Investigate Teacher Candidates Research Articles

Professional digital competence (PDC) in teacher education – teacher candidates reasoning about programming when involved in problem-solving activities with digital tools

The increased emergence of digital tools in educational contexts have changed the conditions for teaching and learning which, in turn, has meant a need for the development of professional digital competence (PDC) among teachers worldwide. Simultaneously, and aligned with this, programming has become an increasingly important part of schooling in many parts of the world and a step toward developing computational thinking. In this paper we investigate teacher candidates reasoning about programming when involved in problem-solving activities with digital tools. The unit of analysis is programming activities conducted by a group of 17 teacher candidates in a Swedish primary teacher education. The research question posed is: How do digital tools co-determine teacher candidates’ reasoning about programming and its pedagogical application during problem-solving activities with digital tools designed for teaching? Drawing from a sociocultural approach, the results of the present study imply that the teacher candidate’s appropriation of knowledge is co-determined by the digital tool itself and as such it does not provide any deeper understanding for its pedagogical use.

Literacy Teachers in the Making: A Look at Teacher Candidates’ Experiences as they Tutor Elementary Students

ABSTRACT The purpose of this study was to investigate teacher candidates’ perceptions of their first experience teaching literacy. Using a case study design, this research spans two consecutive semesters and investigates 34 teacher candidates’ reflections as they engaged in structured tutoring in a university-based literacy clinic. Qualitative analyses of various reflections revealed that teacher candidates largely focused on planning and delivering quality instruction, understanding students and families, and contemplating what it takes to become a teacher. We found that over the course of the tutoring experience, candidates’ reflections shifted from (1) being micro-focused on details to focused on their student, (2) considering only general pedagogy to contemplating literacy-specific concepts, and (3) having a candidate mind-set to a practicing teacher mind-set. We argue that teacher preparation programs and researchers should continue identifying ways to incorporate discipline-specific, supervised practical experiences that allow candidates to explore the shifts we found prior to entering the field of teaching.

An online field experience using mixed reality virtual simulation

A convergent parallel mixed methods study was employed to investigate teacher candidates’, peers’, and the instructor’s perceptions of teacher candidates’ teaching performance during an online field experience using virtual simulation in a mixed reality environment. Quantitative and qualitative data were collected simultaneously, analyzed separately, then merged to explore the differences and similarities between teacher candidates’, peers’, and instructor’s perceptions. The results revealed (1) teacher candidates were not accurately assessing their instructional practices or the instructional practices of their peers when compared to the instructor’s assessment, (2) instructor and peer coaching were very beneficial, (3) teacher candidates and the instructor believed online instruction was difficult, and (4) perspectives about the authenticity of the online virtual simulation were ambiguous.

Mathematics Teacher Candidates’ Conceptual Knowledges of the Concept of Limit in Single-Variable Functions

The aim of this study is to investigate teacher candidates’ conceptual understanding of the concept oflimit in single-variable functions. The study sample consisted of 30 students who were studying PrimarySchool Mathematics Teaching at the Department of Mathematics and Science Education at a stateuniversity in Turkey and were enrolled in the Analysis I course in their second year. This study used abasic qualitative research design, and data were collected through open-ended questions and clinicalinterviews with focus students. The results revealed that the teacher candidates gave memorizedanswers to conceptual knowledge questions. The results showed that the teacher candidates’ conceptdefinitions were generally based on the right-left limit equation theorem and the dynamic form of thelimit. However, the results of the clinical interviews indicated that teacher candidates avoided givingthe formal definition of a limit.

Teacher Candidates' Perspectives about Applied 'Basic Science in Primary Education' Course

This study aimed to investigate teacher candidates’ perspectives about the ‘Basic Science in Primary Education’ course which adopted inquiry-based instruction approach. The participants of this study consisted of 87 teacher candidates (18 males, 69 females) who continued their education in the Department of Primary School Teaching at Çanakkale Onsekiz Mart University in the 2019-2020 academic year. A form which consisted of 5 questions was used to investigate the perspectives of the primary school teacher candidates about the science course called ‘Basic Science in Primary Education’ and to understand their opinions about the process of designing a course and applying course plans using an inquiry-based instruction. Descriptive codes were used to find out the opinions of the teacher candidates, which also helped analyse the data obtained from the form and interpret the results of the study. The results of the study showed that the teacher candidates shared their awareness and knowledge about teaching science effectively, which changed with this course. The teacher candidates also revealed that they learned the qualifications of teaching science effectively. In addition, despite the awareness that the teacher candidates gained about inquiry-based instruction approach, they shared that they struggled with planning and applying designed course plans. The study suggests that courses aiming to focus on science education ought to have applied practices beyond giving theoretical knowledge.

A Phenomenological Study of Pre-Service Teachers' Perceptions of Completing ESOL Field Placements

Over the last several decades, the number of English language learners (ELLs) has grown significantly and has created a change in the K-12 educational settings. In order to effectively educate this population of learners, teacher education programs often incorporate opportunities for their teacher candidates to observe techniques and practice implementation with ELLs. These observations and hands-on learning experiences provide pre-service teachers the opportunity to implement the strategies and accommodations they are learning in their coursework. The purpose of this phenomenological study was to investigate teacher candidates' experiences with diverse field placements (school-based and community-based) and the influence that placements may have on preparing pre-service teachers to instruct ELLs. Pre-service teachers enrolled in a Florida public university completed reflective journals, which were coded for themes. In addition, semi-structured interviews were conducted, transcribed, and analyzed. The findings from these data sources suggest that the experiences differed greatly based on field placements. For example, pre-service teachers who participated in community settings engaged in more interactions; whereas, those who participated in classrooms observed more examples of learner supports. Overall, after their field experiences, the pre-service teachers did not feel prepared to tackle classroom management in general. Implications for improving ESOL field experiences are discussed.

An Investigation of Teacher Candidates' Perceptions About Physical Dimension of Classroom Management

<p style="text-align:justify">The purpose of this research is to investigate teacher candidates’ perceptions about the physical dimension of classroom management. A hundred two 3rd year students at the Primary School Education Department of a state university were instructed to visit a primary school and to observe a classroom in terms of its physical dimensions. The students were guided both to tell about the actual classroom they observed and to tell about their dream classroom. Thus, this study aims to discover students’ perception on actual classroom and their construction of dream classroom in terms of physical characteristics. The research findings revealed that most of the teacher candidates mentioned their dream classroom according to the actual classroom and only one third of them designed the classroom according to their own dream classroom characteristics. Also teacher candidates did not mention the affective influences of physical layouts and environments on individuals.</p>

Perceptions of Teacher Candidates regarding Project-Based Learning

Problem Statement. Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this process, and have problems in implementing PBL. This situation raises questions on the effectiveness of teacher education and pedagogical courses in the attainment of knowledge and skills on PBL. Thus, it is important to examine teacher candidates’ perceptions regarding PBL during their teacher education. Purpose of Study. The purpose of this study was to investigate teacher candidates’ perceptions about the PBL approach in terms of different variables. In this direction, the research question has been specified as ‘What are the perceptions of teacher candidates toward PBL?’ Methods. It was a qualitative phenomenological study. The research group consisted of 58 students (40 female, 18 male), who were in their third and fourth years in a public university in Istanbul in the 2014–2015 academic year. In order to gather data, open-ended questions were asked. The data were analyzed using content analysis. Findings and Results. According to the findings, more than half of the teacher candidates expressed that they learned PBL approach in theory, but almost half said that they did not have the opportunity to apply it. None of them produced an exact definition of the PBL approach but referred to different aspects of it. Moreover, they mentioned that they will use the PBL approach after graduation. They had a positive attitude to this approach, and they believed that it is a useful approach in developing skills such as doing research, group work, and productivity. Conclusions and recommendations. The results of the research show that teacher candidates are familiar with the PBL approach, but their lack of skills and knowledge in managing it might cause them to have difficulties during their implementation process. In order to equip them with the required skills and information, more space should be left to PBL practices in their pedagogical courses so as to provide opportunities for them to use and apply this approach. In further research, a pedagogical course can be designed according to PBL, and its impact on teacher candidates can be investigated.

Teaching, Learning, and Leading

Within the current federal, state, and local contexts of educational reform, teachers must be recognized as central actors in policy work, but rarely do we explicitly consider preparing teachers to become policy actors. Understanding these implications for teacher education, we investigate teacher candidates’ learning of the complexity and dynamism of educational policy through a field-based teacher preparation program. Situated across four unique school contexts in the diverse neighborhoods of Chicago, Illinois, we qualitatively study the cases of eight teacher candidates as they explore policy in practice. We found that candidates developed enduring understandings about policy as complex, situated, and multilayered, as well as the central role of the teacher. This learning was mediated by multiple facets of the field-based module, including readings, panels, and observations. Implications center on the use of field-based teacher education to support policy-related learning and development.

Teacher candidates’ perceptions of scientists: images and attributes

The masculine image of scientists as elderly men wearing white coats and glasses, working alone in the laboratory has been documented since the 1950s. Because it is important that teacher candidates have a scientifically literate image of scientists due to the impact they have on their future students, this investigation is salient. This study involved the examination of drawings of scientists using the Draw-a-Scientist Test (DAST) and Draw-a-Science-Teacher-Test Checklist (DASTT-C) coupled with attributes listed by 91 teacher candidates enrolled in elementary education courses at an American university in south Louisiana. The purpose of this study was two-fold, first to investigate teacher candidates’ images of scientists and second, to determine associated characteristics. Reasons for images, demographic information and facts concerning science courses were collected as contributing data. Images drawn by teacher candidates in a planning and assessment course were compared to those drawn by elementary methods students. Atypical drawings and those by male participants were analyzed separately. The overall results were encouraging. Certain items associated with the stereotypical image of scientists appeared in the 91 drawings while others were slightly represented or totally absent. Female scientists appeared in almost 48% of the drawings and smiling scientists were common. Some differences in percentages of items occurred between methods and planning/assessment teacher candidates. Various attributes were stereotypical but there were many exceptions. Some influencers identified by participants were electronic and print media, high school classes and college laboratories. Recommendations were the inclusion of science history and out-of-classroom experiences in methods courses.

Teacher Candidates' Social Network Usage Tendencies: A Qualitative Investigation

The aim of this study is to investigate teacher candidates' social network usage tendencies and to identify what sort of social and educational activities they realized in these networks. The research was carried out five teacher candidates who were attended at various departments of Ankara University, Faculty of Educational Sciences. The research was conducted with a qualitative pattern. Data was collected via two-hour focus group interviews. The data were analysed through content analysis. The results indicated that the most useful social network according to the teacher candidates is Facebook. And teacher candidates stated that they use the social networks for fun, sharing, social responsibility and educational purposes as well as communications. The most sharing information type personal condition. Beside various information types like videos, photos, songs and poems are shared. Participants usually think that the social networks are confident as they can make their security settings they wanted. However, they didn’t give out any information except the date of birth and the name of the school. Another important result of the research was the social networks improve of socialization possibilities of the users. But this situation depending on the usage types and aims.

Sexual Education and Teacher Candidates' Attitudes Towards Sexuality

AbstractThe aim of this study is to investigate teacher candidates' attitudes related to sexuality and homosexuality and to determine the relationship between these attitudes and course attendance, gender and cultural background. The sample of the study consist of teacher candidates that have (n= 302) and have not (n= 176) attended the sexual education course during the 2006–2007 academic year at a faculty of education in Izmir — a city in the western coastal region of Turkey. The Sexual Attitude Scale (SAS) and the Homosexuality Attitude Scale (HAS) were used to gather data at pre-test and post-test levels. Results demonstrate that sexuality education has a positive effect on participants' attitudes towards sexuality. In contrast, the course does not have any influence on candidates approach to homosexuality.

IMPACT OF A PAID URBAN FIELD EXPERIENCE ON TEACHER CANDIDATES' WILLINGNESS TO WORK IN URBAN SCHOOLS

This article describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. Seventy-three teacher candidates each participated in an urban field experience including 90 hours of tutoring and 12 hours of training. Data from pre and post surveys indicated no significant difference as the number of previous field hours increased, from the beginning to the conclusion of field experience, on ratings of field experience and willingness, and between ethnic and SES groups. Significant differences (p < .05) were found on willingness based on ratings of previous urban field experiences, and between candidates who had and had not attended urban schools (p < .05). Implications of these findings for teacher preparation programs are discussed and suggestions for future research are shared.

This Must Be a Suburban Classroom!: Using Photographs to Investigate Teacher Candidates Developing Professional Identities

The study described in this paper used photo-elicitation to investigate teacher candidates’ developing understanding of learning, students and classroom environment. Specifically we sought to determine if our students internalized the concepts taught in two courses in our teacher preparation program. Analysis revealed that despite our efforts to expand our students’ perspectives on culturally diverse classrooms they continued to hold traditional views on the nature of the environment, and the nature of the learner. Photo- elicitation was an excellent means to uncover the impact we as teacher educators have on our students’ developing professional identities

Does sexuality education effect teacher candidates’ attitudes about sexuality and homosexuality?

The aim of this study is to investigate teacher candidates attitudes related with sexuality and homosexuality; and the relation between these attitudes and attending the course, gender and cultural background. The sample consist of teacher candidates that have (n= 302 candidate) and have not (n= 176 candidate) attended sexuality education course during 2006-2007 academic year at an education faculty in İzmir- a city at the western region of Turkey. Sexual Attitude Scale (SAS) and Homosexuality Attitude Scale (HAS) are used to gather the data at pre and post-test conditions. Results demonstrate that sexuality education has a positive affect on participants attitudes related with sexuality but not on homosexuality.

Teacher-Candidates' Perceptions of School Climate: A Mixed Methods Investigation

Preservice teacher-candidates are assigned to a number of different schools for their practicum experiences and as a result are immersed in a variety of school cultures and their respective climates. Interestingly, though matters related to school climate and the hidden curriculum are discussed in the literature, there is a lack of comprehensive research around preservice teachers’ expectations and observations during their formal teacher education program. Given that beginning teachers’ experiences are intensely impacted by their observations and experiences throughout their teacher training, the purpose of the study was to investigate teacher candidates’ beliefs about the climate of schools at the beginning and near completion of their teacher education program. More specifically, this study employed a mixed methods research design to determine how beliefs about the hidden curriculum of schools compared to teacher candidates’ impressions as they gained practice-teaching experience in various schools. The results may induce preservice education faculty to evaluate the underlying pedagogical causes that profoundly illuminate and engagingly implicate the tensions within teacher candidates’ expectations of school climate and their observed realities.