviews, namely, initial impressions of the Mursion® software, favourable aspects associated with the software, and less-favourable aspects associated with the software. The respondents’ initial impressions revealed a mixture of satisfaction, excitement, and uncertainty. The favourable aspects included the realism of the virtual classroom environment and experience, the opportunity for practice and skill development, and the potential for increased pre-service teacher preparedness. The less-favourable aspects highlighted were some anxiety and intimidation related to the technical nature of the software and the initial learning curve. The findings suggest that the software has the potential to enhance teacher education by providing a realistic and immersive classroom experience for pre-service teachers. The importance of technological support and training for educators to fully utilize such programs is also highlighted.

Navigating Foreign Language Teaching Anxiety: Insights from Pre-Service Teachers during Teacher Professional Education Practicum

This study focuses on the experiences of pre-service teachers that may trigger anxiety and delve into the potential benefits and effectiveness of FLTA in enhancing language acquisition and proficiency. By conducting in-depth studies and investigations on this topic, researchers look at the impact of FLTA. They can better understand how FLTA can optimize their problem-solving skills to facilitate language learning and provide valuable insight for language education, especially in EFL classrooms. This study used a narrative strategy to investigate the pre-service EFL teachers' experiences with teaching foreign language anxiety during their teaching practice while enrolled in the Teacher Profession Education Program. The subjects of this study were 3 English pre-service teachers who had completed teaching practice in junior and senior high schools during a professional teaching program in the city of Solo and its surroundings, Central Java, Indonesia. As a result of this study, several sources contributed to participants' experience of teaching foreign language anxiety, such as self-perception of language proficiency, leading inexperience, lack of student interest, fear of negative evaluation, and lack of time and class management. Participants in the teaching practicum also attempt to confront and overcome their worries; the strategies are personal coping strategies, professional coping strategies, social coping strategies, and institutional coping strategies. Although the participants experienced some anxiety while teaching practicum, they overcame it through various strategies. So, leading practicum activities from one meeting to the following allowed participants to develop their abilities and overcome their concerns about teaching in the EFL classroom.

Examination of Pre-Service Teachers' Experiences on Student-Centered Instruction

The teaching approach, in which the student is at the center of learning, is becoming more and more common. The teacher is an important factor in the implementation of this approach. Pre-service education plays an important role in the qualified training of teachers. If teacher candidates learn student-centered teaching through experience at the university, they are expected to apply it more easily when they start working. In this direction, it was aimed to examine the student-centered teaching experiences of pre-service teachers. It is supposed that pre-service teachers' views on this process will contribute to the development of pre-service teacher education. The research was carried out with the phenomenology design, and 67 pre-service teachers were included in the research with the criterion sampling method. The research data collected with an open-ended questionnaire form were analyzed by content analysis. According to the results of the research, pre-service teachers think that student-centered teaching encourages them, makes them effective, and provides them with skills. Because of these features, they consider the approach as an effective learning approach and think that the experiences give them emotional awareness and improve their professional competencies. However, pre-service teachers experience educational problems such as indecision, anxiety, lack of self-confidence and knowledge, and inexperience while performing student-centered teaching.

EFL Pre-Service Teachers’ Experiences in Speaking through a Digital Storytelling Project

EFL Pre-Service Teachers’ Experiences in Speaking through a Digital Storytelling Project

MOKYKLA IR PAMOKOS UŽ JOS RIBŲ: BŪSIMŲJŲ PRADINIŲ KLASIŲ MOKYTOJŲ MOKYKLINIŲ METŲ PATIRTYS

The study examined the school experiences of pre-service primary school teachers (N - 39) about learning in non-traditional educational environments/settings. Based on the autobiographical memory paradigm. This is important in studies, because later, based on the experience of students, knowledge and understanding of educational environments and their use in teaching natural sciences in primary school is expanded and deepened. A two-part task was assigned to the participants: Students were asked to: 1) recall their school and draw a picture of it; 2) recall lessons they learned outside of the classroom, such as in a yard, park, or other educational setting, and provide a brief description of those experiences. After analysing their memories, the participants were able to choose which form - child, young person or adult, woman or man - they would give to the school in order to best reflect the culture of the time and to express the feelings of the former students. The drawing was asked to be accompanied by a short comment to ensure that it was correctly understood by the group mates. The survey shows that students are more likely to share positive than negative experiences of their school years. Pre-service teachers benefit from looking back on their school years as they consider how to modify the educational process to fit the needs of diverse students and consider the role of a teacher, which includes being an investigator of students' learning and not being frightened of innovation or change. Keywords: autobiographical memory, educational environments, pre-service teachers, outdoor learning.

Publishing a Research: Shared Experiences of Preservice Teachers as Novice Researchers in Research Journals

<p style="text-align: justify;">Publishing research is crucial and is of utmost significance. However, it is a daunting task for most researchers, especially if one is a beginner with very limited experience. The generalizability of much of the previously published research was limited to the negative aspects of the publishing process rather than the whole circumstances they had to face. Therefore, this article sought to explore the experiences of preservice teachers as novice researchers in publishing their research outputs in a research journal. This study employed a qualitative-phenomenological approach. Five major themes emerged from the interview with eight purposively selected former preservice teachers who had first-time encounters in publishing that the research investigates. These themes were encapsulated through the acronym “FLAME,” namely: (a) facing personal circumstances, (b) leveraging positive dispositions, (c) acknowledging dependency on research promoter, (d) meeting publishing standards, and (e) encountering poor physical and mental well-being. This article concludes that the journal publishing process is a multidimensional and enriching experience, providing the full spectrum of positive and negative experiences for novice researchers. This paper highlighted some implications that can be used as a guide to support novice researchers in the publication process.</p>

Exploring Practical Pedagogy in High School Biology Education: A Qualitative Study of Pre-Service Biology Teachers’ Experiences in Vietnam

<p style="text-align:justify">This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.</p>

LMS 성찰 글쓰기를 활용한 ‘뉴스포츠 실기 및 지도법’ 전공수업에 참여한 직전 교사의 경험과 시사점 탐색

Objectives The purpose of this study was to explore the experiences of pre-service teachers who took the ‘new sports practical skills and teaching method’ using LMS reflection writing at universities.
 Methods For 15 weeks from March 2 to June 8, 2023, the reflective essays written by elementary school preparatory teachers who participated in the New Sports Practical Skills and Teaching Methods class using reflective writing for 2 hours a week and the data collected through one in-depth interview were inductively categorically analyzed.
 Results The experience of the primary pre-service teacher who participated in the new sports practical skills and teaching method class is as follows. First, elementary pre-service teachers with low motor skills were able to discover the charm of new sports as they participated in new sports with less pressure. Second, primary pre-service teachers have acquired the intrinsic and extrinsic value of new sports. Third, the pre-service teachers were able to expand their practical knowledge of new sports as well as their understanding of teaching methods in the course of class demonstration exercises, thereby increasing their perspective on lesson design and management. Fourth, it broke away from school physical education, which was limited to modern sports, and laid the foundation for the operation of various physical education classes. Fifth, through reflective writing, primary pre-service teachers were able to improve their expertise as a future teacher by repeatedly having active and subjective reflections on the process of class participation.
 Conclusions Because the new sports practice and teaching method using LMS reflective writing provides meaningful experience to prospective elementary school teachers, it is desirable for it to be operated in the physical education department curriculum of immediate teacher education institutions.

DELVING INTO THE PEDAGOGICAL TRANSITIONS OF PRE-SERVICE TEACHERS TO NEW NORMAL: INDIVIDUAL DIFFERENCES OF ELEMENTARY LEARNERS IN FOCUS

This research inquiry aimed to explore and describe the experiences of elementary pre-service teachers on pedagogical transitions to new normal. The study used a qualitative research design employing a phenomenological approach. The study focused on the experiences, coping strategies and insights of the fourteen (14) elementary pre-service teachers in private tertiary institutions in Tagum City, Davao del Norte. Seven (7) participants underwent in-depth interviews, and another seven (7) participants underwent focus group discussion. On the experiences of elementary pre-service teachers in the pedagogical transitions, the study revealed that the pre-service teachers facing difficulty on students’ lack of participation, embracing teaching and technological skills, experiencing intermittent and unstable internet connection, struggling in finding appropriate teaching strategies and learning virtual teaching strategies with the guidance of cooperating teacher. To cope with the challenges, data showed that pre-service teachers were maintaining patience, employing technology integration in virtual class, utilizing differentiated strategy, creating a conducive virtual learning environment, and having a positive attitude. Apart from the findings, pre-service teachers gained insights of equipping pre-service teachers with professional skills, realizing one’s potential, improving adaptability among pre-service teachers and enhancing creativity of pre-service teachers. These results are important to the pre-service teachers, cooperating teachers, Higher Education Institutions’ administrators and Commission on Higher Education for them to be aware and understand the practice teaching experiences of pre-service teachers. This will help them in making initiatives to support and strengthen the curriculum, programs and training intended for the pre-service teachers who will also benefit from this study. KEYWORDS: pedagogical transitions, new normal, qualitative-phenomenological study, online teaching, private tertiary institutions, elementary pre-service teachers

English Pre-Service Teachers’ Impressions in Relation to Their Teaching Practice: The Case of “Aleksander Moisiu” University

Teaching practice, also known as practicum, is a very important step in the formation of future teachers. It is the stage when pre-service teachers become aware of their potentials, increase their knowledge, acquire new skills, become more practical in respect to applying various techniques and approaches, gain expertise in teaching, in other words, they view the class from a different perspective; not from that of the student anymore. Successful teacher training leads towards warm and welcoming learning environments and this leads to pupils who are keen to come to school and to learn English. It is a path which every pre-service teacher experiences in various ways and allows him or her to create one’s own impressions on the way things really work within the classroom context. These impressions are very important because they give a hint on what goes well and what needs to be remedied in the future. In this context, the study in question aims to shed light on English pre-service teachers’ general impressions of practicum as well as to investigate on their impressions in relation to teachers and students’ motivation, without leaving behind the difficulties encountered in class along with the management problems that have been noticed. More specifically, this study is conducted with English language students, at the end of their third semester of teaching practice. The data is collected by means of focus groups and is analysed by using the qualitative method. The results have indicated that the participants have a positive attitude towards the teaching practice. They pay attention to students’ motivation and are aware of its importance in students’ progress. Furthermore, they pointed out various challenges they faced in class and the way teachers usually solved them.
 
 Received: 19 February 2024 / Accepted: 16 March 2024 / Published: 23 March 2024

Female EFL Pre-Service Teachers’ Experiences During Field Teaching Practice at Vocational School

In the context of teacher training, the integration of gender dynamics within the educational setting has received increasing attention, particularly in environments where gender roles are distinctly emphasized. However, there remains a significant gap in the literature concerning the specific challenges and strategies of female EFL pre-service teachers in male-dominated vocational schools, which this study seeks to explore. This qualitative study aims to uncover the experiences of female EFL pre-service teachers during their field teaching practice in a male-dominated vocational school. The data were gathered from the reflections of nine female pre-service teachers. The findings revealed a variety of experiences encountered by the participants. They shared their initial reactions and feelings upon being assigned to teach at the school, the challenges they faced during the teaching practice, the difficulties encountered when interacting with male students, and the strategies they developed to overcome these interaction challenges.Keywords: Female EFL pre-service; field teaching practice; vocational school

Community Partnership Strategies to Facilitate Service-Learning Opportunities in PETE K–12 Schools

University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One way to do so is through service-learning, which focuses on equal partnerships between K-12 schools, the university, and other parties involved (e.g., university students, community members). However, it can be challenging to develop meaningful field and service-learning experiences for pre-service teachers (PST) due to a myriad of reasons (e.g., location, resources). This article discusses strategies for community, K-12 school, and university partnerships using a service-learning approach. Recommendations for developing sustainable partnerships are also provided.

음악 만들기 수업이 예비유아교사의 창의역량에 미치는 효과 및 경험적 의미

The purpose of this study is to validate the impact of music-making lessons on the creative competence of pre-service early childhood teachers and to investigate their musical experiences. For this purpose, a music- making activity was conducted with 19 students majoring in Early Childhood Education at a university in the G region, and data were collected and analyzed using a mixed methods research approach. The results of this study are as follows. First, the music-making lessons had a substantial impact on the creative competence of pre-service early childhood teachers. Second, the pre-service early childhood teachers' experiences in music-making were categorized as 'Facing Unfamiliarity,' 'Challenging and Communication,' and 'Growing Up.' These findings indicate that creative music experiences had a positive effect on the musical experiences of pre-service early childhood teachers, serving as foundational data for the academic curriculum of pre-service early childhood teachers.

영아반 그림책 읽어주기 활동이 예비유아교사에게 주는 의미

This study sought to examine the meaning that the experience of reading picture books in the infant class gave to pre-service early childhood teachers. The subjects of this study are two public daycare centers located in Nam-gu, G Metropolitan City, and classes for 1-2 year olds. The study participants were 10 first to third grade students attending the Department of Early Childhood Education at G University. Data analysis was conducted through the process of data integration, domain analysis, data classification, and interpretation of classified content based on the collected journals of pre-service early childhood teachers. As a result of the study, the meaning of the experience of pre-service early childhood teachers' picture book reading activities for infants was categorized into ‘the joy of novelty and challenge in the role of teacher’, ‘gift-like interaction time with infants’, ‘growth and development’, and ‘confidence through self-reflection’. In this way, activities linked to the early childhood education field provide prospective early childhood teachers with the ability to understand infants and recognize their value. In the process of preparing and executing the activity, infant development and developmental characteristics related to the activity are connected and analyzed after the activity. This can be an experience that supports the improvement of one's teaching abilities and allows one to develop into a better teacher. In this context, field-linked activities can be said to be an effective means that can have an effective and positive impact on the teacher training process and foster teachers with practical capabilities.

Analysis of pre-service teachers' flow experience in educational drama practices and the effect of practices on attitudes toward creative drama courses

Aim: The analysis of the flow experience of pre-service teachers in educational drama practices and the effect of the practices on the attitude towards creative drama lessons reveal the purpose of the study. It is of great importance for physical education teachers to use creative drama practices as an effective teaching method in physical education and sports lessons, both in terms of their personal development and professional development. Method: The study was designed with a pre-test-post-test control group experimental design, one of the true experimental designs, and one of the quantitative research methods. In addition to the demographic information form, the "Flow Experience Scale" and "Attitude Scale towards Creative Drama Lessons" were applied to the participants as measurement tools. The distribution of the participant's demographic information was analyzed by frequency analysis. T-test independent groups analyzed the participants' pre-test and post-test scale scores, and the change in the pre-test and post-test scores of the scales according to demographic information was analyzed by t-test in independent groups and one-way analysis of variance. A regression model was tested to determine the effect of reason on anxiety. Analyses were performed with SPSS 20.0 software at a 95% confidence level. Findings and Conclusions: As a result, there was no significant difference between the attitude scale scores towards flow experience and creative drama course of the students participating in the research according to their age, gender, income level, place of residence, and activity type, and between the pre-tests and post-tests of the scales. However, a significant difference was detected between the pre-test and post-test scores of the flow experience scale anxiety sub-dimension and the flow sub-dimension of the academic achievement variable. In addition, although there was no significant difference in terms of the variables mentioned, it was noted that the flow experience flow and anxiety subscale scores were low. In contrast, the attitude scores towards the creative drama course were high.

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

AbstractToday’s success metrics extend beyond traditional literacy and numeracy to encompass strategic learning with a growth mindset, equipping individuals with the attitude and skills to navigate and surmount new challenges. In a digital era, where information is readily available and knowledge constantly evolves, the value placed on learners is not merely based on their current knowledge but on their courage and capability to continually engage cognitive, metacognitive, motivational, social, and emotional resources for lifelong learning. In this dynamic landscape, self-regulated learning (SRL) skills are crucial, empowering students of all ages to take control of their learning journey. SRL, the goal-directed process of monitoring and regulating one’s learning activities, has been shown to significantly influence academic outcomes. Although teachers acknowledge SRL’s relevance, it remains underrepresented in everyday teaching practices, impacting not just student learning but also the training and experiences of preservice teachers in the classroom. This gap perpetuates misconceptions about SRL and hinders its integration into educational settings. Therefore, this special issue first introduces the INSPIRE model of teachers’ multiple roles as instructors, navigators, strategists, promoters, innovators, role models, and encouragers in supporting students to become self-regulated learners and describes teachers’ professional competences to fulfil these roles. Second, it dedicates four articles to exploring teachers’ professional competences in SRL and its promotion in everyday school. The articles address particular aspects of the INSPIRE model and highlight the importance of teachers equipped with the necessary training and competences to guide students in becoming self-regulated learners. Linking the research areas of teachers’ professional competences in SRL and teachers’ promotion of SRL in the classroom this special issue offers a comprehensive approach to SRL in everyday school and opens up perspectives for the transfer into practice.

Do You See Me? An Examination of Black Pre-Service Teacher Experiences in a Teacher Preparation Program

Within the United States, Elementary education has been a discursive space dominated by a White, English-monolingual, middle-class teaching force and perspectives. A look at teacher preparation programs across the nation highlights the growing disparities in the racial makeup of teacher preparation programs. By looking closely at the perspectives of six Black pre-service teachers in a predominantly White institution of higher education, their lived experiences are examined to illuminate how they negotiate becoming teachers in hegemonic spaces while battling socially imposed and self-internalized deficit conceptions of their own identities as developing teachers.

Exploring Innovative Approaches for Quality Enhancement in Teacher Education: A Systematic Review

Teacher education plays a crucial role in shaping the quality of education imparted to learners. As education systems evolve to meet the demands of the 21st century, there is a pressing need to explore innovative approaches for enhancing the quality of teacher education programs. This systematic review aims to examine various innovative strategies employed globally to enhance the quality of teacher education. The review encompasses a comprehensive search of scholarly databases, including PubMed, ERIC, and Google Scholar, using keywords such as "teacher education," "quality enhancement," and "innovative approaches." Articles published between 2010 and 2023 were considered for inclusion, with a focus on empirical studies and systematic reviews. Key themes identified through the review include the integration of technology in teacher education, alternative pedagogical approaches, mentorship programs, and collaborative learning environments. The integration of technology, such as virtual reality simulations and online learning platforms, has shown promise in providing immersive learning experiences for pre-service and in-service teachers. Similarly, alternative pedagogical approaches, such as flipped classrooms and problem-based learning, have been found to foster critical thinking and reflective practices among teacher candidates. Furthermore, mentorship programs, both formal and informal, have emerged as effective mechanisms for providing ongoing support and guidance to novice teachers, facilitating their professional growth and development. Collaborative learning environments, encompassing communities of practice and peer learning networks, have also been instrumental in promoting collaboration and knowledge sharing among educators. This review underscores the importance of ongoing innovation in teacher education to address the evolving needs of educators and learners in the digital age. By leveraging technology, alternative pedagogies, mentorship, and collaborative learning, teacher education programs can cultivate a cadre of competent and adaptive educators equipped to meet the diverse challenges of contemporary education.

Assisting in a computer science education centre as a field-based internship for pre-service teachers

ABSTRACT Background and Context To offer more experiences in the field, our study employed secondary school pre-service teachers as assistants in courses for secondary school students learning computer coding with the help of smart textiles. Objective Did pre-service teachers assisting in CS courses have more highly developed pedagogical content knowledge (PCK) and more positive attitudes toward computer science teaching than a control group. Method We administered a teacher questionnaire (N = 47) with items related to pre-service teachers’ awareness of CS and attitudes toward CS learning environments. Data on emotional experiences were collected. Findings Two moderate effects helped to explain variances between the groups on measures of belief in effectiveness of CS learning and peer support over time. Their positive experiences were confirmed by their decline in negative emotions. Implications The results of our research might help to expand our not yet very broad knowledge of meaningful educational experiences for pre-service teachers’ CS education.

Teachers’ experience and training with visual diagrams production

This study aims to explore the experience and training of pre-service and in-service teachers (n = 470) using visual diagrams. For this purpose, they answered a questionnaire regarding their training and experience with them throughout their entire education. The results show that teachers’ experience with visual diagrams was very limited at all educational stages and subjects. They consider them valuable for learning, but they have received little instruction on diagrams, copying existing materials rather than producing original ones. They mainly produced their own visual diagrams in Natural and Social Sciences. They also produced other type of diagrams (mainly quantitative and verbal) in non-STEM subjects. The results indicate a need to provide teachers with training and opportunities to practice with visual diagrams, and to make them competent to use them in their teaching to increase their didactic use with their students throughout the educational system.