Future Teachers Research Articles

Arithmetic Proficiency of Pre-Service Science Teachers: An Empirical Study

Mastery of arithmetic operations is fundamental for students pursuing science education, as these skills are essential in solving complex problems in physics, chemistry, and biology. However, gaps in students' arithmetic proficiency can hinder their academic and professional development. This study aims to examine the arithmetic skills of pre-service science teachers in solving mathematical problems across six domains: addition, subtraction, multiplication, division, exponentiation, and mixed operations. A total of 37 short-answer questions were administered, and the results were analyzed by domain. The findings indicate that students demonstrate proficiency in basic operations involving whole numbers, particularly in addition and subtraction. However, challenges persist in the areas of fractions, decimals, and mixed operations, where accuracy rates were notably lower. These gaps in understanding may affect students' ability to apply mathematical concepts in their science courses and future teaching roles. The study's limitations include a focus on quantitative results without exploring the cognitive processes behind student errors. Future research should investigate intervention strategies to address these weaknesses, potentially through targeted instructional approaches or the use of technology to enhance learning outcomes

Development Of Universal Competence In Future Teachers

The author brought in the article an analysis of materials on the basis of improving the system for the development of pedagogical competence, paying special attention to the formation of universal competence in future teachers, knowledge, awareness and possession of skills related to Universal competence in future teachers on the basis of information on a foreign language, including English-language materials.

Człowieczeństwo w oczach androidów. Kilka refleksji o książce Kazuo Ishiguro „Klara i słońce”

The novel Klara and the Sun by Kazuo Ishiguro introduces the reader to a world immersed in information technologies. The author of the article presents reflections on the coexistence of human beings and humanoids. After presenting the title robot and her path of maturation to her own identity, considerations are made on the technological “improvement” of human being (genetic engineering) and human aspirations to avoid death (immortalism). The final part contains didactic recommendations – several selected fields of consideration that are worth taking with students as future teachers are indicated.

Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them

Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them

Teachers’ authoritarian leadership and students’ well-being: the role of emotional exhaustion and narcissism

BackgroundTeachers’ leadership styles have a significant impact on students’ academic performance, physical health and mental health. Authoritarian leadership, as a typical leadership style, is prevalent in the teacher community. The purpose of this study was to examine the mechanisms by which authoritarian leadership impacts students’ well-being. We also examined the mediating role of emotional exhaustion and the moderating role of narcissism.MethodsThis study is based on conservation of resources theory. We selected a sample of 369 students from a university in Sichuan province, collected data through two time points, and tested the data using SPSS 24.0 and AMOS 22.0.ResultsIt was found that teachers’ authoritarian leadership negatively impacted students’ well-being and that emotional exhaustion mediated the relationship between authoritarian leadership and well-being. Narcissism not only moderated the effect of authoritarian leadership on emotional exhaustion, but also moderated the mediation role of emotional exhaustion.ConclusionsOur findings enriched the research on authoritarian leadership and narcissism, and also had important practical implications for future teacher teaching in higher education.

Educating in and for Degrowth: Training Future Generations to Prevent Environmental Collapse

This research has been developed through a literature review on the importance of and current approach in the education system to the present environmental and ecosystemic crisis and the training of future generations in degrowth in the Spanish education system. To this end, a systematic literature review (SLR) has been carried out following the standards of the PRISMA declaration. In total, 40 articles published between January 2005 and March 2024 were selected from the following databases: Scopus, Dialnet, Web of Science and Scielo. The findings show it is a relevant topic in school education as a concern, but it is not reflected in educational practice; that it has been incorporated into the curriculum, but sporadically, decontextualised and more focused on ‘sustainable development’; also, it lacks critical questioning of the unlimited growth and consumption model that capitalism entails. The study concludes that it is crucial to incorporate degrowth in a transversal way in education at all schooling levels, and to reform the curricula of the faculties of education in all universities so that the pedagogy of degrowth is a priority in the training of future teachers.

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.

Studying Abroad as a Means of Preparing Future Music Teachers in China

The concept of studying abroad as a means of preparing future music teachers in China has a rich and complex history, reflecting the nation’s evolving educational philosophies, political changes, and cultural exchanges. The purpose of this study is to present the genesis of using studying abroad as part of the professional training for future music teachers, detailing the goals and social mandates across various stages of Chinese state development. The article also draws attention to the organic "embeddedness" of such a means of training future music teachers in the Chinese system of professional and higher music-pedagogical education, especially of vocal practices that are not traditional for Chinese culture. Methodology. The study employs a historical-analytical approach, examining primary and secondary sources to trace the evolution of studying abroad as a practice for Chinese music educators. This includes an analysis of normative documents and policy papers available on official educational authority and institution websites. Additionally, qualitative data from interviews with contemporary music educators who have studied abroad provide insights into current practices and perceptions. The findings reveal that the practice of studying abroad for music education, primarily for personal music career development and secondarily for teaching, has been prevalent throughout Chinese history, and has undergone significant transformations over the past century. In the modern period, China continues to send a significant number of students abroad, supported by initiatives such as the China Scholarship Council and ‘One Belt – One Road’ Initiative. These programs facilitate grant support and promote cultural exchange and international cooperation, enriching the professional development of future music teachers in China. The study concludes that international educational experiences have profoundly impacted Chinese music education. Educators trained abroad have introduced diverse musical styles, innovative teaching methodologies, and a global perspective that enhance the learning experience of Chinese students. The integration of international practices has elevated the standards of music education in China, and gained global recognition. However, challenges remain in balancing traditional Chinese music with Western influences, and ensuring equitable access to international education opportunities. The study highlights the need for continuous adaptation and the development of strategies to address these challenges, ensuring that the benefits of studying abroad are fully realised in the Chinese educational context.

Professional Training of Future Teachers of Physical Culture for Animation Leisure Activities

The purpose of the study is to determine the need for professional competencies development for future teachers of physical culture in the field of animation leisure activities, taking into account modern educational requirements and trends. The research methodology for preparing future teachers of physical education for animation leisure activities includes several key methods and approaches. One of the main methods is the analysis of scientific literature, including the study of existing research papers, articles, and monographs related to the professional training of future teachers of physical education for animation activities. To achieve the research objectives, it is necessary to define and analyze the concepts “professional training”, “animation leisure activities”, “competence”, and other important terms. This methodology allows a comprehensive study of the process of preparing future physical education teachers for animation leisure activities. Results. It has been found that animation leisure activities play a significant role in the professional training of future physical education teachers, as they contribute to the development of professional competencies, creativity, and communication skills. This concept encompasses various activities and actions that help students not only master the methods of organizing leisure activities but also develop the ability to engage others in an active and healthy lifestyle. Conclusions. Animation as an educational component can make a school lesson more engaging through various methods, forms, and means. Animation can be fully applied as a creative learning activity that develops learners’ potential while also encouraging them to challenge current social issues. Animation is viewed not only within the context of leisure but also as an opportunity to be applied in the educational practice of modern education.

The Digital Revolution in Education: The Role of AI from the Perspective of Future Teachers

We are currently witnessing rapid technological advancement and modernisation of society, with digital technology, particularly artificial intelligence (AI), increasingly asserting its dominance. This study focuses on understanding the attitudes and expectations of future teachers towards AI, which has an impact on all areas of society, especially on the education and preparation of future teachers. Through a questionnaire survey, the study seeks to gain a more detailed insight into how future educators perceive AI and their attitudes towards it. The questionnaire, which was specifically designed for this research, focuses on different aspects of perceptions of AI in education. Respondents from both primary and secondary school teacher education programmes expressed their views on the use of AI in the pedagogical process, its impact on teacher-student interaction and indicated possible implications for the future of education. The main objectives of the research were to determine the views of prospective teachers on the use of AI in teaching, to identify positive, negative or neutral attitudes towards the integration of AI into the educational process, to identify the future role of AI in education, to determine how prospective teachers envision the use of AI in the pedagogical environment in the long term, to identify areas where teaching with AI could be most effectively integrated, and to identify areas where AI could be most appropriately used to improve educational outcomes and processes. The data presented through this paper is part of the "Perceptions of AI by current and future teachers" project. The results of this study could provide valuable information for educational institutions, policy makers of educational strategies and frameworks, and AI developers to better understand the needs and expectations of future teachers in the context of the increasing digitalisation of education. Our intention is to fill the knowledge gap on the perception of AI in educational contexts and thus provide important information for the future development of pedagogical strategies and technologies in education.

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.

Exploration of STEM Education Curriculum Construction in Normal Universities

To fully meet the societal demands for future teachers, this paper comprehensively designs the STEM education curriculum for science education students from multiple dimensions including teaching content, teaching models, and instructional design. Through the designed instructional process, student teachers are effectively trained to develop their capabilities in delivering STEM education. The integrative curriculum design enables student teachers not only to impart knowledge but also to stimulate students' innovative thinking and problem-solving skills, laying the foundation for nurturing future innovative talents.

MƏKTƏBLİLƏRDƏ GENDERLƏ BAĞLI DƏYƏRLƏRİN FORMALAŞDIRILMASI İSTİQAMƏTLƏRİ

In the scientific article, the essence of the concept of gender and the history of its creation were clarified. Then the contents of gender identity, gender stereotypes, gender role and other values were revealed. The importance of gender education, which can be a positive force in creating gender equality in society, was emphasized. The necessity of preparing future teachers for gender education in schoolchildren during their studies at the university and developing the gender competence of teachers as a part of this preparation was shown. Directions for the formation of gender-related values in schoolchildren are indicated.

Models of Science Teacher Identity: The Multiple Representations of Pre-Service Elementary Science Educators

ABSTRACT Experiences in pre-service teacher education can have a lasting effect within the professional life histories of classroom teachers. Investigating the ways in which pre-service elementary teachers (PSETs) represent themselves as science teachers before, during, and after methods course experiences can inform best practices of elementary science teacher pre-service and inservice development as well as further highlight the concerns and objectives of PSETs. Therefore, as a pre-service science teacher educator, I seek to understand the ways in which PSETs represent themselves as future science teachers and the experiences within the methods courses that influence those representations. This study relies on quantitative pre- and post-survey data and qualitative course artifact data completed as part of regular undergraduate course assignments. PSETs representations of self within this study tend to shift from a traditional approach to science teaching toward constructivist, student-centered pedagogical practices and show reduced anxiety toward teaching science and increased science teaching self-efficacy.

Research on Mongolian-Chinese Translation Teaching from an Interdisciplinary Perspective

In the context of globalization, translation teaching faces increasingly complex linguistic and cultural challenges. Specifically, the structural differences between Mongolian and Chinese languages and cultural barriers render traditional translation teaching methods inadequate. This study explores the theoretical foundations, teaching strategies, and implementation and optimization of Mongolian-Chinese translation teaching from an interdisciplinary perspective. By integrating theories from linguistics, cultural studies, and cognitive science, this research proposes application strategies for interdisciplinary teaching methods in Mongolian-Chinese translation, including optimized course design, teaching methods, and assessment tools. This approach not only enhances the systematic and scientific nature of translation teaching but also promotes students' cross-cultural understanding and practical translation abilities. The study indicates that future translation teaching will place greater emphasis on cross-cultural communication, multilingual competency development, and the application of technological innovations.

'I never knew it was so prevalent': Experiences and perceptions of student health visitors recognising and responding to domestic abuse in practice placement settings.

Health visitors have a key role in supporting and protecting adults and children affected by domestic abuse. The study aimed to examine the experiences and perceptions of student health visitors recognising and responding to domestic abuse in practice placement settings. Semi-structured interviews were conducted with five student health visitors in the United Kingdom. Interviews were transcribed and analysed using interpretive phenomenological analysis. Four superordinate themes were identified: 'part and parcel of health visiting practice'; 'challenges in identifying domestic abuse'; 'uncertainty and apprehension'; 'strengthening knowledge and confidence'. All participants had engaged in practice activities related to domestic abuse within SCPHN placements, commonly expressing a sense of disbelief at the scale of the issue in practice. Difficulties and unease regarding identification and management of domestic abuse were reported. Access to support and opportunities to reflect and 'talk things through' were found to be important for students regarding this sphere of practice. The findings contribute to the body of knowledge about domestic abuse-related practice within nursing. Recommendations made may contribute to practice development and help inform future teaching and educational strategies within SCPHN programmes.

European agrifood and forestry education for a sustainable future - Gap analysis from an informatics approach

Background The NextFood Project (www.nextfood-project.eu) started work in 2018 to identify ‘Categories of Skills’ that students should be equipped with to address the upcoming global challenges within agrifood and forestry disciplines, and involved concepts such as sustainability, technological adaptation and networking. This study is based on the initial skills and competencies mapping, but takes a different methodological approach. Instead of investigating what the research literature and professionals think are important skills for the future, this study asks how existing education programmes include or exclude these skills in the description of their programs. Methods Python-based web-scraping scripts were used to collect texts from a selection of European Masters program websites, which were then analysed using statistical tools. A total of 14 countries, 27 universities, 1303 European Masters programs, 3305 web-pages and almost two million words were studied using this approach. Results While agrifood and forestry Masters programs were aligned with the NextFood Project ‘Categories of Skills’ equal to or more often than unrelated Masters programs, we found evidence for the relative underuse of words associated with networking skills, such as 舖collaboration舗, 舖communication舗 and 舖teamwork舗. Agriculture-related programs used these words the least among the agrifood Masters programs. In contrast, agrifood programs used words associated with sustainability and system thinking more than the non-agrifood Masters programs. Conclusions The informatics approach provides evidence that many European agrifood and forestry Masters programs are following the educational paths for meeting future challenges as outlined by the NextFood Project, with the possible exception of networking skills. This approach allows a complementary and time-efficient overview of the current state of education in the agrifood system in Europe.

Informatization of the professional training of future teachers of physical education in the conditions of distance education

The article shows the importance of the use of new information technologies in the process of professional training of future teachers of physical education at the current stage of the development of society in the conditions of distance learning. The main directions and tasks regarding the use of info-communication and multimedia learning tools in the professional training of students from the specialty 014 Secondary education are defined. (physical culture). The educational component "sports-pedagogical informatics" was introduced into the educational process, the curriculum and diagnostic technology for assessing success according to the modular rating system for this course were developed. It has been established that the implementation of such innovative tasks in full will make it possible to significantly optimize the professional training of future specialists in the conditions of distance learning and to quickly integrate into the European educational space. In addition, the main stages of the introduction of computer and multimedia tools into the educational process of future teachers of physical culture are determined. The justified need to introduce the educational component "Sports and pedagogical informatics" into the educational process of students from the specialty 014 Secondary education (physical culture). Carrying out such innovative tasks in full will make it possible to significantly optimize the professional training of students in the specialty 014 Secondary education (physical education) in the conditions of distance learning.

‘It’s like being there, but not in the way'. Exploring the use of virtual reality tools to stimulate reflection in Norwegian physical education teacher education

ABSTRACT The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students’ perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students’ critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching.

TVARUMO ASPEKTAS RENGIANT STEAM PROJEKTUS PRADINIAME UGDYME

STEAM education is identified as one of Lithuania's educational priorities and has been taking root in primary education over the last decade in the form of various creative and/or exploratory projects for students. As education experts analyze the aims and outcomes of STEAM education, it is noticeable that the rapid increase in the number of STEAM projects is resulting in a decrease in the number of relevant real-life problems and solutions that incorporate sustainability aspects. To find out how future primary school teachers consider sustainability in STEAM projects, a qualitative research methodological approach (focus group discussion) and qualitative content analysis were applied. The results of the study revealed that primary teachers perceive sustainability in STEAM projects as environmental knowledge, encouraging students to be responsible consumers, and teaching them how to find and make reasonable solutions to problems. The results of this study do not allow for drawing broad and generalized conclusions, but point to the need to review more carefully the information and assignments presented during the placement year from the sustainability perspective, to encourage students to design and implement different STEAM project models and to critically evaluate them in the context of students' sustainability competence development, and to encourage the primary teachers' readiness to develop sustainability competences in STEAM projects remains a relevant area for further research. Keywords: STEAM project, sustainability, future primary school teachers