Female Student Teachers Research Articles

Setting the Stage for Transformative Learning in MA TESOL Classrooms at a Saudi University

This article explores the impact of transformative theory on the learning outcomes of seven Saudi female student-teachers enrolled in a Master’s TESOL course at a Saudi university. They were actively engaged in designing learning materials for learners with special needs. In this intervention, transformative theory principles were used. They involved dialogue, authentic assessment, and structured reflection. Following the intervention, data were collected using focus group discussions and document analysis. The data were analysed using Mezirow’s transformative theory components: experience, critical reflection, reflective discourse, and action. The findings reveal the experience supported the participants’ autonomy, providing them with opportunities to reflect on their teaching practices, and improved their knowledge construction skills. Based on the results, the author makes a case for greater use of transformative theory approaches in designing and implementing teacher education.

Student Teachers’ Readiness to Implement Education for Sustainable Development

The aim of this study was to examine the contribution of teachers’ initial training (field of study, attending education for sustainable development (ESD) course/s) as well as student teachers’ socio-demographic characteristics (gender and age) to their readiness to implement ESD (intention to implement ESD and teachers’ self-efficacy). A total of 706 student teachers studying at six Croatian universities participated in the study. It was determined that female student teachers express greater intention to implement ESD, however the gender differences were not found on teachers’ self-efficacy for ESD. Furthermore, the older the participants, the lesser the extent to which they express their intention to implement ESD. Student teachers in the field of the natural sciences express the intent to implement ESD to a lesser extent compared to students from other fields (humanities, arts, and social sciences). Lastly, it was determined that student teachers who have attended ESD course/s express higher levels of intention to implement ESD as well as teachers’ self-efficacy for ESD. In that sense, the higher the number of attended ESD courses, the higher student teachers’ readiness to implement ESD. Based on the results of this study, recommendations for teacher education programs have been offered.

Student- Teacher’s Digital Competency Readiness During COVID- 19

The COVID-19 crisis changed the traditional method into online transformation among teachersand they should need digital competency in order to teach creative and innovative through digital platforms. Digital readiness is nothing but preparedness or act of readiness to do something in meaningful way. The purpose of the present study is to find out the level digital competency readiness among student - teachers during covid 19.The researcher used self developed questionnaire, it has 20 items about technical readiness, pedagogical readiness and readiness regarding time management. The result showed that there is no significant difference between male and female student teachers digital competency readiness and there is significant difference with respect to student – teacher’s locality and major subjects.

LEARNER’S ATTITUDE TOWARDS E-LEARNING

Test of e-learning related attitudes (TeLRA) scale developed by D.H. Kisanga and G. Ireson Nottingham Trent University, United Kingdom published in International Journal of Education and Development using information and communication technology (IJEDICT), 2016, Vol.12,issue1,pp 20-36 was used to study the attitude in relation to four areas as: Challenges of e-learning, benefits from e-learning, Attitude on using computer systems and leisure interest on e-learning and use of computers systems. The present study was conducted through descriptive survey method. The targeted population for this study comprised of all rural and urban student teachers of various educational institutions of Shimla city including Department of Education, Himachal Pradesh University. A sample of 400 and female student teachers were given ( TeLRA) scale in the form of Google form online. Out of these 218 student teachers (109rural and 109urban) were taken as sample. t-test was computed for the statistical analysis of the data. Finding indicates that Rural and urban student teachers do not differ significantly on any of the factor of e-learning. Further from the mean values, the inference can be drawn that rural student teachers shows similar kind of attitude towards e-learning as compared to urban student teachers and are well known to the benefits from e-learning, also they have shown leisure interest on e-learning and are comfortable in using computer systems. But rural student teachers are found to be more comfortable on using computer systems as compared to its counterpart.

A STUDY OF ACADEMIC ACHIEVEMENT IN RELATION TO EMOTIONAL MATURITY OF PRE- SERVICE STUDENT TEACHERS

The purpose of the present study was to explore the influence of academic achievement of pre-service student teachers on their emotional maturity in relation to their gender and residential area. The sample consist of 357 B.Ed. course trainers (183 Male and 174 Female) randomly taken from Self-financed B. Ed. Colleges of Bhopal City. To measure the emotional maturity of pre-service teachers, Emotional Maturity Scale (EMS) developed by Dr. Yashvir Singh and Dr. Mahesh Bhargava (2006) were used. For measure the academic achievement of pre-service student teachers, their final year graduation obtained percentages were used. Mean, SD and ‘t’ test were used for data analysis. The result showed that there is no significant influence of academic achievement of pre-service student teachers on their total score of emotional maturity and emotional progression, social adjustment and independence. The pre-service student teachers with high academic achiever are more emotionally stable and more integrated personality than that of the low academic achiever. No significant influence of gender and residential area was found in respect of total score of emotional maturity and all factors. The female pre-service student teachers are significantly higher academic achiever in comparison with those of male counterparts. Urban pre-service student teachers are significantly higher academic achiever in comparison with those of rural counterparts.

Exploring EFL Students’ Speaking Anxiety of English Teacher Education Program at One Public University in Jambi

Speaking is one of the most difficult skills in language learning particularly in learning English as a foreign language. The purpose of this qualitative study was to explore the issues of speaking anxiety, the factors influencing their speaking anxiety, and the strategies they employed to alleviate the anxiety at one English teacher education program in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. Due to the Covid-19 pandemic, we only had access to invite 12 students to participate in our study-they were nine male and three female student teachers. To select the participants, we employed purposive sampling with a convenience case strategy. Through thematic analysis (Braun and Clark, 2006), we identified three major themes of factors influencing the participants’ speaking anxiety, including 1) language barrier (Grammar, vocabulary, pronunciation, and fluency); 2) psychological issues (low motivation, and personality); and 3) learning proponents (lecturers, classmates, and unfamiliar topic). To alleviate their anxiety, the participants have undertaken strategies, such as 1) self-management (self-practice and doing positive activities) and 2) getting-help strategies (friends’ help and motivation).

Study on mental health of students teacher in relation to their achievement in education psychology

Mental health refers to cognitive, behavioral, and emotional well-being. It is all about how people think, feel, and behave. People sometimes use the term “mental health” to mean the absence of a mental disorder. Mental health can affect daily living, relationships, and physical health. The study's population is made up of all B.Ed. College students who are teachers. The investigator chose 300 students’ teacher from the Theni district at random. The method utilised was a normative survey. The investigator created and standardised the Mental Health Battery Mental Health Battery prepared by Arun Kumar Singh and Alpna Sen Gupta. The finding of present study shows that there is significant difference between male and female student teachers in their Mental health. Female students (67.45) are better than male students (67.45) in their mental health. This is may be due to fact that gender female are very calm, patient, persistence, adjustment than male students’ teacher. The finding of the present study Points out that there is significant difference between rural and urban student teachers in their Mental health. Rural student teacher (66.73) are better than urban students (62.95) in their mental health.

INVESTIGATION ON SMARTPHONE ADDICTION LEVEL AMONG STUDENT-TEACHERS

This study aimed to examine Smartphone addiction level, and the predictive factors of the Smartphone addiction in B.Ed. Programme student-teachers in Chennai. Survey method is used to select a sample of 300 students at the student-teachers. The research tools used are Smartphone addiction scale, developed and standardized by Dr. Vijayshri and Dr. Masaud Ansari is used for this study. This scale consists 23 items divided into six dimensions namely, Compulsion, Forgetfulness, Lack of Attention, Depression and Anxiety, Disturbed Hunger/Sleep and Social Withdrawal. The results of the statistical analyses show there is no significant difference between male and female student-teachers in the level of Smartphone addiction. There is significant difference between the student-teachers based on their educational level and internet access in Smartphone addiction. This study suggests that the student-teachers should reduce the intense use of Smartphone for smoothly doing their daily-life activities.

Level of Supervisory Competencies among Female Academic Supervisors and Female Part-Time Science Teachers from Female Student-Teachers’ Perspectives

This study investigated the level of supervisory competencies among female academic supervisors and female part-time science teachers from the perspective of female student-teachers in Najran University, Saudi Arabia. To achieve the study objective, the comparative descriptive method was used and a questionnaire was designed to collect data from the study sample which consisted of (72) female student-teachers in the practicum course from the departments of Chemistry and Physics. The study results revealed that the level of supervisory competencies of the academic supervisor was high, while the degree of supervisory competencies of part-time science teachers was average. The results also showed that there were no statistically significant differences at the level (0.05) for the supervisory competencies of the academic supervisors and the part-time science teachers that could be attributed to the variables of discipline (chemistry-physics) and the type of supervision (face to face- online). The study concluded with some recommendations, including conducting awareness-raising training courses for female part-time science teachers on the roles assigned to them in order to facilitate the practicum period for the student-teachers.

Level of Supervisory Competencies among Female Academic Supervisors and Female Part-Time Science Teachers from Female Student-Teachers’ Perspectives

This study investigated the level of supervisory competencies among female academic supervisors and female part-time science teachers from the perspective of female student-teachers in Najran University, Saudi Arabia. To achieve the study objective, the comparative descriptive method was used and a questionnaire was designed to collect data from the study sample which consisted of (72) female student-teachers in the practicum course from the departments of Chemistry and Physics. The study results revealed that the level of supervisory competencies of the academic supervisor was high, while the degree of supervisory competencies of part-time science teachers was average. The results also showed that there were no statistically significant differences at the level (0.05) for the supervisory competencies of the academic supervisors and the part-time science teachers that could be attributed to the variables of discipline (chemistry-physics) and the type of supervision (face to face- online). The study concluded with some recommendations, including conducting awareness-raising training courses for female part-time science teachers on the roles assigned to them in order to facilitate the practicum period for the student-teachers.

What EFL Student-Teachers Think about their Preparation Program: An Evaluation of Kuwait’s English Practicum Program

The present study evaluates the English language practicum program at the College of Basic Education in the State of Kuwait from the viewpoints of female student teachers. The study attempts to identify such strengths and weaknesses of the practicum experience in pre-service teachers’ motivation to continue their future in the teaching profession. Quantitative research methodologies were used by adopting Peacock’s (2009) model for practicum program evaluation. The current TEFL practicum program results have confirmed many strengths but also highlighted certain significant shortcomings from the student-teachers’ perspective due to the gap between the theoretical and practical aspects, as well as the absence of adequate supervision, which affected the trainees’ need for pedagogical competence in term of class and time management skills. The study proposes many recommendations and suggestions that the practicum program should be structured to improve the student teachers’ needs and the educational context and fulfil the practical, beneficial content for the individuals.

A Co-Teaching Training Program’s Impact on Female Student Teachers: Department of Special Education, King Saud University

This study investigated the effects of a co-teaching training program on female pre-service teachers of special education at the Faculty of Education, King Saud University. It also examined whether the participants’ academic majors affected their total knowledge gains obtained from the administered training program. A co-teaching training program was designed to train the assigned participants of the study on the main principles of co-teaching. Fifty-one female pre-service teachers were randomly selected to receive the co-teaching training program for six sessions. They studied in four different academic majors: behavioral disorders, mental disabilities, learning difficulties, and deaf and hearing impaired. A pre-measurement scale was administered prior to the treatment and immediately after the treatment to see the possible knowledge gains from the program. Results revealed significant improvements in the students’ knowledge from pre-treatment to post-treatment. However, no statistically significant differences among the participants could be ascribed to the participants’ academic majors. Recommendations, limitations, and tips for future studies have been provided.

Would female student teachers at primary teacher education colleges study mathematics were it optional?

In this this article we discuss findings from an investigation of whether female student teachers would choose to study mathematics if it were optional for primary teacher education in Malawi. A mixed methods research methodology was used to collect data through survey and focus group discussions (FGDs). Five hundred and twenty three female students from 6 public teacher education colleges completed a questionnaire, and 160 of them participated in FGDs. A descriptive statistical analysis was conducted on the quantitative data while a thematic analysis was conducted on the qualitative data. The findings show that 68% of female students would choose to study mathematics while 32% would not. This correlated with the students’ mathematics scores at the end of their secondary school national examination. Those students with high score passes opted for mathematics and those with low score passes did not, suggesting that performance at secondary school influenced their confidence in studying mathematics. Female student teachers’ reasons for choosing or not choosing mathematics were it optional are classified into 5 categories: the perceived usefulness of mathematics, inner motivation to study mathematics, the nature of the college mathematics content, how mathematics courses are taught at colleges, and gender stereotype in mathematics lessons. We discuss these in relation to the Malawian government’s agenda of increasing participation of females in mathematics, science, technology, and engineering.

Gender Influence on Student Teachers' Perceptions of the Constructs of Technolog-ical Pedagogical Content Knowledge (TPACK) in Nigerian Universities

Abstract: This study investigated whether gender influences the perceptions of TPACK constructs among male and female student teachers in public universities in north-central Nigeria. The study adopted the cross-sectional survey design carried out using the TPACK questionnaire across the study's sample. Sample selection for the study was based on a multi-stage sampling technique. Accordingly, a questionnaire was distributed to a sample of 529 male and female student teachers in their final year enrolled in three universities in Kwara State, Nigeria. They responded to the study tool that was accessed after the validity and reliability of the tool had been verified using Cronbach's Alpha. The data were analysed using statistical mean and Mann-Whitney U test. The findings revealed that gender differences in student teachers' perceptions of their Technological Knowledge (TK) and Technological Content Knowledge (TCK) favouring male respondents. However, the results showed no statistically significant differences between male and female student teachers in technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The study's conclusions, recommendations, implications, and limitations are based on the research findings.

Development and Validation of an Unethical Professional Behavior Tendencies Scale for Student Teachers.

Teacher’s unethical professional behaviors affect students’ physical and mental health. Prevention should start with student teachers, but empirical research is lacking in China. This study surveyed over 2,000 student teachers from China to examine the psychometric properties of a student teachers’ unethical professional behavior tendencies scale which revised by primary and secondary school teachers’ unethical professional behavior tendencies scale. Exploratory and confirmatory factor analysis confirmed that a bi-factor model fit the data best. The final student teachers’ unethical professional behavior tendencies scale comprised four subscales, including a general factor (unethical professional behaviors) and four special factors (perfunctory attitude and carelessness, insults and discrimination, unfairness, and using power for personal gain). The student teachers’ unethical professional behavior tendencies scale correlated negatively with their professional ethical values and positively with perceived frequency of unethical professional behaviors of college teachers around them. The data supported the scale’s measurement invariance across gender, and male student teachers scored significantly higher on unethical professional behavior tendencies than female student teachers. The findings suggest that the student teachers’ unethical professional behavior tendencies scale is a useful instrument for assessing student teachers’ unethical professional behaviors in China.

Online Teaching During COVID-19: An Opinion Analysis of Student-Teachers

In the pandemic situation, students of all stages of education are facing number of problems to get education through online mode. If we talk about the teacher training institutes, the main purpose is to develop certain competencies among student- teachers to become good teachers through practical situation. Providing practical platform is impossible in this uncertain situation. Hence, to minimize the effect of this pandemic, online teaching learning process is continuing in every institution. But, sudden shift of teaching-learning process arises many questions in the mind of investigators such as how fare this online learning helpful for enhancing knowledge and skills among the student-teachers, what will be the opinion of students-teachers towards this teaching environment etc. To search the above curiosities the present study is conducted. For analyzing the opinion of student-teachers, total 150 student-teachers randomly selected from teacher training institutes of Odisha. The finding of the study revealed that student-teachers have favorable opinion towards online teaching during COVID-19 and there is no difference between the opinion of male and female student-teachers towards online teaching. Regarding the problems faced by students during online teaching are technical issues during online class such as connection issue, audio quality, video clarity etc., they are not able to afford a smart phone and its maintenance;and sometime they face health issues like eye pain, headache, fatigue etc. The study also suggested that teacher educators should try to minimize the issues face by students to access online teaching and should organize technology friendly program where the educators teach them how to use effectively online learning platform along with how to access e-material for their study.

Exploring Female Undergraduate Education Students’ Perceptions of Collaborative Online Project-Based Learning (COPBL)

This study aims to identify the perceptions of female student teachers enrolled in the Primary Classroom Teacher Program (PCTP) at a university in Saudi Arabia. It will focus on Collaborative Online Project-Based Learning (COPBL), its advantages, challenges facing the implementation of this strategy, and provide suggestions and recommendations to overcome these challenges. A mixed-method research design was used to analyze the data. Questionnaires were used to collect quantitative data from fifty-five students, and nine of them were interviewed to collect qualitative data. The interview sample was intentionally chosen based on the diversity of responses in the questionnaires. The results of this study revealed that there is a consensus between the perceptions of the study sample in the questionnaires and interviews. Participants showed positive perceptions about COPBL. Researchers presented some recommendations and suggestions at the end of this study.

Self-assessment of Information and Communication Technology (ICT) Competence Needs Among Student-Teachers Using UNESCO ICT-CFT in Colleges of Education in North Central, Nigeria

Purpose: The objective for the study was using the fourth level of UNESCO ICT-CFT on the technology literacy approach to determine student-teachers’ self-assessment of ICT competency needs in colleges of education.
 Methodology: The study adopted the descriptive research of cross-sectional survey type.
 Three research questions and two hypotheses were drawn. A total of 1,211 student-teachers were randomly selected from 11 colleges of education in North-central, Nigeria. Data were collected through administration of validated questionnaire adapted from UNESCO ICT-CFT. Mean was used to answer the research questions 1-3 while t-test and Kruskal Wallis were used to test hypotheses one and two respectively.
 Findings: The result revealed that based on the fourth level of the Technology Literacy approaches of UNESCO ICT-CFT, student-teachers in the colleges of education have high ICT competence needs; there was a significant difference among male and female student-teachers ICT competence needs in ICT integration; also, there was significant differences in area of specialization of student-teachers ICT competence needs in ICT integration.
 Unique contribution to theory, practice and policy: The study therefore recommended that government in collaboration with private sector should provide student-teachers with the required ICT needs to be at par with their counterpart from other parts of the world; government and authorities of colleges of education should take into consideration female student-teachers while planning to integrate ICT in colleges of education and in procurement of ICT facilities; and student-teachers area of specialization should be taken into consideration during the purchase of ICT facilities for student-teachers use in colleges of education.
 Key Words: Self-assessment, ICT, ICT Competence Needs, UNESCO ICT-CFT, Colleges of education.

Exploring Saudi EFL Student-Teachers’ Perceptions of their Teaching Practicum

Abstract T his qualitative study aims to explore the perceptions of Saudi EFL female student-teachers of the main components of their teaching practicum namely; cooperating teachers, university supervisors, host schools and the teaching practicum itself. A total of 44 Saudi female student-teachers voluntarily participated in the study after completing their field training of their teaching practicum in government schools in Al-Madinah Al-Munawarah, KSA, the academic year 2017-2018. Data were collected by means of a 60-item Likert-type questionnaire, divided into 4 categories namely; cooperating teachers, university supervisors, host schools & the teaching practicum itself. Each category included 15 items. The results showed that the student-teachers had positive perceptions of all the components of their teaching practicum. In addition, the participants expressed their appreciation and satisfaction to the whole teaching practicum program in general. Besides, results indicate that cooperating teachers and university supervisors had positive roles in guiding the student teachers toward developing their teaching skills, performance and understanding of their practicum. Finally, it was found out that the constructive feedback provided by university supervisors & cooperating teachers has a positive impact on the student-teachers’ teaching performance.

The level of understanding scientific and engineering practices in light of the next generation science standards among preservice student teachers

The purpose of the study is to investigate the level of understanding of first three grade preservice teachers of the scientific and engineering practices according to next generation science standards (NGSS) at the World Islamic Sciences University. The sample of the study consisted of 154 fourth year female student teachers at International Islamic Sciences University in the academic year 2019/2020. The study administered a questionnaire containing 32 items that show the indicators of scientific and engineering practices. Its validity and reliability were checked by a committee of experts and by calculating Cronbach's Alpha coefficient which was 0.90. The findings of the study showed that the level of the student teachers’ understanding of scientific and engineering practices in light of the next generation of science standards was low. The study recommended the need to reconsider the plans of the bachelor’s degree class teacher and the importance of providing a science laboratory to teach scientific courses at the university. Key words: First three grade teachers, scientific and engineering practices, Science Standards (NGSS).