Female Student Teachers Research Articles

AI Training Program and its Impact on Improving Digital Stories Production Skills

The current research aims at improving the skills of producing digital stories using the tools of generative artificial intelligence Chat GPT and Google Bard, which are necessary for female student teachers’ specialization: Kindergarten. The current research has used the descriptive approach and the experimental approach with a quasi-experimental design through a design based on one group and comparing the differences between the pre and post-evaluation. The study sample was randomly selected from female students teachers specializing in kindergarten, and their number reached (25) students. A list of producing digital stories standards was prepared and controlled, and a graded performance rating scale was prepared to evaluate the skills of producing digital stories among female student teachers specializing in kindergarten. The results indicate the effectiveness of using the generative AI tools in improving digital stories production skills according to the criteria that were built in the current research.

Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play

BackgroundTeachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers. AimsIn this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change. ParticipantsTwenty-five female student teachers in their second, third, or fourth year of study participated in the study. MethodsBoth small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences. ResultsThe analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge. ConclusionsWe discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.

Insights into the academic-life balance of student-teachers as single mothers

Preparing student-teachers to become globally competitive, productive, and resilient K-12 educators in the future was an arduous task. Adding pressure to their academic life was the reality that some simultaneously performed various roles and responsibilities. With that insight, the study presents insights into the academic-life balance of student-teachers as single mothers. The study utilizes the phenomenological design of qualitative research, specifically the DPA (Descriptive Phenomenological Analysis) to six female student-teachers who are selected using the stratified sampling technique from the College of Education (COEd) of the BPSU-Balanga Campus, Bataan, Philippines. The qualitative data are gathered using the semi-structured interview guide, and the data are treated using the DPA model proposed by Edmund Husserl. The study reveals significant challenges for single mother student-teachers in balancing academic and personal lives, including time management conflicts and impacts on academic performance. Support systems, such as family assistance, peer support, flexible scheduling, and counseling services, along with effective time management and self-care, are also identified as crucial for their success.

Assessment of knowledge of primary research among post-graduate student-teachers

Primary research gives us first-hand knowledge and new ways of thinking about a subject or question, and it is an important part of both academic and scientific inquiry. It means getting information from experiments, surveys, interviews, observations, and other ways of gathering information. This kind of study is necessary to find out novel ideas, test hypotheses, and prove that theories are correct. This study investigates the knowledge of primary research among post-graduate student-teachers. The study has been conducted on a representative sample of 100 post-graduate student-teachers. A questionnaire developed and validated by the researcher has been used to collect the data. The statistical techniques t-test, two-way ANOVA, and Tukey’s multiple posthoc procedures were used for the analysis. The study found significant differences between post-graduate education (M.Ed.) and physical education (M.P.Ed.), male and female student-teachers with knowledge scores towards conducting primary research.

TEACHING APTITUDE IN RELATION TO ACADEMIC ACHIEVEMENT OF B.ED. STUDENT TEACHERS IN NAGALAND

Aptitude has been identified as an important correlate of academic achievement and professional success in certain specific fields. It is an observable fact that people differ from one another and within themselves in their performance in one or the other field of human activity such as leadership, music, art, mechanical work and teaching etc. Therefore, aptitude may be described as a special ability or specific capacity distinct from the general intellectual ability which helps an individual to acquire the required degree of proficiency on achievement in a specific field. In this study, an attempt has been made to know the quality of teachers through the teaching aptitude test battery. Coefficient of correlation has been established between teaching aptitude score and academic achievement (result) of prospective teachers in Nagaland. The investigator has used Analytic survey method and found number of findings: i) there exist significant difference of mean in teaching aptitude between male and female B.Ed. student teachers in total group, Arts and Science stream B.Ed. student teachers. The female student teachers possess better teaching aptitude than the male student teachers, ii) there exist significant and positive relationship between teaching aptitude and academic achievement of total group, Arts and Science stream male and female B.Ed. student teachers etc.

Examining the Technological Pedagogical Content Knowledge (TPACK) of Turkish Preservice English as a Foreign Language Teachers

The current quantitative research uses the survey technique to examine English as a foreign language (EFL) preservice teachers’ technological pedagogical and content knowledge (TPACK) proficiency levels. Participants were 129 preservice EFL teachers from a Turkish state university. There is evidence that English Language Teaching student teachers believe they possess technological knowledge most among the other knowledge domains, and third-grade EFL student teachers seem to have a higher level of proficiency in TPACK than fourth graders, and female EFL student teachers appear to be more proficient in TPACK than male student teachers. Some recommendations followed the research findings.

Perfectionism and Stress During Student-Teaching: Managing Uncertainty With Overcompensation

Student teachers who are unclear about their performance expectations may be driven toward perfectionism. This possibility is discussed as an over-compensation strategy to manage uncertainty and a perceived lack of clarity regarding student teachers’ roles in the classroom. In this case study, I examined perfectionism and stress among six female student teachers enrolled in senior-year student teaching at a small private New England university. I conducted interviews regarding perfectionism, stress, and the coping strategies student teachers used to manage the stress of teaching. Response themes are identified, and strategies to manage perfectionism and stress-related behaviors for student teachers are provided. Finally, I consider the relevance of these present findings for other professional development programs.

An Analysis Of Gender Differences In Emotional Adjustment Among Student Teachers

Emotional Adjustment plays an important role of life. Those who can regulate the emotional feelings are characterized by normal behaviour and who are unable to regulate emotional feelings are characterized by abnormal behaviour. This study aims to determine the Gender differences in Emotional Adjustment among student teachers of college of education in Salem district. The survey method was used in the present study. Data were collected from 200 student teachers from the Self-finance College of Education in Salem district of Tamil Nadu, India. The samples have been selected by using a random sampling technique. Emotional Adjustment questionnaire was constructed and validated by the investigator. The results of data analysis are tabulated and analysed using appropriate statistical techniques. The findings were made a result of careful interpretations. This study concluded that both the Male and Female student teachers have similar Emotional Adjustment.

Perceived ICT Competencies of Female Student Teachers In Relation to Selected Variables

The present study intends to determine the perceived level of Information and Communication Technology (ICT) competencies of female student teachers enrolled in a Bachelor of Education (B.Ed.) teacher education programme at six private colleges of education in the Salem district of Tamil Nadu State, India. A convenient sample of 301 female student teachers participated in this study. The researchers used the “Information and Communication Technology Competency Scale (ICTCS)” developed based on existing literature to collect data from female student teachers. The data were collected using a Google form and analysed using descriptive and inferential statistics. The results indicate that female student teachers had competency in most ICT parameters. The study identified several significant factors that influenced the ICT competencies of female student teachers, including locality of residence, education level, possession of a personal computer or laptop, completion of a computer training course, and the number of years of computer usage. However, the major subject of female student teachers did not affect their level of ICT competencies. Policymakers and teacher educators can use these findings to design targeted interventions to enhance the ICT competencies among student teachers in teacher education programmes.

The Level of Mind Habits among Female Student Teachers of Science at Sultan Qaboos University

هدفت هذه الدراسة إلى قياس مستوى عادات العقل لدى الطالبات معلمات العلوم في جامعة السلطان قابوس، وقد استُخدم المنهج الوصفي، واختيرت العينة قصديًا وتمثلت في (65) طالبة معلمة علوم. وأُعدت استبانة تكونت من سبعة محاور، وتُحُقِّق من صدقها البنائي وثباتها إحصائيًا. أظهرت نتائج الدراسة أن عادة المثابرة أكثر عادات العقل شيوعًا؛ فقد ظهرت بمستوى مرتفع جدًا، في حين ظهرت العادات الأخرى بمستوى مرتفع، وظهر "الميل إلى العمل الجماعي أكثر من الفردي؛ لما يتضمنه من تبادل بناء للأفكار" بمستوى متوسط. وأشارت النتائج إلى وجود فروق دالة إحصائية في عادات التصور والتخيل والإبداع لصالح برنامج البكالوريوس، ووجود فروق دالة إحصائية في عادات التفكير في التفكير، والتصور، والتخيل، والإبداع، والمثابرة لصالح تخصص الكيمياء. وأوصت الدراسة بالأخذ في الاعتبار تنمية تبادل الأفكار على نحو بنَّاء من خلال العمل الجماعي، في أثناء تطوير المقررات الدراسية الخاصة بالطالبات معلمات العلوم وجميع مؤسسات إعداد المعلم وتأهيله.

An Empirical Study on the Social Intelligence of Student Teachers Among the Tribal Community

The present study analysed the detailed dimensions of social intelligence of student teachers among tribal community in the northeast part of India. 451 (175 males and 276 females) were selected randomly as sample from the teacher training institutes in Mizoram. The research findings revealed that the student teachers of Mizoram had above average level of social intelligence and there was no significant difference in terms of gender. The findings of the present study revealed that there were no significant difference between male and female on their level of patience, co-cooperativeness, confidence and sensitivity, recognition of social environment, tactfulness and memory. The research findings also revealed that there was significant difference between male and female student teachers on their sense of humour, female student teachers showed higher level in their sense of humour as compared to the male student teachers.

The role of gender in student teachers’ technology integration in teaching English speaking skills during the Covid-19 pandemic

While technology has been increasingly integrated in teaching practice, it remains unknow how gender plays a role in technology integration. This study aimed at investigating the difference between male and female student teachers in technology integration in teaching speaking skills during the sudden online teaching due to the COVID-19 pandemic. This study recruited 301 Indonesian student teachers who taught English as a foreign language and had completed online practice teaching during the pandemic. They completed two online questionnaires to measure their technology integration in teaching speaking skills. The results showed significant differences between male and female student teachers in the frequency of using technology tools but in the frequency of using technology to teach speaking skills for several purposes during this pandemic time. This study offers four implications to improve the student teachers’ technology integration in online teaching modes.

Female EFL Pre-service Teacher’s Emotional Geography in Teaching Practicum during Limited Face to Face Learning

The school environment serves as a domain of learning characterized by a diverse range of emotional complexities. The dynamics of affect that emerge within the classroom setting may give rise to heterogeneous interpretations among educators, influenced by the interactions and dynamics of proximity or distance between teachers and students. This research explores the emotional geography dimension of female prospective English language teachers in the context of conducting teaching practices during the period of limited face-to-face instruction. The narrative approach method is adopted with the intention of capturing narrative accounts concerning the affective experiences of female student teachers who are in the process of developing their careers as educators. The subjects of this study are female student teachers pursuing education as prospective educators within a state university institution in Karawang, West Java, Indonesia. The method of semi-structured interviews is implemented as a tool for collecting relevant data. The data that has been successfully collected pertains to the affective experiences of the participants while conducting teaching practices during the period of limited face-to-face instruction. Subsequently, this data is analyzed with reference to the conceptual framework of "Emotional Geography" proposed by Hargreaves (2001). This study reveals the affective experiences of female prospective teachers in the execution of teaching practices within the context of limited face-to-face instructional settings. The experiences undergone by these prospective teachers entail a multitude of emotions encompassing both positive and negative dimensions. Some of the emotions experienced encompass tension, fear, anxiety, surprise, confusion, stress, overwhelm, helplessness, empathy, relaxation, tranquility, happiness, pleasure, and gratitude.

Exploring English Language Supervisors’ Competencies from Kuwaiti Student Teachers’ Perspectives: A Study in the College of Basic Education (CBE)

Supervision is an integral part of the language teacher education process which plays a significant role in improving teachers’ teaching practice. This study explores Kuwaiti English as a foreign language (EFL) female student teachers’ perspective on the performance of their supervisors during the practicum course. It sought to explore the general perspectives associated with supervisors’ supervision competencies with the view to informing improvements to their instructional supervisory skills. 50 EFL female student teachers from CBE participated in the study. Using a case study approach, a combination of a questionnaire and semi-structured interviews was used to generate answers to the research questions. The questionnaire findings suggested that student teachers generally have positive attitudes towards their supervisors’ competencies; however, interviews with participants have shed light on various issues that need to be considered. For example, supervisors’ feedback often focuses on participants’ Content Knowledge (CK) rarely addressing their Pedagogical Content knowledge (PCK). In addition, student-teachers stated that their relationships with their supervisors tended to be formal and authoritative, which prevented them from asking questions freely. This article discusses these findings in detail and highlights some practical implications that are likely to help EFL supervisors to enhance their supervisory practices.

The Level of Environmental Education Awareness Among Student-Teachers Enrolled in the Professional Diploma Program in Teaching and its Relation with some Variables

The aim of this study was to investigate the level of environmental education awareness among student-teacher participants in the Postgraduate Professional Diploma in Teaching (PPTD) program at Al Ain University in the United Arab Emirates and its relationship with various variables. The study utilized an analytical descriptive approach and was carried out on a sample of 309 male and female student-teachers from Al Ain University's Postgraduate Professional Diploma in Teaching (PPTD) program. An Environmental Education Scale was used as the research instrument in the second semester of the school year 2022-2023. The findings of the study revealed that there were no statistically significant differences in the degree of environmental consciousness of student-teachers enrolled in the Professional Diploma in Teaching program due to differences in educational backgrounds or prior teaching experience. The study recommended that public and higher education institutions play a larger role in boosting student understanding of environmental education.

Using Digital Learning Platforms to Enhance the Instructional Design Competencies and Learning Engagement of Preservice Teachers

Given the effects of the COVID-19 pandemic and the associated radical changes to the teaching landscape, employing digital learning platforms in the professional training of teachers has become imperative. The instructional design competencies are among the most important competencies for today’s teachers. Therefore, it is necessary to test the effectiveness of digital learning platforms to provide teachers with the required competencies, both cognitive and practical, and to help them improve these competencies. Accordingly, in this study, we aimed to measure the effects of using the Google Classroom platform to develop instructional design competences and learning engagement among preservice teachers in Saudi Arabia. We used a quasi-experimental approach, with a one-group design (pre- and posttest) in this study, which included 61 female student teachers. Three measurement instruments were utilised, namely, the achievement test, the product evaluation card, and the learning engagement scale. The results of our study showed that using Google Classroom as a digital learning platform was effective in helping the preservice teachers acquire and develop their cognitive and practical competencies in instructional design. Our results further revealed high levels of learning engagement at cognitive, behavioural, and social levels among the preservice teachers who participated in learning instructional design through the Google Classroom platform. Our findings emphasise the need for greater investment in digital learning platforms to support preservice teachers’ professional training, as these students can benefit from the potential these platforms offer in developing their instructional design competencies.

Meaningful Learning among Under Graduate Student-Teachers

Learning occupies a very important place in our life. Learning provides a key to the structure of our personality and behaviour. It occurs through listening, reading, observation and experiences.Meaningful learning involves continuous construction of new knowledge and interpretations with previous knowledge. In teacher education programme student-teachers apply various methods and techniques to learn meaningful. There for the aim of the study is to find out the meaningful leaning among undergraduate student-teachers. The investigator applied survey method to collect the meaningful learning behaviour. The size of the sample of the study is 100 second year undergraduate student-teachers from Pondicherry district,among them, 25 were male and 75 were female student-teachers. The data have been collected through administration of the tool-A Scale on Measuring Meaningful Learning of the Learners. The data have been analyzed through statistical techniques. The descriptive analysis shows that there is high meaningful leaning among student-teachers. The differential analysis shows that there is no significant difference between male and female as well as urban and rural student-teachers in their meaningful learning. ANOVA results also shows that there is no significant difference among second year undergraduate student-teachers in their meaningful learning with respect to education qualifications and native languages. This pilot study revealed that the second year undergraduate student-teachers are identical and they have same meaningful learning behavior.

Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms

This study introduces a new model of practitioner research to develop an activist teacher professional identity for student-teachers and to enhance their understanding of the theory and practice of continuous professional development (CPD). The participants were ten female student-teachers enrolled in an MA program for Teaching English to Speakers of Other Languages (TESOL) at a university in Saudi Arabia. In this intervention, student-teachers constructed their version of CPD. Then they subsequently reflected on their definition of CPD and the factors contributing to its success. Qualitative research methods were used to collect data, including document analysis and individual structured interviews. The study sought to discover how the enquiry intervention improved student-teachers’ grasp of CPD theory and practice and contributed to the construction of their activist teacher professional identity. The findings may encourage the development and implementation of new forms of practitioner enquiry in MA programs to support the construction of different notions of professional identity found in the literature.

Images of the profession of pre-primary teacher in the drawings of Czech female student teachers

ABSTRACT A deeper understanding of the pre-primary teacher’s profession is made possible by the use of pictures in pedagogical research, i.e. the hermeneutic analysis of symbols visually representing this profession. The study seeks comprehension through quantification of the thematic motifs in the students’ pictures (n = 132) as well as a detailed qualitative analysis of selected artefacts (n = 8). An interesting tension arises from the juxtaposition of the authors’ descriptions and the expert team’s interpretations. Thus, aspects of the profession that are at first glance absent from the research, such as spirituality, love, atmosphere, colour, airiness and horizon, emerge.

Inductive Approach and Grammatical Awareness of Student Teachers

To assess the effectiveness of inductive approach for teaching grammar on grammatical awareness of student teachers was the major objective of the study. The difference between the achievement scores in grammatical awareness test of the student teachers treated with inductive grammar teaching approach and the student teachers in traditional approach group is not significant- was the major hypothesis. The study was quasi experimental in nature. Pre and post tests were conducted by using a self-developed grammar achievement test. Two class sections of BS Education were selected conveniently and randomly labelled as control and experimental group. Inductive approach for teaching grammar was applied in the experimental group whereas control group was dealt with traditional grammar teaching. Results indicated that the student teachers taught through inductive grammar teaching approach performed better in test of grammatical awareness than the student teachers taught through traditional teaching. Difference in man achievement score among high, low and average achievers in the treatment group was not significant in test of grammatical awareness. Similarly, the difference in mean achievement score was also not significant between female and male student teachers in the treatment group.