Greek Pre-service Teachers Research Articles

The Impact of the COVID-19 Pandemic in the Inclusion of Refugee Students in Greek Schools: Pre-Service Teachers’ Views about Distance Learning

Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.

Greek preservice primary teachers’ perceptions of and attitudes toward bioenergy

Long-term energy supply constitutes a pressing global issue. As a renewable energy resource, bioenergy can play a significant role in energy sustainability. The present study aimed to investigate the attitudes and perceptions of bioenergy amongst 412 Greek preservice primary teachers utilising a specific tool, the IBPAMS. Results confirmed the factorial validity and reliability of the Greek version of the IBPAMS. It also demonstrated that the energy and bioenergy-related knowledge of preservice teachers is moderate and poor respectively, while critical perceptions are held over the sustainability of forest-based bioenergy production. Overall preservice teacher attitudes toward bioenergy are positive. Statistical analyses showed that gender influenced the responses of the motivational and critical aspects of the IBPAMS-GR. The paper’s findings have important implications for teacher preparation programs.

A Comparative Study between Greek Pre-service Teachers and Primary School Students’ Scientific Literacy Levels

In recent decades, enhancing scientific literacy has been the ultimate goal of science education worldwide. This effort aims to develop the skills by individuals to cope with the challenges of the modern world, which requires scientific knowledge and thinking. This research study aimed to investigate and compare the scientific literacy level of Greek pre-service teachers and primary school students. The total number of participants was 787, of which 362 were pre-service teachers and 425 primary school students. Scientific literacy was assessed with the selected response measure of demonstrated scientific literacy (SLA-D). According to descriptive analyses and statistical hypothesis tests, pre-service teachers’ scientific literacy level was considered significantly higher than students, as was expected. However, the scientific literacy level of both pre-service teachers and students in the sample remained low. This work provides recommendations for actions that can help improve the scientific literacy level of both students and teachers so that schools become a source of scientifically literate future citizens.

Assessing Greek pre-service primary teachers’ scientific literacy

In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.

Assessment of Greek Pre-service Primary Teachers’ Efficacy Beliefs in Physics Teaching

ABSTRACT International research shows that primary school teachers don’t have the necessary level of self-efficacy to provide high quality science learning and teaching opportunities to their students. The aim of the present study is to validate the Science Teaching Efficacy Belief Instrument (STEBI-B) and to investigate the self-efficacy beliefs of 408 Greek pre-service primary teachers to teach physics. The STEBI-B assesses two dimensions: Personal Science Teaching Efficacy Beliefs (PSTEB) and Science Teaching Outcome Expectancy (STOE). An exploratory and confirmatory factor analysis substantiated this 2-factor structure. Moreover, results revealed that gender and year of study did not have a significant effect on Personal Physics Teaching Efficacy Beliefs (PPTEB) or Physics Teaching Outcome Expectancy (PTOE). On the contrary, high school course specialization had an effect on PPTEB. Both self-efficacy dimensions were positively correlated with variables such as interest in the subject of physics, interest in teaching physics, general self-efficacy in teaching physics, self-related knowledge in concepts of physics and self-related effectiveness in teaching physics. The findings also showed that variables such as interest in physics and self-related effectiveness in physics teaching were predictors of the PPTEB and PTOE dimensions. The discussion presents implications for the organization, structure, and dynamics of elementary teacher preparations. The limitations section acknowledges the weaknesses that restrict the applicability of the findings to other contexts.

Animals as performers or exhibits: A study of their relevance to Portuguese, Spanish, and Greek pre-service teachers

ABSTRACT This study involves Portuguese, Spanish and Greek pre-service primary teachers (n = 210) and pre-service kindergarten teachers (n = 195) and identifies through a questionnaire a) their personal opinions and b) perception of the didactic value of eight performances with live animals. The results were compared by course among countries and between courses in the same country. Globally, the pre-service teachers neither showed a great personal interest, nor recognized great didactic relevance in these shows. Pre-kindergarten teachers from Portugal and Spain tend to value them more positively as a way to bring children closer to animals. Shows with aquatic mammals received the greatest appreciation in both dimensions, especially in the Greek sample; birds of prey shows were valued more by the Iberian participants. Violent shows, such as fighting animals and bullfighting, were very negatively viewed. Shows with pets and birds of prey were viewed frequently as more detrimental to animals than they are. The results show that a better understanding of the impact of each show on animals is needed, if pre-service teachers are to make informed decisions in their professional future.

The contribution of sustainability education pedagogies to the development of Greek preservice teachers’ sustainability consciousness about social issues in urban environments

This study explores the role of specific sustainability education pedagogies in developing preservice teachers’ sustainability consciousness (SC). The participants were 77 Greek preservice teachers from a Department of Primary Education, organized into two cohorts (N1=30, N2=47), from two consecutive semesters. Data were collected through (a) the use of the SC scale, administered before and about two weeks after the end of project and (b) reflective discussions, in the form of interviews, with the groups of preservice teachers at the end of the project. Questionnaire data were analysed using significance testing, 95% confidence intervals, and effect sizes, while from interview data bottom-up categories were developed. Analysis revealed a significant increase in the Total SC scores and in the Knowledge and Social Aspects scores in both cohorts, while Environmental scores were significantly increased only in cohort 1. Moreover, from the interviews it was concluded that the Education for Sustainable Development (ESD) pedagogies of site visits and the associated worksheets and activities, along with concept maps were by far the most influential factors affecting preservice teachers’ learning, while general principles of teaching (e.g. students’ engagement during teaching, the practicing of theoretical concepts) were also identified.

Higher-Order Factors and Measurement Equivalence of the Spectrum of Teaching Styles’ Questionnaire Across Two Cultures

Purpose: This study aimed to test the invariance of perceptions of the Spectrum teaching styles across Turkish and Greek preservice physical education teachers and to examine whether the styles could be classified into two clusters through self-determination theory. Greek (n = 298) and Turkish (n = 300) preservice teachers participated. Method: Cothran, Kulinna, and Ward’s questionnaire based on teachers’ use of and beliefs about teaching styles was used to examine their perceptions of the styles. Results: Confirmatory factor analysis revealed 11 factor indices and parameter estimates, suggesting that the 11-factor model fit the data. Multigroup confirmatory factor analysis established metric measurement invariance across samples. Multigroup confirmatory factor analysis showed that, for all higher-order models, the minimum requirement for invariance factor loading was met. The model comparison revealed that the styles could be categorized into four clusters from less to more autonomy-oriented. Conclusion: These findings might be useful to practitioners who want to use teaching styles in the promotion of students’ motivation in physical education.

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

<p style="text-align:justify">Contemporary educational reforms, both in the fields of science and mathematics, highlight the importance of pre-service teachers’ preparation with regard to several meaningful standards. However, teachers’ own self-confidence in science and mathematics teaching are likely to influence their efforts. Framed within a growing body of research focusing on pre-service teachers’ efficacy beliefs in science and mathematics teaching, the present study attempts to investigate Greek pre-service primary teachers’ efficacy beliefs in science and mathematics teaching; and further examine whether there is a relationship between the two. Participants comprised 171 pre-service primary teachers, who were in their second (n = 55), third (n = 64) or fourth year (n = 52) of study and the majority were female (n = 148). Pre-service teachers were asked to complete a questionnaire consisting of the Science Teaching Efficacy Belief Instrument - Form B (STEBI-B) and the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Principal component analyses and reliability analyses were performed for both instruments to examine their adaptation into Greek. According to the results, preservice teachers had medium to high scores in the personal efficacy and outcome expectancy scales, for both science and mathematics teaching. Minor differences in pre-service teachers’ scores were detected according to their year of study. Furthermore, pre-service teachers’ efficacy beliefs in science were strongly correlated with their efficacy beliefs in mathematics. In general, although pre-service teachers appeared to be confident and well-prepared to teach science and mathematics in classrooms, more effort is required to put the international education reform standards into practice.</p>

Greek Pre-service Teachers’ Intentions to Use Computers as In-service Teachers

The study examines the factors affecting Greek pre-service teachers’ intention to use computers when they become practicing teachers. Four variables (perceived usefulness, perceived ease of use, self-efficacy, and attitude toward use) as well as behavioral intention to use computers were used so as to build a research model that extended the Technology Acceptance Model (TAM) and structural equation modeling was used for parameter estimation and model testing. Self-reported data were gathered from 487 pre-service teachers studying at the Departments of Primary School Education in Greece. Results revealed a good model fit and of the nine hypotheses formulated, seven were supported. Overall, the TAM, with the addition of computer self-efficacy beliefs, adequately represented the relationships among the factors. It also possesses the explanatory power to predict pre-service teachers’ intention to use computers when they become practicing teachers since a high percentage (68%) of the variance in behavioral intention to use computers was explained, while the most influential factors were perceived usefulness and attitude toward computers. Implications for practice are also discussed.

Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula

This study explores the effect of an innovative course examining Greek elementary student teachers’ (STs’) efficacy beliefs and self-confidence for curriculum-based teaching on ‘Studies for the Environment’ topics. These two variables are influencing teachers’ ability to teach environmental issues for young children. Five new factors were also examined for their influence on STs’ self-efficacy and self-confidence: the role of workshops and simulations, teacher–student interchange role, teaching observation, analysis of other teachings and student-assessed teaching. The study provides useful guidelines for teacher preparation programmes towards the implementation of textbook-free and curriculum-based teaching that maximise students’ learning. A pre/post/6 month-delay-post research design using both quantitative (STEBI and factors’ ranking) and qualitative (interviews) research tools were implemented in two cohorts of pre-service teachers (N1 = 25, N2 = 16). Quantitative data were subjected to significance testing and effect sizes analysis, and triangulated with bottom-up categories developed from interviews. Results indicate a considerable and durable increase in STs’ personal and outcome expectancy self-efficacy beliefs scores. In respect of the STs’ self-confidence, pedagogical content knowledge and especially its sub-factors of Studies for the Environment Pedagogy, reflection, and teaching experience were the most influential factors, while some inertia in the increase of self-confidence was also observed.

Greek In-Service and Preservice Teachers’ Views About Bullying in Early Childhood Settings

ABSTRACTDespite the plethora of studies regarding bullying worldwide, there are limited studies at the early childhood level. This article presents the results of a pilot study aiming at exploring preservice and in-service early childhood teachers’ views on bullying in Greek early childhood settings. A total of 192 early childhood teachers completed a questionnaire containing six vignettes and questions regarding the seriousness of the incidents, feelings toward the students involved, and methods of intervention. Results indicated that early childhood teachers considered social bullying to be less serious than the other forms of bullying, displayed less sympathy for victims of social bullying, and were less likely to intervene in social bullying incidents; they varied their actions toward bullies and victims according to the type of bullying behavior.

Greek Pre-Service Teachers’ Knowledge of Ocean Sciences Issues and Attitudes Toward Ocean Stewardship

Greek pre-service teachers’ level of ocean literacy was assessed using a revised questionnaire concerning ocean content knowledge and an instrument about ocean stewardship. Rasch analyses showed that the items of both measures were well targeted to the sample. Pre-service teachers possessed a moderate knowledge of ocean sciences issues and positive attitudes toward ocean stewardship; they obtained most information on ocean content from the Internet and mass media and less from formal education, nongovernmental organizations, books, and out-of-school settings. Students who mostly preferred the Internet and mass media scored significantly higher on the knowledge questionnaire. The results could contribute to the enhancement of teachers’ ocean literacy.

Pre-Service Elementary Teachers' Conceptions about Wind

This paper presents a study concerning Greek pre-service elementary teachers' (PET) conceptions about wind. The study focuses on their (i) understanding of scientific concepts used to explain wind formation, (ii) conceptions about wind measurement and (iii) ability to read and translate symbols of wind on weather maps. Our research reveals a lack of understanding in wind formation mechanism, and difficulties in orientation and in weather maps reading. Our findings are consistent with previous research carried out in different national and educational contexts. In the final section, we outline the implications of these findings for the design of learning activities concerning wind in primary, secondary and tertiary education including Environmental Science courses attended by PET.

Greek Pre-Service Teachers' Knowledge, Attitudes, and Environmental Behavior Toward Marine Pollution

A structured questionnaire was administered to assess Greek pre-service primary teachers' knowledge, attitudes, and self-reported behavior toward marine pollution issues. Exploratory factor analysis revealed several factors, all demonstrating adequate internal consistency, and showed that pre-service teachers demonstrated a moderate level of knowledge about marine pollution issues, although they also held misconceptions. They scored high or relatively high on all attitude factors, and scored moderately high on individual action and low on collective action. These findings can contribute to the design and implementation of teacher education programs focused on the marine environment and its conservation.

Comparing beliefs and intentions about the importance of teacher–child interactions among Greek and Cypriot pre-service kindergarten teachers

Though a host of research has explored the association between beliefs and practices, limited research has been undertaken exploring the association between beliefs and intentions. Considering the potentially important influence of teachers' beliefs on their practices, the present study aimed to examine what, if anything, Greek and Cypriot pre-service kindergarten teachers had in common in terms of self-reported beliefs and self-reported intentions concerning the importance of teacher–child interactions and the relationship between them. Pearson correlations and one-way ANOVA analyses were used to compare overall mean scores for beliefs with those of intentions. Research results indicated that nationality does not predict mean scores in the Beliefs and Intentions Scales. Statistically significant differences were revealed only on independent items, on both scales. Finally, correlation analysis revealed that pre-service students' beliefs predict their intentions.

Greek pre-service kindergarten teachers’ beliefs and intensions about the importance of teacher–child interactions

The experiences children have and the attachments they form early in life have a decisive, long-lasting impact on their later development and learning. The present study aims at exploring the continuum of the beliefs reported by Greek pre-service kindergarten teachers and how those beliefs relate to their intensions about the importance of teacher–child interactions. When examining how teaching beliefs influence the way in which teachers interact with children, it may be potentially important to assess teaching intensions as well. Though a vast amount of research has explored the association between teachers’ beliefs and practices, scarce research has examined the relationship between beliefs and intensions. This study is designed to examine Greek pre-service kindergarten teachers’ self-reported beliefs and intensions on aspects of early childhood educators–children interaction. Research results indicate that participants favour sensitive and appropriate caregiving in both their beliefs and intensions. Yet, data reveal that participants’ beliefs are more developmentally appropriate than are their intensions. Correlation analysis shows that pre-service kindergarten teachers’ beliefs do not correlate with their intension.

Greek pre-service kindergarten teachers’ beliefs about and practices of developmentally appropriate practices in early childhood education

The continuum of beliefs reported by Greek pre-service kindergarten teachers and how those beliefs relate to classroom practices are explored in this article. Considering the potentially important influence of teachers’ beliefs on their practices, the level of early childhood teachers’ beliefs about developmentally appropriate practices (DAPs) and the relationship between their beliefs and practices are regarded as important topics of study in early childhood education. This study was designed in order to investigate Greek pre-service kindergarten teachers’ self-reported beliefs and practices related to the National Association for the Education of Young Children’s policy statement for DAP. Research results indicated that participants favour DAP both as far as their beliefs and the instructional activities they implement are concerned. Even though the analysis indicated correlations among DAP and developmentally inappropriate practice (DIP) beliefs and practices, beliefs have not been found to predict practices.

Comparing beliefs about and practices of developmentally appropriate practices among Greek and Cypriot pre-service kindergarten teachers

Considering the potentially important influence of teachers' beliefs on their practices, the purpose of the present study was to examine what, if anything, pre-service kindergarten teachers from Greece and Cyprus had in common in terms of self-reported beliefs and self-reported practices related to the National Association for the Education of Young Children's policy statement for developmentally appropriate practices. Pearson correlations and one-way analysis of variance were used to compare overall mean scores for beliefs measured by the Teachers Beliefs Scale to those of practices measured by the Instructional Activities Scale. Research analyses revealed both similarities and differences as far as Cypriots' and Greeks' beliefs and practices are concerned. Nationality has been found to be correlated with the mean score assigned in the total survey. Further, beliefs have been found to predict self-reported practices.

Greek Pre-Service Teachers’ Cognitive Abilities in Understanding the Concept of Frequency

Greek Pre-Service Teachers’ Cognitive Abilities in Understanding the Concept of Frequency