In-service Elementary School Teachers Research Articles

Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers

Pedagogical content knowledge (PCK) is one form of teachers’ professional knowledge in subject teaching, and teachers’ rich PCK enables effective instruction and improves students’ academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teaching experience) and psychological variables (beliefs about teaching and learning and teacher efficacy) examined in previous studies, this study attempted to clarify whether motivation for teaching is related to PCK. We conducted a web survey of in-service elementary school teachers in Japan (n = 267). The results showed that the traditional beliefs that students are to be controlled by their teachers and indifference, which describes a state of lack of motivation to prepare for class, were negatively associated with two elements of mathematical PCK (knowledge of learners and knowledge of instruction). Furthermore, multiple regression analysis revealed that traditional beliefs about teaching and learning were negatively associated with the knowledge of learners and indifference to subject instruction with knowledge of instruction. This suggests that teachers’ motivation for teaching is related to PCK, in addition to the variables that have been previously examined.

PD Days Under the Moon: Teaching Lunar Phases to In-Service Teachers by Doing Astronomy Like Astronomers Do and its Impact on Their Students’ Learning

Several school curricula urge K-12 teachers to engage their students in scientific inquiry activities that not only promote students’ learning in science, but also foster students’ understanding of science methodology. Unfortunately, recent large-scale studies have shown that inquiry-based science teaching in school is the exception, rather than the norm. This is especially true for astronomy, which teachers often consider too abstract and remote for inquiry-based teaching. To promote inquiry-based teaching in astronomy, we present an epistemological and historical analysis of the way astronomers build new knowledge and propose to teach astronomy through a scientific inquiry process consisting of “Doing astronomy like astronomers do”. This inquiry-based approach, which also includes observation, modelling, and communication with peers, emulates the different steps astronomers and scientists go through to do empirical science (question, hypothesis, observation, analysis/synthesis, modelling, prediction/application, and communication), transposed into a teaching and learning lesson plan about the phases of the Moon. The crucial steps of observation, analysis/synthesis, and modelling, where astronomers create models as proxies of astronomical objects that cannot be manipulated, is highlighted. This inquiry-based astronomy training, which also promotes conceptual change about lunar phases, was tested with 18 in-service elementary and high school teachers engaged in a professional development (PD) training program. Three participant teachers also taught lunar phases to their own elementary and high school students (N = 104) using the same approach. We present the results of a quasi-experimental study of the impacts of this PD training about lunar phases on the learning gains and self-efficacy of the participating in-service teachers, as well as on their students’ learning.

Analytic study on strengthening the Future Education competencies in Korea

The purpose of this study is to devise and present an educational model to strengthen pre-service elementary school teachers’ future competencies based on the effects of existing core competency education. For this purpose, a literature study was conducted to examine the concepts and directions of future education and core competencies, core values, teaching and learning models and instructional design principles, components and instructional design procedures, and major characteristics of the 2015 revised curriculum of Korea. After the second expert validation of the developed draft was conducted, it was revised and supplemented to complete the final model of the education model for fostering future education capabilities. Based on the future education competencies obtained through literature research and the Delphi survey, a survey was conducted on professors, in-service elementary school teachers, and pre-service teachers to present the final future core competencies. Specifically, in order to find a framework suitable for the needs and competencies of instructors, previous research cases in and outside of Korea were analyzed, and surveys were conducted with pre-service and in-service teachers, and analyzed. Through this, the focus was on presenting specific methods for the expression of future teaching capabilities as instructors and providing an efficient roadmap to keep up with the overall trend of the education field according to the needs of the times.

Effect of visual-based instruction on elementary pre-service teachers’ conceptual understanding of fractions

Research from different settings show that many elementary school teachers lack a deep conceptual understanding of fractions. A quasi-experimental research was carried out to determine the effectiveness of visual-based instruction on elementary pre-service teachers’ (PST) conceptual understanding of fractions. Data from 97 first-year PSTs at a college of education were collected using an achievement test on the concepts and operational procedures of fractions. Test scores were analysed using descriptive statistics, and the independent samples t-test. The average change in performance from the pre-test to the post-test was assessed using a normalized gain g  for each instructional approach. While the difference was not statistically significant, the computed normalised gains show that the visual-based instruction yielded better results than the traditional lecture method. These findings demonstrate a need for raising awareness among pre-service and in-service elementary school teachers on the effectiveness of visual-based instructional approaches for enhancing learners’ understanding of fractions.

Assessing the Impact of Mobile-Based Training on Teachers’ Achievement and Usage Attitude

Teachers' professional development plays a key role in imparting quality education. However, the design and delivery of quality professional development programs is a challenging problem due to numerous issues such as inadequate policies, lack of skilled personnel and training, politically influenced appointments, and dependency on the traditional modes of training. The COVID-19 pandemic has further escalated the situation and severely affected trainers’ and trainees' interest, motivation, and engagement. Due to its ubiquitous, flexible, and cost-effective nature, technology has played a key role in carrying out educational activities even in the pandemic situation. However, little emphasis has been provided on the use of technology for the professional development of teachers. This study investigates the effects of mobile-based training app on teachers learning outcomes and attitudes towards its usage. The training app is based on our enhanced CPD model for teachers' professional development. For the study, 308 in-service elementary school teachers of division shaheed Benazirabad are selected for the training and assessment purposes. To perform the experiments, teachers were divided into two groups: experimental and control. The experimental group contained 158 teachers which were provided training through the mobile app. The remaining 150 teachers of the control group were provided training using the traditional physical appearance. Pre and post-test were designed to examine the effects of mobile-based training on the teachers’ learning outcomes before and after the training intervention. Besides assessing the learning outcomes, the attitude towards the use of the training app was also assessed using the attitude scale. The analysis of results determined that the training through a mobile app has a significant effect on teachers learning outcomes in terms of knowledge, skills, and dispositions. Furthermore, teachers showed a positive attitude towards the use of training app. The experimental group had significantly high attitude scores in post-test toward mobile-based training systems. Teachers’ experience using the mobile app has been perceived as an approach that has significantly increased teaching proficiency. Experimental results suggest that mobile-based professional development modes positively impact teachers' professional and academic achievement and performance to produce a rising number of certified teachers irrespective of time, space, and financial constraints.

Determination and Comparison Pedagogical Content Knowledge of Pre-Service and In-Service Elementary School Teachers in Mathematics

The research investigates and compares pedagogical content knowledge of pre-service and in-service elementary school teachers in mathematics. The study used a quantitative method design, and the participants were 96 pre-service teachers and 80 in-service elementary school teachers. The data collected by questionnaires using 5-point Likers scala consists of content knowledge, pedagogical knowledge, and pedagogical content knowledge. The data is analyzed using a one-way ANOVA and MANOVA. The results showed that pre-service and in-service teachers showed higher levels of pedagogical content knowledge. Teachers in services scored higher in pedagogical content knowledge than pre-service teachers significantly. In-service teachers have higher scores in each of the components. Pre-service teachers have higher scores in pedagogical knowledge and pedagogical content knowledge except for content knowledge. Teacher educators need to pay attention to increased pre-service content knowledge and activating pre￾service teachers in elementary school as co-teacher. In-service teachers can improve their skills through educational seminars and webinars online that do not interfere with teaching time.

Analysis of Differences in the Levels of TPACK: Unpacking Performance Indicators in the TPACK Levels Rubric

Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, reliable, and valid instrument is difficult. Even validated instruments require guidance for consistent use that preserves the instrument fidelity. The purpose of this study is to provide guidance for using the TPACK Levels Rubric, a validated instrument that was developed on the basis of the model for the progressive levels of TPACK. The authors systematically examined the criteria of the rubric in order to understand the differences in the levels of TPACK for each rubric component, and developed lesson exemplars to create guidelines for educators using this tool in assessing the TPACK levels of teachers. The iterative instrument analysis also led to the revision of the original rubric to establish the horizontal and vertical alignments and the consistency of the rubric, for each level across four components, and for each component across five levels. The construct validity of the revised rubric was confirmed on the basis of a exploratory factor analysis of 175 mathematics lesson plans and videos of taught lessons developed by graduate special education pre-service and in-service elementary school teachers.

Not all elementary school teachers are scared of math

Teachers are strong role models for their pupils, especially at the beginning of education. This also holds true for math: If teachers feel anxious about math, the consequences on the mathematical education of their pupils is detrimental. Previous studies have shown that (future) elementary school teachers have higher levels of math anxiety than most people studying other subjects. Here, we set out to conceptually replicate these findings (e.g., meta-analysis by Hembree, 1990, https://doi.org/10.2307/749455) by comparing math anxiety levels of pre-service and in-service German and Belgian elementary school teachers to a reference group of German university students from various fields of study. Moreover, we questioned this finding by asking which elementary school teachers experience math anxiety, considering gender, specialization, and experience, and investigated how math anxiety relates to teaching attitudes towards math. We replicated the previous finding by showing that female elementary school teachers have a higher level of math anxiety as compared to other female students. Importantly, female elementary school teachers without math specialization indeed had higher levels of math anxiety than female students from other fields and almost a quarter of them experience critical math anxiety. In contrast, female elementary school teachers with math specialization did not show an increased level of math anxiety as compared to the reference sample. Considering that not only these but all teachers, regardless of specialization, teach math in elementary school in the investigated educational systems, the math anxiety of elementary school teachers is a potential problem for their pupils’ math attitudes and learning.

How do elementary school teachers learn coding and robotics? A case study of mediations and conflicts

In this qualitative case study, we examined in-service elementary school teachers’ learning of coding and robotics in a blended professional learning course developed and delivered through the collaboration between university faculty and a school district. We focused on activity theory to understand and reveal the mediations, conflicts, and effective practices that facilitated or hindered teachers’ learning of coding and robotics. The participants of the study were twelve teachers from five different elementary schools in a rural school district. Data collection and generation sources included interviews, videos of class meetings, course assignments, and artifacts. In analyzing the data, we employed analytical approaches under the guidance of activity theory. The findings showed that teacher collaboration, coding/robotics platforms employed during the professional learning course, instructional approaches, and resources in and outside the professional learning setting mediated or conflicted with the teachers’ learning of coding and robotics depending on the way that each of these elements was employed in the course. Elaborating on these elements, we reported the implications for further research and practice.

Exploring Teachers' Views on the Impact of an Online Distance Learning Course on Their Self-Efficacy Beliefs

This paper reports on an online distance learning course that emphasizes the improvement of the self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. The course utilizes digital educational content and Open Educational Resources (OERs) and focuses on the interaction, peer support, and peer teaching into an online learning environment. In the design framework of the course, we investigated the educational needs of teachers and took into consideration the findings of other studies. A total of 251 teachers were enrolled in the online distance learning course and 142 completed it. Quantitative and qualitative data was collected in November 2020 through the bio-STEBI-A instrument and the posts in the forums of the course. The quantitative results revealed an improvement in both subscales of bio-STEBI-A, which were also confirmed by the qualitative ones, that underline the course, thus contributing to the improvement of self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. Recommendations are made for future research.

Effectiveness of In-Service Elementary School Teacher Professional Development MOOC: An Experimental Research

Teachers’ Professional Development Massive Open Online Courses (TPD-MOOCs) are a new form of MOOCs and have influenced an intense research interest. This study reports on the design and implementation of a TPD-MOOC which utilizes digital educational content and Open Educational Recourses (OER) and supports in-service elementary school teachers to enhance their self-efficacy beliefs. In the design framework we take into consideration the findings of previous research and the educational needs of the participants. We conducted an experimental design research and compared the teachers’ self-efficacy beliefs before and after their participation in a TPD-MOOC. A total of 251 teachers enrolled in this course and 142 of them completed it. We used quantitative data to measure the enhancement of teachers’ self-efficacy beliefs and the effectiveness of the course. The results provide evidence that our TPD-MOOC improved in service elementary school teachers’ self-efficacy beliefs in teaching biological concepts. Recommendations are made for future research.

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

Investigating In-service Elementary School Teachers’ Satisfaction with Participating in MOOC for Teaching Biological Concepts

This paper reports on a study exploring the in-service elementary school teachers satisfaction as far as the design and implementation of a Massive Open Online Course (MOOC), which took place during the second wave of pandemic COVID-19 and prepared in-service elementary school teachers how to teach biological concepts in Primary School with the utilization of digital educational content and Open Educational Recourses (OER). A total of 251 teachers enrolled in this MOOC of whom 142 completed the course and were asked to fill-in a questionnaire. The findings indicated that the majority of the participants were satisfied both with the specific learning experience and the participation in a learning community in which interaction, support and active participation were developed. Recommendations are made for future research.

현대영어교육에 게재된 영어교사교육 관련 연구 분석

This paper analyzed 28 articles on English teacher education out of 413 articles published in Modern English Education over the past 10 years since it was first indexed in the Korea Citation Index, to investigate the trend and characteristics of research on English teacher education in the journal. The articles were categorized and analyzed according to subject (teacher status and school level), research methodology, and research theme. The findings are as follows: Pre-service elementary school teachers were less studied than in-service elementary school teachers, pre-service and in-service secondary school teachers; quantitative, qualitative, and mixed methodologies were employed in similar proportions across the studies; among eight research themes including teacher competence, teacher identity, and teacher training program, teacher cognition was the most studied. These findings show that the journal reflects changes in the field of second language teacher education (SLTE) and the key issues in research on SLTE.

Assessment Literacy of Public Elementary School Teachers in the Indigenous Communities in Northern Philippines

Assessment is an important factor that can directly influence the quality of education. Hence, in order for an assessment to reach its full potential, it is necessary for teachers to have an adequate level of assessment literacy. Anent to this, it is observed that teachers are quite knowledgeable about classroom assessment but their assessment practices are not appropriate and not as extensive. Literature on assessment literacy is limited to professional development of the teacher and its impact on their assessment literacy but very few included teaching experience and school type as variables affecting assessment literacy and practice especially for the indigenous communities. The main concern of this study was to determine the assessment literacy of the public elementary school teachers of indigenous communities in Bontoc, Northern Philippines. This quantitative research involved all the in-service public elementary school teachers. Findings showed that assessment literacy of the public elementary school teachers is poor. Aside from that, the public elementary school teachers displayed that they always practice assessment in relation to purpose, design, and communication. Moreover, demographic variables, school type and teaching experience, do not influence teachers’ assessment literacy. And lastly, it is shown that assessment literacy is related to assessment practices. Hence, assessment proved not to be limited to individual’s performance but to the totality of the individual including the teacher as the assessor. Thus, seminars on assessment should be conducted and postgraduate studies be encouraged

Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and teaching experiences

ABSTRACT This study aimed to investigate differences in junior and senior (categorised by their years of teaching experience) elementary school teachers’ perceptions of the Technological Pedagogical Content Knowledge – Games (TPACK-G), attitudes towards game, and actual teaching usage. It also aimed to probe how each of the two groups’ TPACK-G perceptions predicted their attitudes towards games and actual teaching usage. 376 in-service teachers in Taiwan filled out the questionnaire consisting of game knowledge (GK), game pedagogical knowledge (GPK), game content knowledge (GCK), game pedagogical content knowledge (GPCK), attitudes towards games (AT), and actual teaching usage (AU). The results showed that junior teachers tended to have higher GK, GCK and GPCK than the seniors. GK alone might not be sufficient to predict the teachers’ actual teaching usage. To predict teachers’ actual teaching usage, the junior teachers might rely on their GPCK, whereas the senior teachers might rely on their GPK.

A Comparative Study of the Attitude of the Male and Female Elementary School Teachers towards Teaching Profession

<p>The process of education is shaped and made by the teachers who play a pivotal role in web of educational system. Teaching characteristically is a moral enterprise and its function is aimed at guiding and working desirable growth in others. The need to know more about teacher and teaching stems not only from the commonness of the phenomenon, but also from the realization that our notion of teacher and teaching guides our future endeavors. There is a dearth of empirical evidence about the attitude of teachers towards their profession. Quantitative research methodology was deployed using descriptive design. The study included 160 pre and in-service elementary school teachers for which equal representative was given to pre and inservice teachers and both genders. The participants included 80 male and 80 female teachers. A three point validated and reliable attitude scale was used to gather the data which comprised 30 statements. The results of the present study revealed that<br />the majority of teachers working in the elementary school and also the prospective one’s had less or not favorable attitude towards the teaching profession. The reasons for such attitude seemed to be justifiable, because of the working conditions and academic environment in schools as mentioned by the teachers were sufficient enough to be the great source of influence, development and reinforcement of a particular type of attitude. The study recommends the induction of teachers with the positive and more favorable attitude towards teaching profession. </p><p> </p><p><strong>Keywords:</strong> comparative, attitude, elementary school, teachers, teaching profession </p>

Pre-service and In-service Teachers' Metacognitive Knowledge of Learning Strategies.

Research in cognitive psychology has suggested that difficulties are often desirable for learning: learning strategies that create difficulties for learners during practice often produce durable learning. Prominent examples of effective learning strategies that introduce desirable difficulties are testing as a means of learning, spacing study sessions over time, and interleaving practice of different topics. Previous research has suggested that, generally, undergraduates’ metacognitive knowledge about the effectiveness of these learning strategies is inaccurate. The goal of the current study was to extend the examination of metacognitive knowledge of learning strategies to pre-service and in-service teachers, and further examine whether teachers’ metacognitive knowledge is related to their teaching experience. Pre-service teachers enrolled in a university teacher training program (N = 83) and in-service elementary, junior-high, and high school teachers (N = 82) were presented with learning scenarios and predicted which of two learning strategies would yield the better outcome. Results suggested that, overall, both pre-service and in-service teachers failed to predict the advantages of testing, spacing, and interleaving as learning strategies. Furthermore, their knowledge of learning strategies failed to increase with teaching experience. It is, therefore, recommended that explicit instruction about the benefits of empirically supported learning strategies should be included in teacher training and development programs.

Hizmet-içi Öğretmenlerin Bakış Açısından Bir Öğrenme Nesnesinin Tanımı

Learning objects, as a relatively new technological concept, have drawn much attention from educators because these dijital resources are easily accessible, relatively easy to use due to their limited size and focus, interactive, and adaptable to many different educational contexts. Despite the fact that learning objects have the great potential to improve teaching and learning experiences by providing teachers reusable learning materials and reducing costs, the lack of a “working and clear” definition of these materials has restricted their effective and efficient use. This study aimed to explore elementary school teacher perceptions of their use of learning objects from a qualitative research paradigm in order to reveal the extent to which teachers understand concept of learning object and its instruction approach. The method of the study was based on descriptive phenomenology. Data were collected using multiple methods, including the semi-structured interview, field observation reports, and photos from nine in-service elementary school teachers from different departments in Duzce, Turkey. Methods of data analysis were based on Giorgi’s method of descriptive phenomenology including four stages of content analysis: data coding, developing themes, organizing code and themes, describing findings. Overall findings of the study indicate that teachers use learning objects in their lesson activities without explicit recognition; however they generally fail to understand the exact meaning of a learning object approach and its applications in the classroom. Participants understood different properties of learning objects. Almost all participants perceive objectivity as the most important characteristic of the learning object. In addition, a majority of the teachers recognized the value of a learning object’s reusability. In-service teachers’ vague perceptions of the definition and usage of learning objects indicated that they used these materials without clear directions and explanations on what a learning object is, and how these materials can be used in an efficient way. Implications for teacher education and development of curriculum materials related to reusable learning objects were discussed. Keywords: Learning objects, teacher education, elementary school teachers

Attitude toward Science Teaching of Spanish and Turkish In-service Elementary Teachers: Multi-group Confirmatory Factor Analysis

Background:Elementary school teachers’ having a positive attitude toward science teaching might encourage students to develop positive attitudes toward science learning. This cross-cultural study aimed to validate the seven-factor structure of the Dimensions of Attitude toward Science (DAS) scale by applying it in two countries. Moreover, it aimed to determine the percentage distributions of in-service elementary school teachers’ attitudes on the confirmed seven categories.Materials and methods:The DAS scale was translated into Turkish and Spanish and administered to 185 teachers in Burdur and 202 teachers in Almeria.Results:Multi-group confirmatory factor analysis confirmed that the factor structures of the translated scales for the two countries correspond to the same seven-factor structure by fitting the theoretical model.Conclusions:The DAS scale was compatible for both countries at an adequate level. In both samples, most of the teachers were against gender stereotyping in the science teaching/learning process, and they indicated they did not have any anxiety, fear, or stress toward teaching science. The crucial difference between the two countries was seen in the teachers’ responses to items measuring “Enjoyment” and “Perceived Dependency Context Factors.”