Male Pre-service Teachers Research Articles

The Mediating Role of Teacher Efficacy Between Academic Self-Concept and Teacher Identity Among Pre-Service Physical Education Teachers: Is There a Gender Difference?

The aim of this study was to analyse the differentiated role played by academic self-concept on teacher identity, taking into account the mediating role of teacher efficacy and the gender of the pre-service physical-education teachers. In this cross-sectional study, 478 master’s degree students in Secondary Education Teacher Training participated (Mean = 27.09; SD = 6.32; 54.8% male, 44.8% female, 0.4% other). The following scales were used: academic self-concept, teaching identity, and teacher self-efficacy. After finding significant differences in academic effort, a structural equation analysis (SEM) with the multigroup option was conducted to answer the research objective. The results revealed that the women had significantly higher mean academic effort values than the men. In addition, the SEM, which showed excellent fit indices, revealed that, for the men, teacher efficacy acted as a mediating variable between academic confidence and teacher identity. In contrast, for the women, teacher efficacy acted as a mediator between academic effort and teacher identity. However, academic effort also acted as a direct predictor of teacher identity in male pre-service teachers. As a main conclusion, it can be said that the findings highlight the importance of academic self-concept in undertaking the master’s degree by increasing teacher identity through the teaching efficacy of pre-service teacher educators.

Mathematical communication of preservice mathematics teachers in solving gender-biased higher-order thinking skills problems

Mathematical communication is a crucial 21st-century skill related to achievement and other skills. This study aims to analyze the differences in mathematical communication abilities and describe the difficulties male preservice teachers (MPT) and female preservice teachers (FPT) face in solving gender-biased Higher-Order Thinking Skills (HOTS) problems. This research employs a sequential explanatory mixed-methods design. The respondents, selected through purposive sampling, consisted of 4 MPTs and 10 FPTs. Data on mathematical communication abilities were obtained through a gender-biased HOTS problem-solving test. The respondents' difficulties in solving the problems were gathered through interviews. The results indicate differences between MPT and FPT mathematical communication skills using symbols and mathematical notation in solving problems. Student's difficulties in solving gender-biased HOTS problems are unfamiliarity and disinterest in the context. This study implies that education should emphasize contextual understanding and utilize gender-neutral problems to enhance mathematical communication skills.

Designing the video-based learning environments using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher

This study aims to design a video-based learning environment using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher and to explore the impacts of the use of the designed video-based learning environment on learning. The methodology was divided into two main phases. In the first phase, a video-based learning environment was designed using workflow and scaffolding. In the second phase, the impacts of the use of the developed video-based learning environment on learning were investigated. The samples were 47 undergraduate students at the School of Education, University of Phayao. The results were, as follows: (a) The design draft of the developed video-based learning environment was appropriate, and the revision was made according to six criteria: (1) instructional media, (2) content, (3) learning activities, (4) communication devices, (5) learning management systems, and (6) screen design. The analysis of related studies and documents, the instructional video production process consisted of three steps: (1) design, (2) development, and (3) video delivery. (b) The comparison of scores on the instructional video production knowledge test revealed that the pre-service teachers’ average post-test score was higher than the average pre-test score with a statistically significant difference at the .05 level. The assessment of instructional videos, it was found that the pre-service teachers in the field of humanities obtained a higher score than those in the field of science. Male pre-service teachers received a higher score than female pre-service teachers. The average suit-ability score indicated the overall appropriateness of the developed video-based learning environment.

Male Preservice Teachers’ Perspectives and Experiences regarding Early Childhood Education Program in China

An increasing amount of attention has been focused on the issue of the low recruitment and retention of male teachers in early childhood education worldwide. Previous research has indicated that personal perceptions of male preservice teachers’ personal regarding early childhood education could have a major influence on their decision of a future career. This qualitative study aims at promoting the significance of early childhood preservice preparation programs by exploring the perspectives and experiences of male preservice teachers working with infants in China. Using the purposeful sampling method, two male interns in an infant classroom were interviewed individually, and each of them was interviewed three times in total: at the beginning of their professional studies, during their internship, and after completing their studies. Participants’ reflections were also considered as supplementary data. The results underscore the necessity of a comprehensive early childhood preservice preparation program for prospective male teachers, particularly regarding infants’ development. Additionally, the study highlights the crucial role of male preservice teachers’ involvement and perspectives before entering the early childhood education field. The study was limited to one location and may not apply to others. Despite the small sample, it offers valuable perspectives. Future focus should be on attracting males to early childhood education area and exploring useful strategies.

Fostering Perceptions of Gender through Cooperative Learning

This article explores, quantitatively and qualitatively, how gender-neutral groups of pre-service teachers in homogenous and heterogeneous cooperative learning prioritize individual responsibility, promotive interaction, and positive interdependence. The study took place in the 2022–2023 academic year. The participants in this study were 535 pre-service teachers registered on Kindergarten, Primary, and Secondary Education undergraduate degree courses in the Faculty of Education and Psychology (FEP) at the University of Girona. In the study, the CAC instrument (20 items) was applied along with 11 items that were added. The results indicated that the participants scored higher in all the categories of cooperative learning when they were in homogenous groups than when in heterogeneous ones. Female students scored higher than male or non-binary students in all the cooperative learning categories in both types of cooperative structure. In both settings, female students valued individual responsibility higher, while non-binary individuals valued it lowest. Male students valued individual responsibility higher when working in heterogeneous groups. Most students believed that their role did not change when carrying out cooperative challenges. However, among those who did believe that their role altered, the majority were female. The study shows that while female, non-binary, and male pre-service teachers are equally sociable, they develop social skills differently. Diversity in educational institutions should therefore be taken into account as an influence on tertiary students’ development and success in later life.

The Relationship between Technology Addiction and Attitude toward Reading: An Investigation on Pre-Service Teachers.

In this study, we aimed to examine pre-service teachers' attitudes toward reading books and their technology addictions. We used a correlational survey model. The sample of this study consisted of a Turkish pre-service teachers group studying at the Department of Turkish Education in the education faculty of a state university in Turkey. Our research used the "Attitude Scale Towards Reading" and "Technology Addiction Scale" as data collection tools. As a result of the study, we determined that the attitudes towards reading of pre-service teachers were positive. Furthermore, there was a significant difference in favor of female pre-service teachers in the sub-dimensions of book-reading love, reluctance to read, and stress. The significant difference in the online game-playing sub-dimension of technology addiction favored male pre-service teachers. On the other hand, we found a negative meaningful relationship between pre-service teachers' technology addiction and their attitudes toward reading.

South Korean Preservice Teachers’ Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted Education

Teachers’ self-perception of their competence impacts their attitudes toward teaching, which in turn, influences both their practice and student outcomes. The goal of the current study is to explore South Korean preservice primary school teachers’ self-perception of being gifted and the relationship between their self-perception and self-efficacy in attitudes toward gifted education. This mixed-methods study includes a survey of 481 fourth-year South Korean preservice primary school teachers and follow-up focus group interviews with 13 of the survey participants. The survey results indicate that South Korean preservice teachers tend to not consider themselves as gifted. Also, the mean score of self-perception as gifted for the male preservice teachers was significantly higher than that of the female preservice teachers. Their self-perception as gifted was positively related to their self-efficacy in teaching gifted students and their tendency of seeing gifted education as elitist but negatively related to their support of gifted education.

Pre-service Teachers' Views on Multiple Disabilities and Visual Impairment

Introduction: The study aims to determine whether there are any changes in the perceptions of final year pre-service special education teachers towards students with Multiple Disabilities and Visual Impairment (MDVI) and their education as a result of their teaching practice with these students. Method: The study conducted through semi-structured interviews under qualitative research methods involved four female and two male pre-service teachers who were purposively selected according to the criterion sampling method and who were studying in the Visual Impairments Teaching Programme and continue their teaching practice with MDVI students. The data of the study were collected through semi-structured interviews. The data were collected before and after the teaching practice and analysed using the content analysis method. Findings: In the light of the findings obtained, it is observed that the teaching practice with students with MDVI has a positive impact on the pre-service teachers' perceptions of students with MDVI and their education. After the practice, all participants had positive experiences with students with MDVI. The pre-service teachers have critically examined the physical structure of the school and the classroom after the practice; therefore, in the theme of the educational environment, while initially, two participants found the physical structure of the classroom positive, in the final interview all participants stated that it was not suitable. In the theme of pre-service teacher education, it was expressed that theoretical courses were useful but needed to be supported by practice. Participants stated that teaching practice with students with MDVI was beneficial in terms of gaining experience and that they would be able to work with students with all types of disabilities after graduation. Discussion: This study examines the pre-service teachers’ views towards students with MDVI and their education and shows that they change positively during the year of teaching practice. The pre-service teachers stated that their feelings and views about the educational environment changed positively as they gained experience. Participants emphasised the need to enrich special education curriculum by increasing the focus on practice and experience in course content. In addition, it was noted that in-service training and digital materials could help teachers to provide quality education.

PERCEPTION, CHALLENGES, AND ACADEMIC PERFORMANCE OF MALE AND FEMALE PRE-SERVICE TEACHERS ON STUDENT TEACHING

PERCEPTION, CHALLENGES, AND ACADEMIC PERFORMANCE OF MALE AND FEMALE PRE-SERVICE TEACHERS ON STUDENT TEACHING

Pre-service Teachers’ Perceptions and Their Professional Preparation Levels for Multicultural Education: Implications for Teacher Education Curricula

Purpose: This study examines pre-service teachers’ perceptions and their professional preparation levels for multicultural education.
 Design/Methodology/Approach: In accordance with the research problems, this study was conducted using a mixed method research and a partial mixed sequential and equal status design. In the quantitative part, 381 pre-service teachers were surveyed using the Multicultural Perception Scale (MPC) to assess their perspectives on multicultural education. In the qualitative part, 20 pre-service teachers were interviewed individually to determine their levels of professional preparation for multicultural education.
 Findings: The quantitative findings of the study showed that pre-service teachers have a moderate level of perception their professional preparation levels for multicultural education. Pre-service teachers enrolled in the Primary Education program have a higher perception of multicultural education than pre-service teachers enrolled in other teacher education programs. Furthermore, there is no significant difference between grades. On the other hand, it appears that male pre-service teachers have significantly lower perceptions of multicultural education than female pre-service teachers. Pre-service teachers are observed to emphasize the terms "diversity, interaction, and togetherness" when defining multicultural education, according to the qualitative findings of this study. In addition, they emphasized the interactions between pre-service teachers and international students, the program's course content, and extracurricular activities in light of the findings regarding the teacher education program's contribution to and opportunities for enhancing the levels of professional preparation for multicultural education. Examining the recommendations of pre-service teachers for teacher education, it is evident that more opportunities for extracurricular activities, school experience, and observation are recommended. Another recommendation highlighted is the addition of a multicultural education course to the teacher education program.
 Highlights: According to the findings, multicultural education must be more thoroughly integrated into teacher education programs. It is anticipated that the study's findings will contribute to future studies of curriculum development and research on multicultural education conducted by those involved in teacher education at the national and international levels.

Exploring Pre-Service Teachers’ Conceptual Understanding and Confidence in Geometrical Optics: A Focus on Gender and Prior Course Achievement

This study investigated pre-service science teachers’ conceptual understanding and confidence in geometrical optics with respect to gender and their previous achievement in geometrical optics course. A total of 189 (60% female and 40% male) pre-service science teachers who had completed geometrical optics course in state universities in Turkey participated in this study. The conceptual test instrument consisted of 20 items taken from the first tier of the Four-Tier Geometrical Optics Test (FTGOT) developed by the researcher, followed by a self-reported measure of teachers’ confidence in the accuracy of their responses. The interest and experience scores were obtained through scales previously developed by the researcher, and these two variables were used as covariates in the analysis. The two-way between-groups ANCOVA tests were conducted to answer the research questions. The results showed that male pre-service teachers tend to have slightly higher conceptual understanding and confidence scores in geometrical optics than females with medium effect sizes while controlling for geometrical optics experience and interest scores. The findings were discussed, and implications for research in geometrical optics were provided.

Cognitive Flexibility Levels and Self-Efficacy Perceptions of Preservice Teachers

Abstract The aim of this study was to examine the correlation between preservice teachers’ cognitive flexibility levels and their teaching self-efficacy perceptions. Convenience sampling was used for the sample group of the study conducted according to the correlational survey model. The sample group consisted of 4th-year students who were studying in the departments of ‘Computer and Instructional Technologies Education’, ‘Classroom Teaching’, ‘Art Teaching’, ‘Mathematics Teaching’, ‘Turkish Teaching’, ‘Social Studies Teaching’, ‘Preschool Teaching’, and ‘Science Education’, under the body of Faculty of Education, Fırat University during the 2019–2020 academic year. The “Cognitive Flexibility Scale”, which was developed by Martin and Rubin (1995) and adapted into Turkish by Çelikkaleli (2014), and “Teachers’ Sense of Efficacy Scale,” which was developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005), were used as data collection tools in the study. The data were analysed using a computer-aided statistical program. Kolmogorov-Smirnov test was applied to meet the normality assumption of the data. Since the data met the assumption of normality, independent samples t-test was used to compare student views according to the variable of gender. Analysis of variance was used to make comparison based on the variables of department, grade point average and expectation to pass PPSE (Public Personnel Selection Examination). Pearson’s correlation coefficients were used to determine the correlation between the scales. As a result of the study, both the cognitive flexibility levels and the levels of teaching self-efficacy perception were found to be high in preservice teachers. While the cognitive flexibility level of female preservice teachers was higher than male preservice teachers, the cognitive flexibility levels and teaching self-efficacy perceptions were higher than others in preservice teachers having a high grade point average and a high expectation to pass PPSE. Finally, it was determined that levels of cognitive flexibility and teaching self-efficacy perception affected one another positively and significantly.

Self-Efficacy Beliefs and Performance of Pre-Service Economics Teachers: Implications for Teacher Training

Good teaching is crucial for implementing the school curriculum and is taken seriously by teacher training institutions. Pre-service teachers of various colleges of education are taken through multiple assessment strategies to obtain information for improving teacher training curricula to achieve the aim of training quality teachers for effective curriculum implementation. One of the ways of sourcing information for fine-tuning teacher training is the assessment of pre-service teachers’ self-efficacy beliefs. Sourcing information on pre-service teachers’ self-efficacy beliefs helps to determine their readiness to implement the school curriculum after their training. This study aimed to assess the self-efficacy beliefs of pre-service economics teachers at the University of Cape Coast using a quality teaching model as a framework. All 77 final-year pre-service economics teachers at the University of Cape Coast were included in the study. A questionnaire aimed at measuring the self-efficacy beliefs of pre-service economics teachers were used to collect data. Data were analysed using thematic analysis, descriptive and inferential statistics. The study’s key findings were that pre-service economics teachers were highly self-efficacious in teaching economics; male pre-service economics teachers had a higher self-efficacy belief than their female counterparts; and there was a weak, insignificant positive relationship between self-efficacy belief and pre-service economics teachers’ performance in off-campus teaching practice. It was recommended that female pre-service economics teachers should be encouraged more by their lecturers to help them improve their self-efficacy beliefs in teaching senior high school economics.

Assessment of pre-service physics teachers’ conceptual understanding in electricity and magnetism

This study focused on an assessment of pre-service physics teachers’ conceptual understanding of physics in the domain of electricity and magnetism concepts. The study employed a descriptive survey method of research. The study sample consisted of 100 pre-service physics teachers from five teacher education colleges during the academic year 2021/21. The study used preliminary data from a PhD dissertation that was gathered by administering a conceptual understanding test on electricity and magnetism, which contained 32 items adapted from standardized tests. The data were analyzed using descriptive statistics, one sample t-tests, independent samples t-tests, and one-way ANOVA. The results of the one sample t-test showed that the conceptual understanding test scores for electricity and magnetism were considerably below 50 and 70 which are the national standard pass mark points and the baseline for certification of competency to the teaching profession, respectively. ANOVA analysis revealed that there was a statistically significant mean difference among the pre-service physics teachers in the colleges. The post hoc test analysis showed that there was a statistically significant mean difference between pre-service teachers from two colleges. The independent samples t-test revealed that there was statistically significant mean difference between test scores of males and females in favor of male pre-service physics teachers. In addition, the participation of female candidates was too low compared to their male counterparts. In conclusion, the achievement of pre-service physics teachers was below the expected values; differences among colleges were detected; and there was an achievement and participation imbalance in relation to gender, though consecutive measures were taken. Based on the conclusions, recommendations are given that could be applicable.

Self-Esteem and Interpersonal Relationship of Pre-Service Teachers

The study examined the relationship between self-esteem and interpersonal relationship among pre-service teachers in higher education. The study was guided by two research questions, two hypotheses, self-identity theory (Stryker 1980), social exchange theory (Homans, 1958) and social comparison theory (Festinger, 1954). The study adopted a descriptive survey design. The sample size was 166, obtained from total number of level 300 students from the Department of Health Physical Education and Recreation, and Department of Mathematics and ICT under the Faculty of Science and Technology Education. The department of Health Physical Education and Recreation level 300 had total number of students to be 38 and department of Mathematics and ICT level 300 had total student of 124, given a total sample size to be 166. The results of the study are based on 152 out of 166, which constitutes a response rate of 91.6%. Questionnaire was used to gather data from the respondents. The data collected from the respondents were analysed using frequencies and percentages, mean and standard deviations, independent samples t-test, and simple linear regression using 1000 bootstrap samples with Bias Corrected accelerated confidence intervals. The study revealed the following findings: 1) the majority of the respondents experience low self-esteem, 2) The respondents, on average, demonstrate a moderate level of interpersonal relationship engagement, 3) there was no statistically significant relationship between self-esteem and interpersonal relationship and 4) a statistically significant difference in the mean scores of self-esteem between male and female students with male students having lower self-esteem than females. In conclusion, this study highlights the importance of tailored interventions, like orientation programs and seminars, to enhance self-esteem, especially among male pre-service teachers. It also underscores the complex link between self-esteem and interpersonal relationship.

The Relationship Between Pre-Service Teachers' Online Self-Regulation Skills and Cognitive Emotion Regulation Skills

The purpose of this research is to determine the relationship between online self-regulatory learning skills and cognitive skills of regulating emotions. It has been examined that if there is a difference in the gender variable between online self-regulatory learning skills and cognitive emotion regulation skills of pre-service teachers and a meaningful relationship between the online self-regulatory learning skills and cognitive emotion regulation skills in terms of this purpose. It is a descriptive relational research. The sample this research is 434 pre-service teachers studying in the faculty of education. In this research, Online Self-Regulatory Learning Scale and Cognitive Emotion Regulating Scale has been used as a data collection tool. As a result of this research, it is seen that there is a significant difference in favor of female pre-service teacher on gender variable within the scope of online self- regulatory skills. When the sub-dimensions are searched it has seen that there is a significant difference in “environment structuring”, “task strategies”, “time management” sub-dimensions. When the cognitive emotion regulation skills of pre-service teachers have been examined according to the gender variable it is stated that there is a significant difference in favor of female pre-service teachers in “putting into perspective” sub-dimension. According to this result, it was determined that female pre-service teachers thought that "everything could have been worse, others had experienced worse events, their last experience was not as bad as the previous ones, and there were worse things in life" than male pre-service teachers.

Analysis of Teacher Candidates' Attitudes Towards the School Experience Course

The study aimed to determine the attitudes of the preservice teachers who have taken the school experience course. The participants consist of 3rd and 4th-grade students who studied at the Faculty of Education and Faculty of Sport Sciences during the 2017-2018 academic year at Sivas Cumhuriyet University. A total of 303 (60.6%) female and 197 (39.4%) male preservice teachers participated in the study. “Attitude Scale Towards School Experience Courses” developed by Kılınç and Salman (2007) was used for data collection. Descriptive statistics and One Way Analysis of Variance (ANOVA) tests were used to analyze the data. According to the findings, the total scores of the preservice teachers' attitudes towards the school experience scale were high, and the preservice teachers reported positive attitudes towards the school experience course. As a result, preservice teachers showed a positive attitude towards the school experience course, and the learning outcomes of the school experience course have been reached. In line with the findings obtained as a result of the study, suggestions were made to teachers and researchers.

Men who teach Early Childhood Education: Mediating Masculinity, Authority and Sexuality

Efforts to involve men in teaching young children is aimed at disrupting gender-specific occupational segregation and the feminization of teaching. This paper foregrounds the reasons a group of South African male preservice teachers chose to specialise in Early Childhood Education (ECE). We deploy hybrid masculinity as a lens to unpack how men reconfigure male power as prospective ECE teachers. Male authority and intergenerational relations in ECE and the avoidance of sexual misconduct permit male teachers to strategically mediate power and claim status as prospective ECE teachers. Highlighting these gendered complexities is vital in developing a gender equitable ECE landscape.

Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught?

This study explored the interplay between teacher mindsets and grit levels of Turkish pre-service teachers taking their year of study into account (i.e., first-year vs the fourth year), gender, and the subject taught in a Turkish higher education setting. Student teachers from various programmes at a public university in Turkey participated in the study (N = 321). The participants completed the Teacher Mindset Scale and Grit Scale online after receiving the approval of the university’s ethics committee and signing the consent forms. The correlations between the components of teacher mindset and grit demonstrated that as growth teacher mindset scores increased, and effort scores also increased significantly. Furthermore, as fixed teacher mindset scores increased, interest scores decreased. First-year pre-service teachers had significantly higher fixed teacher mindset scores than the fourth year. In terms of grit, fourth-year pre-service teachers showed greater effort than the first year. There was no difference between female and male pre-service teachers regarding fixed teacher mindset. However, female pre-service teachers scored significantly higher on growth teacher mindset, interest, and effort scales. As for the subject taught, the Mathematics Education programme showed higher levels of fixed teacher mindset and the English Language Teaching programme showed lower levels of grit. Practical implications of our findings and limitations of the study are shared accordingly.

An Investigation into Pre-Service Teachers’ Self-Regulated Online Learning Perceptions

The sudden outbreak of Covid-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers’ self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers’ perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers’ self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.