Increasing Preservice Teachers Research Articles

Generative AI-assisted, evidence-informed use of L1 in L2 classrooms

Abstract Purposeful and strategic use of L1 can help with L2 learning. However, in many contexts, monolingual immersion approaches dominate, leading language teachers to refrain from using L1. It can also mean that teachers are not professionally prepared to implement evidence-informed uses of L1. In this article, we share the findings of an intervention study that aimed to raise preservice English language teachers’ awareness of purposeful L1 use while co-exploring ways generative artificial intelligence (AI) tools (e.g. ChatGPT) can aid teachers’ knowledge development and strategic utilization of L1 in L2 classrooms. Data were collected from fifty-six preservice language teachers in Hong Kong through a pre- and post-intervention mixed-method survey and follow-up group interviews. The findings show that explicit instruction on the use of L1 in L2 classrooms can increase preservice teachers’ intention to use L1 as well as their knowledge about the evidence-informed use of L1 and the ways in which generative AI tools can assist their implementation of L1.

THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS’ PERCEIVED IMPORTANCE OF ONLINE TEACHING COMPETENCIES AND THEIR SELF-EFFICACY BELIEFS

Online teaching caught in-service teachers off-guard with emergency distance education and sparked interest to teacher education programs. Purpose of this study is to explore self-efficacy beliefs of prospective teachers in teaching online (SETO) and to determine the relationship between pre-service teachers’ importance of online teaching competencies (IOTC) perceptions and their SETO beliefs. 101 pre-service teachers were asked to fill faculty readiness to teach online scale and the responses were analyzed through ANOVA and Pearson Correlation. The results showed a significant difference between pre-service teachers’ majors, exposure to ICT-related experiences, and their SETO beliefs. In addition, there is a significant relationship between pre-service teachers’ IOCT perceptions and SETO beliefs. Understanding the existing SETO beliefs of pre-service teachers is critical because it provides evidence to reassess how pre-service teachers are supported to build their online teaching competencies. The results are expected to make a significant contribution to research on establishing online teaching competencies in Turkiye and assisting teachers in understanding the value of those competencies; as a result, potential implementers may have stronger online teaching self-efficacy in their distance classrooms. The study suggests incorporating technology-based resources into teacher education courses within a digital pedagogy competencies framework to increase preservice teachers’ self-efficacy.

Case Study Method to Increase Preservice Teachers' Experience with ELL Accommodations and Self-Efficacy

The enrollment of English language learners (ELLs) in American public schools continues to increase each year. The substantial growth in this population of learners makes it imperative for future educators to understand how to effectively support ELLs’ acquisition of academic content and English language proficiency. In past studies, preservice teachers have reported lower levels of self-efficacy when supporting these learners. This investigation examines how case study approaches can be utilized with preservice teachers to understand how they recommend strategies/accommodations for ELLs and their levels of self-efficacy in implementing these instructional approaches. Findings from this research suggest case studies are effective in increasing self-efficacy and knowledge, as preservice teachers were able to describe appropriate accommodations needed to support their future ELLs.

Using a brief web‐based, on demand training to improve preservice teacher knowledge of attention deficit hyperactivity disorder

AbstractTeachers play an essential role in supporting children with attention‐deficit hyperactivity disorder (ADHD) and are often responsible for implementing the classroom‐based interventions designed to bolster the academic and behavioral success, and the socio‐emotional development of children with ADHD in schools. Unfortunately, several studies suggest teachers are inadequately prepared to take on this role. Evidence suggests there are widespread gaps in teacher knowledge about the meaning of a diagnosis of ADHD and evidence‐based interventions used to support children with ADHD in schools. The main purpose of this study is to examine the effectiveness of a virtual, self‐paced professional development seminar for preservice teachers. The webinar will be aimed at improving preservice teacher knowledge about the diagnosis of ADHD, characteristics of students with ADHD in the classroom, and evidence‐based interventions that can be used to alleviate academic and behavioral problems often experienced by students with ADHD. The webinar also aims to increase preservice teachers' self‐efficacy as it relates to supporting children with ADHD.

Effects of Critical Multicultural Education on Preservice Teachers’ Multicultural Attitudes and Efficacy

The aim of this study is to find out the effects of critical multicultural education (CME) on preservice teachers’ multicultural attitudes and efficacy. In order to investigate the effects of critical multicultural education, a nine-week CME program is designed. The program is based on Banks’ (2015) multicultural education approaches and dimensions. For this study, the multicultural content is integrated into English Language courses of the preservice teachers studying at English Language Teaching (ELT) program. A total of 46 preservice teachers participated for the study and a quasy-experimental design with an experimental and a control group is employed. Before and after the application, Multicultural Efficacy Scale (MES) is administered to all the participants (23 in control and 23 in experimental group). The MES is composed of two subscales; one is multicultural attitudes and the other one is multicultural efficacy. While in the control group the existing language program is applied, the experimental group is provided with critical multicultural education which is integrated into English courses. At the end of 9 weeks, the analysis of pretest and posttest results revealed that there is a significant difference in the multicultural attitudes and multicultural efficacy of experimental group before and after the program. Further, the posttest results showed that there is a significant difference between the experimental and control group in terms of preservice teachers’ multicultural attitudes and efficacy. As a result, CME applied in experimental group had significant and positive effects on preservice teachers’ multicultural attitudes and efficacy. Therefore, in order to increase preservice teachers’ multicultural attitudes and efficacy, CME can be provided for preservice teachers at teacher training programs at the collage and universities.

Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies

To date, research on mixed-reality simulation (MRS) has focused on various skills including applied behavior analysis, but studies have not evaluated the role of preservice teachers’ perceived knowledge, confidence, usefulness, or actual practice related to data collection. To address this gap, we conducted two separate MRS studies, one for behavioral data collection, and one for sharing academic progress in an Individualized Education Program (IEP) meeting. Results of both studies indicate participants’ perceptions of their knowledge and confidence significantly increased as well as their actual knowledge or performance. Qualitative findings provide insight into how participants perceived the authenticity of the simulation experiences as well as suggestions regarding dosage and implementation. Limitations, implications for teacher education, and future research are discussed.

Action Research of Integrating Inquiry-based Instruction in an Educational Psychology Course

<p>本研究以行動研究的方式，探討探究式教學融入教育心理學課程的實施情形，以及對師資培育者專業成長的影響。研究對象為某師資培育中心修教育心理學課程的師資生20名，共歷時一學期。研究過程中，研究者以「學生探究能力學習單」、「課堂學習氣氛問卷」、「課堂觀察紀錄表」、「教學研究日誌」、「學生作業」與「教學意見回饋」等方式蒐集資料。結果發現，藉由核心問題與層次性提問能有效營造教室探究文化，提高師資生的學習投入，進而展開自主探究學習；在探究步驟中，善用多元評量與具體回饋，讓師資生的學習變得可見；師生亦從探究中形成專業知識與理念，產生理論與實務的連結與意義。再者，研究者亦從反思中強化了探究教學信念，弭平教學壓力與成果的衝突，進而建構出探究教學轉化模式，其結果能提供師資培育課程之探究教學建議。</p> <p> </p><p>This research explored the implementation of an inquiry-based instruction integrated into the curriculum and its impact on the professional growth of the teacher educator using action research. Participants in this study were 20 pre-service teachers who attended an Educational Psychology course. The researcher collected multiple data from the participants’ responses for Student Inquiry Ability Checklist, the class learning atmosphere questionnaire, the teaching and reflection journals, and the pre-service teachers’ reports in class. The findings indicated that essential questions and questioning regarding Educational Psychology could be used to effectively create a classroom with a culture of inquiry, increase pre-service teachers’ engagement in class, and carry out self-directed inquiry learning. During the process, the researcher made good use of multiple assessments and specific feedback to raise pre-service teachers’ performance. It can be seen that the researcher and pre-service teachers constructed professional knowledge and ideas and generated connections and meanings between theory and practice. During this process, the researcher strengthened their belief in inquiry-based instruction from reflection, reduced the conflict between teaching pressure and student learning outcome and constructed a transforming model of inquiry-based instruction. Suggestions for implementing a similar curriculum were proposed for future studies.</p> <p> </p>

Enhancing Preservice Teachers’ Intention to Integrate Engineering through a Cross-Disciplinary Model

Although elementary educators recognize the importance of integrating engineering in their classrooms, many feel challenged and unprepared to teach engineering content. The absence of effective engineering instruction in teacher preparation programs leaves future educators unprepared for this challenge. Ed+gineering is an NSF-funded cross-disciplinary model between education and engineering aimed at increasing preservice teachers’ preparation, confidence, and intention to integrate engineering into their teaching. Ed+gineering partners education and engineering students in cross-disciplinary teams within the context of their respective university courses. As part of their coursework, the teams plan and deliver culturally responsive engineering lessons to elementary school students under the guidance of one engineering and one education faculty. This paper investigates the impact of Ed+gineering on preservice teachers’ knowledge of engineering practices, engineering pedagogical knowledge, self-efficacy to integrate engineering, and beliefs about engineering integration. The impact of Ed+gineering on participating preservice teachers was assessed using three cross-disciplinary collaborations between students in engineering and education during fall 2019 and spring 2020. Preliminary results suggest that Ed+gineering had a positive impact on preservice teachers’ engineering pedagogical knowledge, knowledge of engineering practices, and self-efficacy for integrating engineering. The specific magnitude of the impact and its implications are discussed.

The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI): A tool for measuring beliefs about writing

Teachers are often underprepared to teach writing, which can negatively impact the performance and attitudes of their students. In teacher preparation programs, one goal should be to specifically develop future teachers of writing. Focusing on self-efficacy beliefs, increasing preservice teachers’ confidence and preparedness for teaching writing could yield positive impacts on classroom writing instructional practices. Currently, tools to quantitatively measure self-efficacy for writing and writing instruction in preservice teachers are sparse, thus limiting teacher educators’ ability to understand the efficacy of writing instruction. Therefore, the purpose of the present study is to gather evidence of score validity and reliability of a newly developed, theoretically-grounded survey for measuring preservice teacher self-efficacy for writing and writing instruction. The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI) provides a pragmatic tool designed for use by teacher educators. Results indicate that the PTSWI produces valid and reliable scores that are aligned with current theories from writing research and psychology.

Determining Preservice Teachers’ Levels of Self-Efficacy and Occupational Anxiety

Teachers are among the key actors of education who are responsible for preparing students to become qualified and well-educated individuals. Therefore, teachers should be trained well throughout their education. The knowledge and skills that teachers acquire throughout their study may have either a positive or a negative impact on their future professional careers. Identifying factors involved in the teaching professional early in the teacher training processes and finding applicable solutions will change the direction of that impact. Against this background, the purpose of this study was to explore the relationship between preservice teachers’ levels of teaching self-efficacy and occupational anxiety and find out whether their self-efficacy and occupational anxiety differ according to the year of study. To this end, a descriptive survey research design was used. The sample consisted of 156 preservice teachers studying at the faculty of education of a university. The “Occupational Anxiety Scale for Prospective Teachers” and the “Teachers’ Sense of Efficacy Scale” were employed as data collection instruments. The analysis results showed that preservice teachers’ self-efficacy differed according to the year of study, while their occupational anxiety did not differ. The results also showed a moderate positive correlation between preservice teachers’ levels of teaching self-efficacy and occupational anxiety. Thus, based on the correlation between teaching self-efficacy and occupational anxiety, it is recommended to make efforts to increase preservice teachers’ self-efficacy and decrease their occupational anxiety during their study.

Training Preservice Practitioners to Make Data-Based Instructional Decisions

Adapting interventions based on learner progress is paramount to the effectiveness of interventions in special education and applied behavior analysis. Although there is some research on effective methods for training practitioners to make general instructional decisions (e.g., modify an intervention) based on graphed performance data, research on training individuals to make specific decisions (e.g., how to modify an intervention) is more limited. Our purpose in this study was to evaluate the effects of a training package, consisting of a brief online training and a visual decision-making model, for increasing preservice teachers’ and behavior analysts’ accuracy in making specific instructional decisions based on graphed performance data. In a multiple baseline across participants design, all participants increased their decision-making accuracy on novel graphs during assessment sessions and maintained accuracy at 1-month follow-up. The implications of these findings for training and future research on data-based decision-making are discussed.

Empowering female pre-service teachers through culturally responsive teaching: shared and divergent views of Arab and expatriate teacher educators in the United Arab Emirates

ABSTRACT UAE’s education reform initiatives focused on K-12, post-secondary education preparation, accountability, higher standards, and professionalism. UAE’s Ministry of Higher Education brought changes in curricula, syllabi, and framework of teacher preparation programmes. Providing teachers with opportunities to contribute to the development of their country as a driving force in teacher education reform. Faculties in colleges of education for culturally grounded instruction, considered social, cultural, and educational backgrounds of Emiratis. A study explored foreign teachers views of Culturally Responsive Teaching when preparing national pre-service teachers in the UAE, Arab vs expatriate teachers study indicated expatriate educators practiced CRT teaching as it helped connect the curriculum to local culture, increase pre-service teachers’ engagement in class, and capitulate discussions regarding social-cultural issues during class.

“It does not Mean that They Cannot Do Mathematics”: Beliefs about Mathematics Learning Difficulties

Namibian preservice high school mathematics teachers’ (N=4) and teacher educators’ (N=3) beliefs about mathematics learning difficulties (MLD) were investigated to document the beliefs developed at the end of the teacher education program, the views and practices that might be emphasized in the program, and possible changes in these beliefs during the first year teaching. Preservice teachers were interviewed before they graduated from the teacher education program and during their first-year teaching. Teacher educators were interviewed once. Participants believed that the most important factor causing MLD at the high school was students’ knowledge and beliefs. Teacher educators stated former unqualified teachers and preservice teachers stated curriculum and teachers’ workload as other causes of MLD. Participants suggested individual support and mixed ability grouping to reduce students’ MLD. The partial alignment of beliefs among the participants showed that preservice teachers might have developed some beliefs through the views and practices emphasized in the program. Preservice teachers elaborated more on MLD when they became teachers and stated similar beliefs with some stress on their MLD-related practices. Preservice teachers did not comment on how teachers’ knowledge and practices might influence students’ MLD in both times. Findings pointed that teacher education programs should focus on increasing preservice teachers’ awareness of how their knowledge, practices and beliefs about MLD might affect students to improve their future practices. It is possible that teachers’ beliefs about MLD could be related to their beliefs about the nature of mathematical knowledge and indicators of high performance in mathematics.

The Effect of Technological Pedagogical Content Knowledge Game Activities Supported Micro-Teaching Practices on Preservice Mathematics Teachers’ Self-Efficacy Perception

Abstract: The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers’ TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (Șahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores.

Developing the intercultural competence of early childhood preservice teachers: preparing teachers for culturally diverse classrooms

ABSTRACT This research reports on studies conducted in two early childhood education (ECE) teacher preparation programs focused on increasing preservice teachers’ intercultural competence through intercultural teaching and learning and diverse US and international field experiences. Study 1 took place at a large U.S. Midwestern university with the first cohort (n = 43) of preservice teachers to have completed the revised internationally focused program. Study 2 took place at a midsized rural university in the U.S. Rocky Mountain region with preservice teachers (n = 9) who completed an eight-month university-led program with Nepal field experience. The researchers used the same instrument to measure preservice teachers’ intercultural sensitivity – the Intercultural Development Inventory (IDI) – before and after completion of the respective programs. The Statistical Package for the Social Sciences was used for the analysis of the IDI scores of participants; paired samples t-test yielded individual and composite results. IDI pre and post results showed statistically significant increases in the composite scores for preservice teachers’ levels of intercultural competence for most participants. Attributes of movement away from trivializing other cultures and toward recognizing cultural similarities, appreciation of and curiosity about cultural differences, and the ability to interpret phenomena taking place in a cultural context became evident.

Teaching the role of forests in mitigating the effects of climate change using outdoor educational workshop

ABSTRACT Background It is now essential for students to learn in the science classroom about climate change and the part they can play in ameliorating its consequences. This requires science teachers to have a secure understanding of climate change. Purpose The aim of this study is to investigate the effectiveness of a two-day outdoor educational workshop on preservice teachers’ awareness of climate change and the role of forests in mitigating the effects of climate change. Participants 20 pre-service teachers voluntarily participated in the workshop. Design and method A one-group pre-and post-test design was used to investigate the changes in preservice teachers’ cognitive structures after attending the workshop. Data were collected using a word association test (pre and post) and participants’ reflection forms (post). The cut-off technique was used in analysing the word association test and thematic analysis was used in analysing participants’ reflection forms. Results The results indicated that the workshop stimulated preservice teachers’ cognitive structures and conceptual understandings of climate change. Moreover, they generally had positive opinions about the workshop activities, emphasizing that these increased their awareness and empathy skills. However, they also indicated a small range of negative factors including a lack of time, materials, and opportunity to debate, and being tired. Conclusions Non-formal outdoor learning programmes can promote learning and increase preservice teachers’ awareness with respect to climate change.

Technology Acceptance Model: Assessing Preservice Teachers’ Acceptance of Floor-Robots as a Useful Pedagogical Tool

Institutions of higher education ensure preservice teachers are prepared to meet the needs of K-12 students through multiple layers of support. Along with rigorous coursework, preservice teachers are placed in K-12 environments to ensure they are prepared to address the needs of diverse learners. Preservice teachers: (a) learn content across multiple areas depending on desired level/area of certification; (b) study pedagogical approaches that are effective in addressing K-12 students’ needs; (c) employ research-based strategies in K-12 settings; and, (d) take content and pedagogical exams for certification purposes. However, preservice teachers may be unfamiliar with newer educational technology such as floor-robots, a type of robotics that may support content learning, as well as engage K-12 students in critical thinking and/or problem solving. Increasing preservice teachers’ awareness of new technologies may benefit their future K-12 students. The purpose of this research was to ascertain whether preservice teachers would accept floor-robots as a useful instructional tool to support learning. During an undergraduate education course, thirty-two Hispanic, preservice teachers were introduced to two types of floor-robots to enhance their awareness/use of an unfamiliar educational technology. Researchers in this study had previous experience introducing floor-robots to approximately 250 fourth and fifth graders across two academic school years. Researchers were interested in gauging preservice teachers’ willingness to accept and/or use new technologies as an additional instructional strategy to support K-12 student learning.

Effects on digital citizenship: From Turkish preservice teachers’ perspectiveEffects on digital citizenship: From Turkish preservice teachers’ perspective

The purpose of this study was to investigate some effects on Turkish pre-service teachers’ digital citizenship behaviours. With the rapid spread of technology, individuals have become a part of the digital world and faced the accompanying need to develop their digital citizenship skills. It has gained importance to reveal the factors affecting the digital citizenship skills of pre-service teachers, who will raise the digital citizens of the future. Data was gathered from participants using three questionnaires written in Turkish. The results showed that internet self-efficacy, self-computer and self-internet effect digital citizenship. Internet self-efficacy also examined in terms of some variables as an important factor for digital citizenship. Findings of this study help understanding some variables’ significant contributions on preservice teachers’ digital citizenship levels. This study provides a useful guideline for increasing preservice teachers’ digital citizenship scores by determining factors which can be manipulated through system design and implementation. Keywords: digital citizenship; internet self-efficacy; self-internet; self-computer; sleep patterns

Real-Time Support: Using eCoaching to Increase Preservice Teachers’ Confidence to Teach

The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PST’s progress toward quality standards for teaching. eCoaching is a professional learning tool that provides real-time feedback to PSTs during instruction. In this article, the authors present eCoaching as a professional learning strategy. An overview of eCoaching logistics, perceived impact of eCoaching on PSTs, a description of eCoaching in action, and an explanation of how it meshes with current support practices are provided.

Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers

Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.