Level Of Pre-service Teachers Research Articles

The Interface Between Risk Taking and Foreign Language Speaking

Risk taking, which is defined as the willingness even if individuals are not so sure of how to do it, is one of the vital points in the educational setting. Therefore, the study aims at primarily exploring the risk taking levels of pre-service teachers at the English language Teaching Department, secondly finding out the relation between gender and risk taking and thirdly the relation between the overall achievement score and risk taking inclination. The Risk Taking Scale was administered to find out their tendencies and it was revealed that there is no significant relation between the gender and risk taking and between the GPA and risk taking levels with an emphasis that pre-service teachers try to take risks in speaking with a high level of confidence.

CORRELATION BETWEEN ENERGY METAPHOR AND EMPATHY TENDENCY

Creating a metaphor for the concept of energy can contribute to the determination of the mental structuring of the concept of energy. Pre-service teachers' metaphors about the concept of energy were classified according to traditional and scientific fields. The metaphors produced by the mathematics and science teacher candidates for the concept of energy consisted of structural and abstract concepts, approximately 60% of them were the continuity of life and 40% were science categories. While pre-service mathematics teachers mainly produce metaphors for biology, pre-service science teachers produce metaphors mainly for physics. Empathic tendency scores and levels of pre-service teachers were determined. Pre-service teachers have a high level of empathic disposition and predominantly see the other person's problem and emotion as their own. There was no quantitatively significant difference between traditional metaphor types and empathic tendencies. It is understood that the pre-service teachers have high empathic tendencies, and mostly in the sen stage, the concepts related to the continuity of life are primarily used in developing metaphors related to the concept of energy, and they tend to produce structural metaphors. Metaphor and empathy will contribute to the determination of mental models and the establishment of a connection between the fields of science. Keywords: energy metaphor creation, empathic disposition and relationship identification

The Level of Pre-service Teachers’ Digital Literacy during the COVID-19 Pandemic

The COVID-19 pandemic changed the way in which things were done in schools and colleges. This study aims to find out how well pre-service teachers at a private university in Riau, Indonesia, know how to use technology based on their age, gender, and term. After two years of the COVID-19 pandemic, it was time to find out how well pre-service teachers knew how to use technology. In this study, 722 students made up the whole group. This research is a detailed quantitative study that looks into how well teachers-to-be know how to use technology. The tool is a valid and trustworthy Google form with an inquiry. Technology, Mobile/Smartphone, Social Media, Online Safety, and E-learning are the digital literacy factors that are looked into. The results of the studies show that younger pre-service teachers are better at using technology and female students are slightly better at using technology. It fits into the set group for the semester level. Study programmes were used to find out what the average level of digital literacy was. During the COVID-19 outbreak, most pre-service teachers were at an established level of digital literacy. The results of this study show that using technology for online learning during the COVID-19 pandemic makes pre-service teachers better at using technology.

Research on the Influence Mechanism of Music Education on Preservice Teachers' Learning Ability

This paper explores how music education affects preservice teachers' learning ability. A review and analysis of relevant research literature found that music education positively affects preservice teachers' learning ability. Specifically, music education can improve preservice teachers' cognitive, emotional, and creative thinking abilities. The enhancement of these competencies mainly stems from the emotional experience, cognitive training, and creative thinking that music education has. In addition, there are differences in the impact of music education on the learning abilities of different types and levels of preservice teachers, which are related to factors such as individual differences, educational background, and music education approaches. Therefore, differentiated teaching regarding individual differences and educational backgrounds is needed in music education. Finally, this paper suggests applying music education in preservice teacher training, including increasing the time and content of music education and encouraging preservice teachers to participate in music composition. These suggestions can provide reference and guidance for applying music education in preservice education.

The Relationship Between Pre-service Teachers' University Preferences and the Sense of Belonging at the University

The study was carried out in order to determine the university preferences of pre-service teacher and their level of belonging to the university, and to reveal the relationship between them. The “Preferring University Scale” developed by Apaydın and Seçkin-Kapucu (2017) was used to determine the reasons for pre-service teachers’ university preference, and the “Scale of Belonging to the University” developed by Kahraman (2013) to determine the level of belonging to the university.The level of pre-service teachers’ preference for university; While informing about the university, job opportunities, geographical location, financial opportunities, close acquaintances, educational material, students studying at the university are considered within the scope of the effect of high school education; students' university affiliation; were examined within the scope of expectation, motivation, and identification dimensions.Data were obtained from 271 pre-service teachers studying at Çanakkale Onsekiz Mart University Faculty of Education. The data obtained from the pre-service teachers were analyzed with the SPSS-23 program, t-Test, ANOVA tests and correlation analysis were used in the data analysis. When the results of the research were evaluated, it was determined that the mean scores of pre-service teachers regarding the level of preference and belonging to the university were at a moderate level. It was determined that the levels of pre-service teachers' preference and belonging to the university differed significantly according to the variables of gender, university department, reasons for choosing the university, place of residence, and the type of high school they graduated from. It has been determined that there is a moderate relationship between the reasons why pre-service teachers prefer the university and the level of belonging to the university.

Students and Lecturers’ Perceptions of Pre-service Teachers’ Geography Education Competence Level and Influencing Factors in Five Initial Teacher Training Programs in the Southeast and Mekong Delta Regions of Vietnam

Developing learners’ qualities and competence is the main orientation and central goal of the Vietnamese Education System in the current period. Therefore, quality teacher training plays an important role in achieving these goals. This study assessed the geography education competence level of pre-service teachers and the factors affecting them. This study adopted a quantitative approach. It was designed as a cross-sectional investigation in which 40 lecturers and 167 pre-service teachers at 5 initial teacher training programs/courses in Southern Vietnam were randomly sampled by the stratified random and simple sampling. The results indicated that there was a significant difference in the assessment of the student teachers’ competence by the two groups. Further, the strongest influencing factors on the development of the competences were learning facilities and students themselves. The study discussed the implications for faculty members and those involved in designing initial teacher education programs for students majoring in geography.

Development of the STEM-Pedagogical Content Knowledge Scale for Pre-service Teachers: Validity and Reliability Study

This study aims to develop a valid and reliable scale to determine the STEM-Pedagogical Content Knowledge (STEM-PCK) levels of pre-service teachers. This study was conducted in the 2018-2019 academic year with 322 pre-service teachers in Turkey. In the study, one of the mixed method typologies, Exploratory Sequential Design was applied. The scale was submitted for evaluation by four experts to determine the content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed to determine the construct validity of the scale. As a result of EFA, the scale had five factors including STEM Pedagogical Knowledge, Pedagogical Knowledge, Engineering Pedagogical Knowledge, Mathematics Pedagogical Knowledge and Science Pedagogical Knowledge.As a result of CFAχ ² / df = 2.7085, RMSEA = .073, RMR = 0.0420, SRMR = .0667, NFI = .940, NNFI = .960, CFI = .961, IFI = .962, RFI = .938 values were reached and the factor structure determined to be suitable.To determine the reliability of the scale, internal consistency and test-retest reliability analyzes were made. Internal consistency reliability value of the scale was found as .977. The final form of the STEM-PCK scale is a 5-point Likert type that includes 57 items and 5 factors.

PRE-SERVICE TEACHERS’ TRAINING FOR THE INNOVATIVE EXTRACURRICULAR WORK

The research proves that the level of pre-service teachers’ readiness for innovative extracurricular work at school will be increased together with the general index of their satisfaction with the extracurricular work at university after the implementing the designed holistic program of their training. The participants of the pedagogical experiment were 148 students, divided into experimental and control groups; the experts were 18 teachers of Philological Faculty of the Hryhorii Skovoroda University in Pereiaslav and 10 General Secondary Schools teachers (Pereiaslav, Ukraine). After implementation of the program, 27% of participants were ready for innovative extracurricular work at the high level, 62% of students increased their level of readiness for innovative extracurricular work to the middle one. The suggested program also increased the students' satisfaction with the extracurricular work at university. On the basis of the research results, the authors suggest methodical recommendations for educators.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

Geography Literacy Profile of Pre-Service Teachers: The Case of Turkey

The study aims to determine the “Geography Literacy” levels of senior year pre-service teachers. To do so, the correlations between geo-literacy on the one hand, and the program the student is enrolled in, the type of settlement the student lived in during secondary education, the type of high school the student graduated from, the student’s travel experience so far, and attitudes towards geography on the other, were assessed. The study was carried out with 4th year pre-service teachers (n=427) enrolled in six programs in the faculty of education, during the fall semester of academic year 2018-2019. The “Geography Literacy Test” developed by Gençtürk (2009) was used as the data collection tool. The data gathered were analyzed through descriptive, independent samples t-test, one-way ANOVA, chi-square, and Pearson correlation techniques. The study revealed that the geo-literacy levels of pre-service teachers were inadequate. Moreover, the geography literacy levels were found to exhibit significant variance with reference to gender, attitudes, the type of high school, the program the student is enrolled in, and the type of settlement the student lived in during secondary education. The findings were then used as the basis of specific proposals for increasing geo-literacy levels and paving the way for future studies.

The Correlation between Emotional Intelligence and Academic Listening Skills of Pre-Service Teachers

In the present study, emotional intelligence and academic listening skill levels of pre-service teachers and the correlations between these variables were determined. Furthermore, the emotional intelligence levels and academic listening competencies of pre-service teachers were also investigated based on the variables of gender, department, and the preference of the department of study. The study group included 361 freshmen pre-service teachers attending the Faculty of Education and the study was conducted with survey method, a quantitative research method. The study data were collected with the “Academic Listening Skill Competency Scale” and “Rotterdam Emotional Intelligence Scale”. In the study, the regression analysis was conducted to determine the causality between emotional intelligence scores and academic listening skill scores revealed significant findings. The study findings demonstrated that “Total Emotional Intelligence” scores of the students reflected above average emotional intelligence levels. It was determined that the academic listening skill competency scores of the pre-service teachers were above average in both scale sub-dimensions and the total scale score. The results of regression analysis showed that the causality between Total Emotional Intelligence and Total Academic Listening Skills was significant.

Examining the Relationship Between Pre-Service Teachers' Behaviors Towards Environmental Issues and Their Awareness

This research was designed in the relational screening model to examine the relationship between the awareness levels of pre-service teachers towards environmental issues and their behaviors towards environmental issues. 5 multiple-choice questions to determine their descriptive features, the "Awareness Scale for Environmental Issues" developed by Guven (2011) to measure their awareness of environmental issues, and the "Behavior Scale for Environmental Issues" to measure their behaviors on this were applied by the researcher to 129 pre-service teachers studying at Gazi Osmanpasa University, Faculty of Education, Department of Primary School Teaching in the 2019-2020 academic year. Numbers, percentage, mean, standard deviation were used as descriptive statistical methods in the evaluation of the data. T-test was used for comparison of quantitative continuous data between two independent groups and a one-way Anova test was used for comparison of quantitative continuous data between more than two independent groups. Scheffé's test was used after the Anova test as a complementary post-hoc analysis to determine the differences. The Pearson correlation and regression analysis were applied between the continuous variables of the study. As a result of the research, it was determined that the awareness of the pre-service primary school teachers about environmental issues was low and their behavior towards environmental issues was moderate. A low-level significant relationship was found between pre-service primary school teachers’ awareness of environmental issues and their behaviors. As a result, it was concluded that as the awareness levels of primary school teachers towards environmental issues increased, their behaviors towards environmental issues increased positively.

Use of Social Media in Teaching-Learning Process in Internship Programme: Perspective of Secondary Level Pre-service Teachers

Use of Social Media in Teaching-Learning Process in Internship Programme: Perspective of Secondary Level Pre-service Teachers

An Investigation of Preservice Teachers’ Academic Self-Efficacy and Academic Motivation

The purpose of this study is to determine the academic self-efficacy and motivation levels of preservice teachers and to investigate these cognitive aspects in terms of various variables. The participants of the current study consist of 621 preservice teachers studying at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in 2020-2021 academic year. The study adopted a single survey model. Research data were collected using Academic Self-Efficacy Scale and Academic Motivation Scale. Independent sample T-test and one-way ANOVA were used to analyze the data. The findings of the study revealed that the academic self-efficacy and academic motivation levels of the preservice teachers were high; academic self-efficacy did not reveal any significant difference according to gender and year of study variables. It was found out that the academic motivations of the participants revealed significant differences according to gender, year of study, academic achievement, and career expectation variables.

The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting

This case study explores the degree to which mathematical knowledge for teaching can be developed by prospective teachers in a multi-site teacher education context. The majority of the article focuses on a description of the target middle level mathematics endorsement program, including distance-based instructional norms, community building efforts, and tasks and activities intended to support the generation of mathematical knowledge for teaching. All preservice teachers enrolled in the program were invited to participate in the study. Means on Likert-scale survey items were calculated at three points in time over one year to determine changes. Open-ended survey items and focus group interviews were analyzed qualitatively to supplement the quantitative findings. These data support the result that middle level preservice teachers’ mathematical knowledge for teaching can be positively impacted by a middle level mathematics teacher education program. Two broader implications are provided: 1) teacher education experiences can have positive impact on prospective teachers’ development, and 2) this development is possible in a multi-site teacher education setting. Possible implications on international teacher education efforts are provided.

Examining Pre-Service Teachers’ Nomophobia Levels in Terms of Several Variables

This study aims to determine the nomophobia levels of pre-service teachers, the variables affecting their nomophobia levels, and the relationship between the levels of nomophobia and cyberloafing. The study, which was designed as a correlational study, was conducted with the voluntary participation of 666 pre-service teachers. The data of the study were collected using a personal information form, the Nomophobia Scale (NMP-Q), and the Cyberloafing Scale. The results showed that 528 students (79.3%) had a moderate and high level of nomophobia while 138 students (20.7%) had a low level of nomophobia. As a result of the analyses conducted to determine whether the nomophobia levels of teacher trainees differed depending on gender, it was seen that the nomophobia level of women was statistically higher than that of men. It was concluded that the nomophobia levels of the pre-service teachers did not vary depending on the level of education and their experience of using smartphones. Although, the results gathered from the first analysis results indicated that the nomophobia levels of the pre-service teachers depicted difference concerning the departments at which they studied, this difference proved insignificant as indicated by the anteceding detailed analyses carried out. It was concluded that the nomophobia levels of the pre-service teachers differed significantly depending upon the amount of time they spend on social media. The last finding of the study concluded that cyberloafing significantly predicted nomophobia levels of pre-service teachers. Based on this result, it can be said that the pre-service teachers’ cyberloafing behaviors will increase their tendency to exhibit nomophobic behaviors. For further research, mixed studies in which qualitative methods will also be used to obtain more in-depth data can be designed. It was also found out that the nomophobia levels of the pre-service teachers differed significantly based on their daily social media usage time.

Pre-service Teachers’ Selection, Interpretation, and Sequence of Fraction Examples

A task-based written survey was administered to 69 pre-service teachers (PSTs) at a large Midwestern University in the USA to examine their recognition of examples/non-examples of ¼ presented in various forms of the area model, their perceived mathematical key points in identifying examples/non-examples, and their instructional decisions in selecting and sequencing examples/non-examples. An inductive content analysis showed that typical examples of ¼ did not distinguish different levels of PSTs’ content knowledge. However, in cases of unconventional examples, PSTs’ levels of content knowledge were easily discernible. Also, PSTs across different performance levels perceived equal partitioning as a key mathematical point and gave it primary consideration in sequencing examples, but they interpreted “equal parts” in many different ways, and only the high-performance group incorporated unconventional examples in making a sequence. In all performance levels, the inclusion of a non-example in making a sequence was scarce. Implications for improving the teaching of fraction concepts in teacher preparation programs are discussed.

The Investigation and Analysis of Pre-Service Teachers TOWARD TPACK Competencies

Better playing the role of TPACK in the teachers’ professional knowledge system calls for the exploration of the relationships between every two levels of TPACK of pre-service teachers. The research data were collected from 232 pre-service teachers studying at Nanjing Normal University. Through the collection and analysis of relevant literature, the purpose of this study was to reveal the current situation of pre-service teacher TPACK and its existing problems, and put forward corresponding countermeasures and suggestions. The results showed that in the TPACK scale, comparatively high scores were measured on the PCK and PK subscales while pre-service teachers attained relatively low scores on TPCK subscale; a positive correlation was discovered between every two levels of pre-service teachers’ TPACK; gender level differences showed up at CK level, while no gender level differences existed at the other levels; in terms of the variable of year level diversities were observed at TPCK and PCK level, while no year level diversities occurred at other levels.

Examining and Predicting Ethnocultural Empathy of Preservice Classroom Teachers

This study aims to define and examine ethnocultural empathy level of preservice classroom teachers. The research design of this study was non-experimental and causal-comparative, which seeks to find relationships between independent and dependent variables after an action or event occurred. Participants were 434 preservice classroom teachers studying in Primary School Education Programme in the Department of Elementary Education at Canakkale Onsekiz Mart University in the academic year of 2017-2018. Turkish version of The Scale of Ethnocultural Empathy (TSEE), which was initially developed by Wang, et al. [1] and then adopted to Turkish language by Ozdikmenli-Demir & Demir [2] was conducted to measure ethnocultural empathy level of preservice classroom teachers. Results showed that ethnocultural empathy level of preservice teachers differed by gender, grade level, ethnic origin, family income and place of growth. Only three predictors; 'being experienced in multicultural environments', 'grade level' and 'being in the majority group' showed significance in the regression equation in this study.

Preservice Elementary School Teachers’ Math Anxiety and Worst Experiences as Students in Math Class

Almost two decades have passed since Jackson and Leffingwell’s (1999) influential article on math anxiety and worst math experiences in 66 preservice school teachers appeared in print. The present study represents a partial replication of the original study. The participants were graduate level preservice teachers at a public university on the west coast of the US. The six research questions that guided the study aimed to assess differences between the present study and (a) the original study, and (b) a Turkish replication of the original study. In terms of worst math experience, a non-statistically significant result was obtained comparing the original and present study. With regard to math anxiety, a statistically significant but clinically negligible result was obtained comparing the original and present study. However, this research encountered significant differences between the present study and the Turkish replication. Possible reasons for the obtained results, as well as implications, were discussed.