Future Primary Teachers Research Articles

Light and Color: Art and Science Using an Interdisciplinary Approach in Primary Education Teacher Training

Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail to consider the multidimensional and interdisciplinary nature of these phenomena. This article presents a teaching experience aimed at training future primary education teachers. The theoretical context of this proposal, designed within the domains of physical and chemical didactics and plastic and visual expression, will be discussed. Instruments consistent with qualitative action research were used. Some results from the analysis of students’ narratives, both in laboratory notebooks and in sessions recorded audiovisually, will be presented.

ENHANCING COMPETENCIES OF FUTURE ELEMENTARY EDUCATION TEACHERS IN QUALITY ASSESSMENT THROUGH INTERDISCIPLINARY INTEGRATION

This article emphasises the significance of interdisciplinary integration in enhancing the competencies of future primary education teachers for comprehensive evaluation of education quality, thereby expanding their capabilities. It outlines methods to help teachers better understand the complex factors influencing educational outcomes.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

Augmented Reality for Exploring Solids: A Study on Improving Pre-Service Teachers

Applications of augmented reality are gradually being integrated into teaching at various levels and types of schools. Augmented reality has the potential to transform the training of future teachers in the context of developing their mathematical knowledge, digital skills, and teaching competencies. The paper focuses on researching the impact of augmented reality on the learning of future primary teachers. The aim was to investigate the impact of AR applications on the development of cognitive and psychomotor skills and on students' motivation to learn. The study had a mixed research design. Using a pedagogical experiment, we investigated the effectiveness of an educational intervention based on the use of applications Augmented Reality in combination with hands on activities in the training of future teachers. The educational intervention was a set of activities that were carried out in a mixed reality environment using the 3D solids construction kit, the Polyedres augmentes and GeoGebra applications. The content of the educational intervention was the exploration of significant elements and properties of solids. We tested students' knowledge and abilities in the following areas: identification of simple solids from a picture; identification of significant elements of solids (vertices, edges and faces); identification of the shapes of faces of solids; nets of solids; simple metric tasks with solids. The study was conducted in 2024 with 152 primary education students as part of geometry courses. In line with the results of previous research in this area, we found that AR has the potential to improve understanding of geometric concepts, increase interactivity and student motivation. Augmented reality opens up new possibilities for exploring solids and their properties, as it allows for transfer between planar and spatial representation of solids and helps to develop spatial imagination.

A Socio-Constructivist Perspective on Problem-Solving Approaches in Mathematics: Perceptions of Future Primary Education Teachers

This study investigates the perceptions of future primary education teachers regarding the implementation of a problem-solving teaching approach from a socio-constructivist perspective. Although previous research has shown the benefits of problem-solving in mathematics education, few studies have yet focused on preservice teachers in primary education, particularly within a socio-constructivist framework. Therefore, this study addresses this gap by exploring the effectiveness and challenges of the Building Thinking Classrooms approach developed by Peter Liljedahl. The study was conducted through a case study design involving 36 first-year preservice teachers enrolled in a mathematics didactics course at a public university in Chile. Qualitative and quantitative data were collected through surveys, field logs, and classroom observations. The data analysis included descriptive statistics and content analysis to understand the students’ perceptions of problem difficulty, engagement, and the overall approach. The findings reveal that the problem-solving approach was positively perceived by the participants, highlighting its role in fostering critical thinking, collaboration, and a deep understanding of mathematical concepts. However, challenges were identified, particularly regarding group work and the autonomy required in solving problems. Furthermore, the study identified areas in which additional support could enhance the effectiveness of problem-solving approaches. This research underlines the importance of integrating problem-solving approaches into teacher education programmes and highlights the need for future research on the long-term impacts and strategies needed to support autonomy and collaborative learning.

DIGITALIZACIA VYUCOVANIA, DIGITALNE UCEBNICE A DIGITALNE UCEBNE MATERIALY V PRAXI

The subject of the contribution is the identification of the possibilities and limits of incorporating work with digital forms of textbooks in the undergraduate training of future primary education teachers. The aim of the research was to determine the impact of incorporating additional digital teaching materials into the teaching of future primary education teachers in the master's degree on the level of digital competencies of the research sample. Through the analysis of the output data, we confirmed that the manipulation and mastering of work with digital textbooks and digital teaching materials for primary education within the undergraduate training of teacher students has the ability to positively influence the level of their information and data literacy.

Innovative Approach on Teaching and Learning with Technical Aids for STEM Education at the Primary Level

Education is a constantly evolving field that encompasses various approaches to teaching and learning. In our paper, we focused on qualitative research conducted with future primary level teachers using a STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. The research involved classroom observation, analysis of the student work, and obtaining interpretations from the students via report protocols and focused interviews. We examined the students’ learning and problem-solving strategies within STEAM-based activities as well as their perspectives on its use in primary education. Students participated in the research activity in two stages. In the first stage, further referred to as Activity 1, they followed a predetermined algorithm, instructions to construct an electronic device. The instructions for this device were developed to serve as a resource for primary education and to prepare the students for the second stage. In the second stage, further known as Activity 2, the students were tasked with creating a new electronic device together with providing the instructions. The new device was required to have a practical application. Following the completion of these activities, we collected and analyzed the procedural reflections and didactic interpretations from students. Within these interpretations, we also sought their opinions on how STEAM projects like these could help develop various aspects of STEAM competencies in children such as technical skills and knowledge, algorithmic thinking, and device architecture as well as mathematical and scientific thinking.

Future primary teachers and pedagogical interactions with boys and girls

Future primary teachers and pedagogical interactions with boys and girls

Possibilities for forming ethnopedagogical competence of future primary teachers

The article reflects the following components of independent work, identified during the study: motivational stage (creating a clear idea and interest of the student about the need to study an ethnopedagogical fact, event); setting a precise goal (what knowledge should be obtained in the course of ethnopedagogical activities?); the presence of correct instructions (an algorithm for solving an ethno-pedagogical problem, the teacher’s definition of methods, rules, report forms, work, the scope of results that will be used when performing the work); the stage of independent implementation of the ethnopedagogical task; calculation and evaluation of results. It is substantiated that these components have a positive effect on the formation of independent thinking, self-development, self-improvement and self-realization.

The impact of self-esteem, optimism and emotional intelligence on the professional development of future primary and pre-school teachers

ABSTRACT The way in which students can identify, regulate and manage their emotions can impact not only on their present positive attitude and increased self-esteem, but also on their subsequent professional performance. In this study, 798 pre-service teachers participated, with a mean age of 24.52 years (±5.48). The instruments used were: Wong Law Emotional Intelligence Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES). The aim was to determine the potential value of optimism and pessimism among the emotional intelligence and self-esteem of pre-service teachers. The results showed that emotional intelligence is related to optimism (R2 = .352) and moderately to pessimism (R2 = .148) and self-esteem (R2 = .135), with a root mean square error of .067. The practical consequences showed that emotional intelligence has a strong impact on socioemotional competencies, with optimism versus pessimism acting as mediating variables, which in turn contributes to the self-esteem of future teachers.

Use of ethnopsychological features and ethnopedagogical traditions of kazakhs in the professional training of future primary class teachers

Use of ethnopsychological features and ethnopedagogical traditions of kazakhs in the professional training of future primary class teachers

The Digital Competence of Students Preparing to become Primary School Teachers - Perspectives for Development

The analysis of the European Digital Competence Framework for Citizens, outlined the need to study: the digital competence of students - future primary teachers; their attitudes towards the study of required, elective and optional subjects developing digital competence. If students preparing to become primary teachers are offered sufficient and varied required, elective and optional subjects to develop these competences, they will be able to successfully apply digital competences in their future teaching practice. In May 2023, a survey was conducted with 200 students preparing to become primary teachers at the Pedagogical Faculty of Plovdiv University "Paisii Hilendarski", which would establish their attitudes on the issues raised. The results of this study showed: the students' high assessment of the usefulness of the studied compulsory disciplines for the development of digital competences, as well as an increased interest in the offered elective and optional disciplines with the same focus; the importance of primary teacher candidates having a good level of digital competences. The obtained results support the process of updating the current curricula in the disciplines developing digital competences and developing new training courses adapted to the needs of students for an even more complete development of their digital competences.

Самоорганизация будущего педагога начального образования как условие его профессиональной успешности

<p><em>The article proposes to discuss the problem of developing universal competence (in terms of the Federal State Standard of Higher Education), meta–competence, key competence/skill — self-organization among future primary education teachers. Its significance for the teacher’s increasingly complex activity in conditions of constant changes is shown. The insufficiency of conditions for its development in students in the process of vocational education is substantiated. The results of studying the opinions of students — future teachers of primary education on certain aspects of self-organization are presented. It is established that future primary education teachers highly appreciate their level of self-organization development, but the productivity of activity is relatively low. The factors preventing students from being organized are identified — lack of motivation, laziness and doing extra work, as well as conditions conducive to students’ self–organization — training in special self-organization skills and reducing the academic load.</em></p>

Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden

Learning in diverse settings during pre-service teacher training equips future primary teachers with the knowledge and skills to teach in authentic learning environments later in their work lives. This experience helps to meet the varying needs of their future students who have increasingly diverse cultural and socio-economic backgrounds with varying levels of access to learning and knowledge. During their university studies, pre-service teachers need to recognise the value of outof-school environments, reinforce awareness in practice, and reflect on experiences to deepen pedagogical thinking about learning environments. This multiple case study describes the common practices in the pre-service training of primary teachers at Tallinn University, University of Helsinki and Uppsala University concerning teaching in out-of-classroom learning environments. Our aim was to explore the ways that the three universities support pre-service primary teachers in using out-ofschool learning environments in their future practice. We intended to identify practices regarding our respective national curricula and university courses for pre-service primary teachers. We have three main suggestions for teacher educators regarding learning to teach in diverseenvironments: enable meaningful and reflective practical tasks in out of university learning environments for pre-service teachers; ensure the sustainability of external partnerships by stating collaborative practices in course programmes while leaving flexibility in the details; and reflect on professional networking across the boundaries of institutions.

Problems of Improving the Quality of Training of Future Primary Education Teachers

A key factor in the dynamic development of the economy is the improvement of the staffing process in domestic higher education. In accordance with this, Kazakhstan's higher education faces the task of ensuring the necessary quality and recognition of education at the world level. The article will be devoted to the problem of improving the quality of training of future primary education teachers. The article analyzes the current state of the quality of education in the higher education system based on the study of scientific literature, the experience of the accreditation system for quality assurance in the field of higher education is considered. The main pedagogical factors affecting the quality of students' education are determined. The analysis of the rating of educational programs at the NAAR (independent agency for accreditation and rating) of primary education programs Abai Kazakh National Pedagogical University for 2015–2020, 2022 years. The opinions of students of the primary education program related to factors directly affecting the quality of education are analyzed based on the results of the questionnaire. The results of the survey of 3rd-year students of the Abai Kazakh National Pedagogical University in the direction of “Primary education programs” clearly showed the attitude of students to the quality of education. It substantiates the need for adequate financial, social and academic support for the teacher and the student, support for students from small groups, provision of consulting services.

Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

The objectives of this article are, first, to assess the self-awareness that future primary school teachers have on their role in integrating international students into school and society; second, to determine the importance they give to multiculturalism and multilingualism to develop the communicative competence of their international students. This work is an extension of previous research, started in 2019, with the overall objective of analyzing the sustainability of education systems regarding their current cultural and linguistic diversity. The research question is whether future primary teachers know both assessed aspects. The main problem lies in the initial training in the national language. Its initial design contemplated a context where all students were native speakers. However, the percentage of students with different cultural and linguistic backgrounds has continued to increase. Therefore, communicative competence is crucial for their academic and social inclusion. Through quantitative methodology, the future primary education teachers participated in a survey that addressed these issues. The results demonstrated that training in this aspect makes them aware of their role as mediators and social agents for inclusion. According to the findings, revising initial teacher training in didactics of the language is crucial.

Future Primary Teachers’ Knowledge about the Perimeter and Area of a Rectangle

What is the quality of the mathematics knowledge of our pupils and our students – future teachers? Do they know how to apply such knowledge in real situations? Can they explain the concepts and procedures or do they just practice and automate the procedures without reasoning? These questions are often asked in the context of teaching mathematics and the education of future teachers. Considering the irreplaceable role of elementary (primary) schoolteachers in the process of teaching and learning mathematics, we set the goal of the research: to check the quality of our future primary school teachers’ knowledge of the perimeter and area of a rectangle. Teachers’ mathematical content knowledge must primarily be conceptual knowledge rather than procedural knowledge. The test results showed that the conceptual knowledge of future teachers is weaker than the procedural knowledge. Due to the obtained results and the role of textbooks as a basic learning resource, we have decided to also present the results of an analysis of the types of tasks related to the perimeter and area of a rectangle in elementary school textbooks.

Indigenous heritage as an educational resource in primary education

ABSTRACT This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history.

A Study on Primary Teachers’ Pedagogical Content Knowledge and Its Relationship with Students’ Coping Strategies

Although a large part of the literature has focused on the importance of teachers’ pedagogical content knowledge, the nature of its relationship with students’ coping strategies has not been explored adequately, especially in the case of mathematics. The study uses a framework which combines aspects of the self (cognitive: stressful events, coping strategies) and the social (pedagogy: teachers’ pedagogical content knowledge). Data were collected by interviewing a cohort of future primary teachers about their experiences when they were pupils. The analysis followed a qualitative text analysis approach. Our data suggest that when teachers are not equipped with the needed pedagogical knowledge for teaching a challenging subject such as mathematics, they may create stressful and developmentally detrimental learning paths for their students. We conclude by suggesting that curricula for primary teachers should be structured as learning communities which incorporate the affective dimension of learning. Keywords: primary teachers, pedagogical content knowledge, content knowledge, coping strategies, primary mathematics education

Pedagogical Awareness in Primary Schools: The Role of Teachers in Creating Stressful Events and their Impact on Future Primary Teachers’ Development

Despite the evidence supporting the significant role of school life events on students’ learning and well-being, little attention is currently reserved for school life events in the literature. In the case of mathematics, there is an agreement that school life events related to primary teachers’ in-class practices and perceived as stressful by students, affect negatively the quality of their learning. Within a framework combining cognitive and pedagogical approaches, we investigated stressful school life events in primary educational settings and their relation to a teacher’s pedagogical knowledge. For the study, data were collected by interviewing a cohort of future primary teachers about their experiences when they were pupils. By using a qualitative text analysis approach, we identified three thematic groups of school life events. We conclude by highlighting the need for communicating to the wider academic and teacher community the vital role that stressful school life events play on students’ learning and well-being. Keywords: schools life events, pedagogy, primary teachers, primary mathematics education