Knowledge Of Pre-service Teachers Research Articles

Backward Design in Pre-Service Teacher Education to Enhance Curriculum Knowledge

This action research aimed to enhance the curriculum knowledge of 37 pre-service teachers in early-childhood education through backward design (BD) as an innovative framework. Participants enrolled in an online curriculum development course focusing on curriculum elements and underwent BD-based instruction for five weeks. Multiple data collection tools were employed, including pre- and post-achievement tests and curriculum literacy scales, digital learning journals, performance tasks, course observations, and interviews. The results showed a significant improvement in the curriculum knowledge of the pre-service teachers. This was evidenced by a notable increase in curriculum literacy scores, a moderate improvement in achievement test scores, and positive performance task outcomes. These findings highlight the effectiveness of BD-based instruction in enhancing the curriculum knowledge of pre-service teachers. This study provides valuable insights for teacher educators to effectively tailor their instructional approaches. Further research is needed to validate these results and advance instructional practices in pre-service teacher education.

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.

Exploring preservice teachers’ pedagogical content knowledge for teaching analytical geometry in multilingual classrooms

The narrative permeating higher education institutions globally is the intention to advance the quality of preservice mathematics teachers to gain better performance than mathematics school learners. In this article we report on a qualitative case study which explored the pedagogical content knowledge (PCK) of preservice teachers (PST) (n = 20) at a South African university of technology. These preservice teachers were provided with activity sheets with past examination questions in analytical geometry. Their written responses were analysed, and verification interviews were conducted. This was followed by an analysis of the preservice teachers’ lesson plans for teaching the topic to Grade 11 learners. The domains and subdomains of the Shulman’s PCK derived Mathematics Teacher’s Specialised Knowledge (MTSK) model were used as the theoretical framework. The study established that the PSTs had limited content knowledge, and knowledge for teaching analytical geometry at Grade 11 as their responses to the activities confirmed that they mostly had procedural understanding. The study was conducted in a context with multilingual PSTs who are training in multilingual classrooms.Contribution: The study will highlight the misconceptions and existing gaps in the PSTs’ knowledge for teaching analytical geometry in multilingual classrooms.

An experimental analysis of the relationship between the evaluations of artificial intelligence and pre-service teachers

One of the potential benefits of AI is that it may allow optimizing teachers' tasks, enabling them to be more efficient in their work. This study aimed to analyze potential differences between the evaluations given by pre-service teachers and the evaluations given by different generative AIs. A total of 507 pre-service teachers participated, who were provided with a rubric to evaluate 12 texts of different types and qualities. The results showed how the performance of generative AIs in evaluating written tasks replicated the functioning of pre-service teachers quite accurately, with ChatGPT being the AI that best replicated the behavior of pre-service teachers, with an accuracy close to 70% of the evaluation provided by humans. Similarly, there were minimal differences in the evaluations given by pre-service teachers based on their gender and academic year. Likewise, generative AI overestimated scores provided for texts. However, this overestimation decreased as the performance of pre-service teachers improved. Thus, assessments provided by high-performing pre-service teachers were more aligned with those provided by generative AI compared to students with lower performance. These results are useful as they highlight how generative AI could be an aid tool guiding the pedagogical knowledge of pre-service teachers in digital assessment tasks.

(Un-)certain knowledge of pre-service geography teachers about climate change

Climate change education is a challenge for teachers, as they must have appropriate content knowledge to teach the topic adequately. Every teacher is confronted with both their own knowledge and non-knowledge, as well as with scientific knowledge and non-knowledge. The uncertainty about this knowledge depends on individual perception and can have an impact on teaching. In this study, the climate change knowledge and uncertainty about this knowledge of 226 pre-service geography teachers at four German universities were investigated using a questionnaire. Five different domains of knowledge about climate change are discussed, namely, knowledge about the (1) causes, (2) basics and (3) effects of climate change as well as (4) climate-friendly behavior and (5) the procedures of the climate sciences. The pre-service teachers answered most of the questions correctly (72.4%), and the anthropogenic nature of climate change is mostly recognized (91%). However, there are also gaps in knowledge, especially regarding action-related knowledge. Typical misconceptions about the greenhouse effect and ozone holes were identified. On average, 32.6% of all answers to all items were rated as “uncertain” by the participants. Male students scored significantly higher than female students. The results indicate a significant difference between the respondents’ university degrees in terms of knowledge. These results lay out the path for the possible improvement of university courses in the context of teachers’ knowledge about climate change.

Mathematical knowledge of pre-service teachers when performing measurement estimation tasks

Mathematical knowledge of pre-service teachers when performing measurement estimation tasks

Improving the statistical competence and collaborative skills of preservice teachers through learning by teaching and project-based learning

The purpose of the current study was to investigate the impact of an integrated approach, combining Learning by Teaching (LbT) and Project-Based Learning (PBL), on the statistical knowledge, attitudes, and collaborative abilities of preservice teachers in the Thai educational context. The research, which was designed as a one-group experimental study, involved a sample of 27 preservice teachers from the Faculty of Education at Mahsarakham University in Thailand. We conducted participant selection using cluster random sampling. The study employed a set of instruments, including: 1) an LbT-PBL integrated learning management plan, 2) a collaborative skill evaluation form, 3) a statistical skill evaluation form, and 4) a statistical attitude evaluation form. Descriptive statistics and a one-sample t-test were employed for data analysis, utilizing a predefined criterion of 80. The findings indicate the enhancement of statistical knowledge and attitudes as well as collaborative skills among participants through the integrated LbT and PBL approaches. This empirical support confirms the success of the integrated model in advancing statistical competence and collaborative skills, especially in the context of teacher education. The positive impact on statistical knowledge and collaborative abilities highlights its potential to shape future pedagogical practices, underscoring the significance of this innovative approach in enhancing the skillset of preservice teachers.

Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention

Existing research has highlighted the key role of observation and reflection in teacher learning during lesson study interventions, and how challenging it can be for pre-service teachers. This study focuses on the post-lesson discussion phase and on the observation of the research lesson of a lesson study process. It is carried out with early childhood education pre-service teachers who studied the Theory of Didactical Situations. The aim of our research is two-fold: finding evidence of the activation of pre-service teacher knowledge during the post-lesson discussion, and identifying mechanisms that may explain said activation as well as the potential development of their professional knowledge. To model pre-service teacher knowledge, the notion of teachers’ praxeological equipment from the Anthropological Theory of the Didactic, specified in the Theory of Didactical Situations, is used. It is hypothesised that potential teacher learning is mainly connected to the identification of particularly relevant episodes during the observation phase, henceforth referred to as critical events. The analysis of a group discussion on three critical events shows the activation and development of mathematical and didactic components of pre-service teachers’ praxeological equipment. However, it is found that it depends on the degree of dissonance these events can provoke, and on the quality and depth of the discussion that takes place around them. It is therefore concluded that the identification of critical events followed by productive discussion is a mechanism that explains teacher learning through lesson study, which can be enhanced by the intervention of teacher educators as mediators.

Content Validity of Digital Knowledge using CVI Method

This study aims to examine the content validity of Digital Knowledge for TESL pre-service teachers using Content Validity Index (CVI). Seven experts were selected via purposive sampling evaluated the content. Four professional university experts in multimedia learning, digital, and psychometrics, and three subject matter experts from Institute of Teacher Education Malaysia (ITEM) were consulted. The instruments involved 73 items with three main constructs. The result showed that the instrument has good content validity and suggests that Digital Knowledge has a great potential to be promoted as good instrument to measure TESL pre-service teachers’ perception of writing essay.

CoMCoRe-LS: an instructional design to enhance pedagogical content knowledge of pre-service physics teachers

CoMCoRe-LS: an instructional design to enhance pedagogical content knowledge of pre-service physics teachers

Development of a creative collaborative with critical experience learning model to improve technological pedagogical and content knowledge of preservice chemistry teachers

Development of a creative collaborative with critical experience learning model to improve technological pedagogical and content knowledge of preservice chemistry teachers

Mathematical Content Knowledge and Problem-Solving Skills of Preservice Teachers in the Era of Distance Learning

Mathematical Content Knowledge and Problem-Solving Skills of Preservice Teachers in the Era of Distance Learning

Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators

Inclusive education involves creating effective learning environments that welcome and meet the diverse needs of all students. Differentiated instruction (DI) has been identified as a key instructional approach to addressing the diverse needs of all students in regular classrooms. While there is a large body of literature on DI, that relating to the non-Western context is sparse. Using comprehensive model of DI as a conceptual framework, this study examined teacher educators’ perceived usage of DI practices in teacher training institutions in Ghana. It used a questionnaire design based on the tenets of model for data collection. A total of 1,002 participants (199 teacher educators and 883 pre-service teachers) were recruited from four teacher training institutions in Ghana. The data were analyzed using confirmatory factor analysis, t-tests, and Hayes’s model for performing moderation analysis. The results show differences between pre-service teachers and teacher educators, with the former rating the latter lower on the perceived usage of DI. The study concludes with a discussion on the training needs of teacher educators in the usage of DI and enabling them to effectively model appropriate differentiated teaching experiences to beginning teachers.

Multilingual pre-service teacher's knowledge and understanding of analytical geometry content

Multilingual pre-service teacher's knowledge and understanding of analytical geometry content

THE CONTENT OF EDUCATIONAL MATERIAL ON MECHANICAL SCIENCE IN THE TRAINING OF FUTURE LABOR AND TECHNOLOGY TEACHERS

The article deals with the solution to the problem of the low level of machine science knowledge of pre-service teachers of labor education and technology. It has been found out that it is based on a contradiction between the real content of mechanical training of students and the content of technological education of schoolchildren. The goal of the article is to reveal the peculiarities of students' knowledge of mechanical engineering, based on the study of the technology of transformation of mechanical energy of rotational movement. The methods of analysis and synthesis of achievements of machine science and scientific achievements of technological education have been used. It has been found that in the work of researchers of mechanical science, as well as researchers of technological education of schoolchildren, there are enough guidelines for a well-founded choice of the subject of study. It is described that it should meet a number of different level requirements, for example to contribute to the formation of the technical outlook of schoolchildren; correspond to the content of technological education of schoolchildren; have a polytechnic character; simultaneously belong to different types of working machines. Technical knowledge about it must be integrated with knowledge of mathematics and physics. It must be used in educational projects of schoolchildren being a model of implementation of natural and scientific knowledge in practice, and suitable for technical construction of schoolchildren. The machine drive as a subject of the study meets all the specified requirements. It has been revealed that the subject of study for the formation of students' general idea about machines should provide a large amount of knowledge about the types of working machines and at the same time a moderate content. It has been established that such contradictory requirements are met by the drive of the machine as a subject of study. It is described that the concept of drive has the property of fractality as far as it enables a free transition from the study of the drive of any mechanism to the study of the drive of any working machines. It is described that the condition for choosing the content of educational material for the formation of students' general idea about machines is the use of the mental operation of abstraction and the corresponding transition from the level of description of the morphology and functions of technical objects to the level of energy conversion technology. It has been substantiated that the didactic value of the basic technical phenomena of the machine drive is the transmission of mechanical motion to a distance, the change of the kinematic parameters of the mechanical motion and the change of the power parameters of the mechanical motion. There has been revealed the importance of the results of this study for the disclosure of approaches to the use of the project method, as well as the use of technical construction for the visual presentation of the basic technical phenomena

Early childhood preservice teachers knowledge of micro-organisms and cystitis

Early childhood preservice teachers knowledge of micro-organisms and cystitis

Analysis of STEM Knowledge of Pre-Service Science and Mathematics Teacher

This research is motivated by the importance of STEM knowledge for pre-service science and mathematics teachers in the 21st century. This research aims to analyze the STEM knowledge of pre-service science and mathematics teachers. The research method was carried out by distributing questionnaires with STEM knowledge indicators to the sample. The sample in this research was 86. They were 59 pre-service science teachers and 27 pre-service mathematics teachers, with different years of education, namely the 1st, 2nd, 3rd, and 4th year of Universitas Negeri Semarang. The results of this research show that the average understanding of pre-service science and mathematics teachers regarding to the STEM-based learning in the definition aspect is 4.11, objectives are 3.94, benefits are 3.94, aspects are 3.69, components are 3.71, characteristics is 3.75, and implementation is 3.86. This proves that pre-service science and mathematics teachers' understanding of the definition of STEM-based learning is very good, while pre-service science and mathematics teachers' understanding of the objectives, benefits, aspects, components, characteristics, and implementation of STEM-based learning is good.

Kolb 경험적 학습이론에 기반한 유아과학교육 수업이 예비유아교사의 과학적 지식, 과학적 태도 및 과학적 교수효능감에 미치는 영향

The purpose of this study was to analyze changes in the science knowledge, science attitude, and science teaching efficacy of pre-service early childhood teachers through early childhood science education classes based on Kolb’s experiential learning theory. To this end, 21 pre-service early childhood teachers who took early childhood science education courses were provided for 15 weeks based on Kolb’s experiential learning theory. The results of the study had a positive impact on science knowledge, science attitude, science teaching efficacy of total and sub-factor. These results suggest that early childhood science education classes based on Kolb’s experiential learning theory are an effective method of early childhood science teacher education

A Study on Perception Survey of Preservice Elementary Teachers on Teaching Methods in Astronomy — A Secondary Publication

This study was conducted on 115 students from four classes of 2nd-year intensive courses at B University of Education. Preservice elementary teachers were surveyed on what teaching methods they were aware of regarding the subject of elementary science astronomy. Recognition data of 80 people from whom the questionnaire was collected were analyzed. For this study, a 5-day survey was conducted. Preservice elementary teachers complained of difficulties in teaching methods in the astronomy area of the science department. The purpose of this study was to find out what difficulties preservice elementary teachers have in teaching elementary science astronomy topics and to explore more efficient teaching methods for teaching astronomy topics. The topic of the survey was set by discussing with the preservice elementary teachers about what kind of survey to use in teaching the subject of elementary science astronomy. There are many topics for elementary science astronomy, but two questionnaires were prepared focusing on the unit on the Earth and the moon: “What does the Earth look like?” in Unit 4 (1/10) of the 3rd year, 1st semester; in Unit 2 (1/11) of the 1st semester of the 6th grade, it was set as “What does the moon look like?” The surveys candidly described how to teach the subject of astronomy to elementary school students by mobilizing all the background knowledge of preservice elementary teachers. The results of these surveys were visualized and displayed using NetMiner as a language analysis method, and the contents of the responses to the actual surveys by preservice elementary teachers were described and interpreted. Based on these results, preservice elementary teachers tried to suggest a more efficient teaching method for the subject of elementary science astronomy. In addition, basic procedures and methods for lecturing on the subject of elementary science astronomy were presented. A more efficient teaching method for teaching elementary science astronomy subjects to preservice elementary teachers was suggested.

The U.S. Landscape of Elementary Teachers’ Science Course Requirements

ABSTRACT One of the United States’ higher education system’s most important tasks is properly preparing elementary teachers to teach science. Teachers’ ability to use their science subject matter knowledge (SMK) to effectively develop pedagogical approaches can significantly contribute to their students’ engagement in science and motivation to pursue science-related careers. To date, several studies examine the influences of subject matter knowledge on teachers’ pedagogical strategies. Although there are still contradictions regarding those influences, providing teachers with adequate preparation in science SMK and science pedagogical knowledge is crucial. To understand how elementary teachers are currently prepared in science SMK, this study examines degree requirements across 223 colleges and universities in the U.S. to determine the number and type of general education science content courses required for candidates to complete their elementary education degrees. Our findings indicated that while many U.S. universities’ undergraduate general education science course requirements have increased in terms of required numbers of science credit hours since 2009, the related pedagogical science content knowledge and science content knowledge of pre-service elementary teachers has not also increased. Thus, we can surmise that increasing the required quantity of general education science courses does not correlate to increased science content knowledge, or increased science teaching confidence or competence, at least among undergraduate per-service elementary teachers.