Opinions Of Pre-service Teachers Research Articles

Educational robotics for science and mathematics teaching: analysis of pre-service teachers' perceptions and self-confidence

Educational Robotics has had an important impact in recent years as it offers a number of advantages for students. The inclusion of robotics in any educational stage requires teachers with adequate predisposition and training, making it necessary to know the opinions of pre-service teachers. The aim of our study is to analyze the perceptions and self-confidence of 109 pre-service primary education teachers before and after an intervention based on educational robotics and challenge-based learning to teach scientific and mathematical content, in their third academic year. A quasi-experimental design was used involving pretest and posttest, using the nonparametric Mann-Whitney and Wilcoxon U tests. The results showed a significant improvement in the overall mean self-confidence. In addition, the intervention led to a more positive perception of the benefits and possibilities of robotics for teaching of scientific and mathematical content, although it also increased the difficulties of implementation due to the lack of training in this digital resource. It is concluded that interventions are required based on educational robotics that allow pre-service teachers to gain the necessary self-confidence and perception to facilitate its introduction for the teaching of scientific and mathematical content.

Pre-Service Teachers’ Perceptions on the Use of Heritage in Secondary Education and Their Reception of Educational Materials from the Heritage and Museum Sector: A Case Study in Flanders (Belgium)

There has been a growing policy interest in establishing connections between heritage and education. Nevertheless, there seems to be very little evaluation or critical reflection on what actually happens in practice, and it remains unclear how heritage education is employed in countries throughout Europe. The aim of this paper is to assess the current status of heritage education in Flanders (the Dutch-speaking northern part of Belgium) via a literature review and an exploratory case study. The perceptions and opinions of pre-service teachers (n = 17) were investigated using three instruments: a questionnaire, document analysis, and the think aloud method. The results show that the pre-service teachers had a traditional interpretation of heritage, mainly relying on well-known and monumental examples and following a rather historical–artistic conception. However, it was found that their opinions were positive towards the use of heritage as an educational resource, and their evaluations of educational materials from the heritage and museum sector provided detailed information concerning teachers’ desires and needs in this regard. The implications of this study should encourage initial teacher training in Flanders to further consider the epistemological and methodological challenges in the emerging field of heritage education.

Literature and Media: A Closer Look at Literature through a Social Networking Application

Today, traditional literacy habits are changing with various technological tools in digital environments. Social reading platforms are one of these innovations and changes. These networks are widely used in the world and in Turkey. The application 1000Kitap, the largest book reader network in Turkey, is one of these social networks. In this study, the opinions of pre-service teachers who review the books they read on this application, their attitudes towards reading and writing, and the contributions of this application to pre-service teachers were examined. The study was conducted with fifty-five Turkish pre-service teachers within the scope of the world literature course in the spring semester of the 2022-2023 academic year. In the study, it was aimed to examine in detail the views of pre-service Turkish teachers on the 1000Kitap application by using mixed method. The quantitative dimension of the research is a survey model that tries to describe the existing situation as it is. In the quantitative dimension of the study, survey technique, one of the data collection techniques of this model, was used. In the qualitative dimension of the study, a case study, one of the qualitative research methods, was conducted. The qualitative data used in the study were obtained from a semi-structured interview form. It was found that the attitudes of the pre-service teachers who examined the work they read in the 1000Kitap application, made quotations, and shared their opinions were at a high level; their opinions about the application were very motivating and useful in terms of interaction and sharing; the application increased their reading motivation and contributed to the opportunity to see different perspectives.

Sustainable Food in Teacher Training: Evaluation of a Proposal for Educational Intervention

The sustainability of the food system is a particularly relevant issue today as it is a challenge to ensure environmental sustainability and the need to guarantee access to food in all parts of the world to promote social equity. Given this, the need to promote a sustainable food transition in consumption habits becomes imperative. It is crucial that teachers be sensitised to this issue so that they can try to develop a critical and globally aware student body that is committed to a social transformation towards sustainability. The main objective of this study is discovering the opinions of preservice teachers (PSTs) on sustainable food. It also has two specific objectives: (1) analyze the initial opinions of prospective teachers on sustainable food before and after carrying out an educational intervention on this topic, and (2) study the relationship between the opinions of PSTs and variables related to their personality or their relationship with nature, among others. A longitudinal pre-test-intervention-post-test design using quantitative methods was carried out to explore the opinions of 49 pre-service teachers studying for a degree in Primary Education before and after the educational intervention. The results show changes in the opinions of future teachers after the application of the educational intervention and differences towards food sustainability according to some socio-demographic variables such as gender.

Opinions of preservice teachers about the mentoring provided by experienced elementary school classroom teachers in the context of Turkish language arts teaching during the covid-19 pandemic

Araştırmada Covid-19 salgın sürecinde sınıf öğretmeni adaylarıyla çevrimiçi olarak yürütülen deneyimli misafir öğretmen destekli Türkçe öğretimi dersleriyle ilgili öğretmen adaylarının görüşlerinin incelenmesi amaçlanmıştır. Araştırmaya iki devlet üniversitesinde öğrenim gören ve Türkçe öğretimi dersini alan 73 sınıf öğretmeni adayı katılmıştır. Araştırmanın uygulama süresi 12 hafta boyunca devam etmiştir. Türkçe öğretimi derslerinde her hafta misafir olarak resmi ya da özel okulda görev yapan bir sınıf öğretmeni deneyimlerini sınıf öğretmeni adayları ile paylaşmıştır. Yapılan dersler ZOOM video konferans platformu aracılığıyla yürütülmüştür. Uygulama sürecinin ardından öğretmen adayları arasında seçilen gönüllü 20 öğretmen adayıyla odak grup görüşmeler gerçekleştirilmiştir. Araştırmada verilerin analizi sürecinde bilgisayar destekli nitel veri analizi MAXQDA programı kullanılmıştır. Öğretmen adaylarının görüşleri bağlamında ulaşılan bulgular MAXQDA programından elde edilen sütun grafikleri doğrultusunda sunulmuştur. Araştırmanın ortaya koyduğu bulgulara göre öğretmen adayları teknolojik yönde kendilerini geliştirme fırsatı bulduklarını, alınan derslerin gerçek yaşam pratiklerini yansıttığını, alınan ders içeriklerinin öğretmen olma yeterliliklerine katkı sağladığını, misafir sınıf öğretmenlerinin deneyim paylaşma sürecini motive edici ve bilgilendirici bulduklarını ve deneyimlenen sürecin Türkçe öğretimi becerilerine katkı sağladığını ifade etmiştirler. Uzaktan eğitim sürecinin çeşitli avantaj ve dezavantajlara sahip olmasına rağmen genel manada öğretmen adaylarını mesleğe hazırlama açısından başarılı olduğu görülmektedir. İleride yapılacak araştırmalarda farklı öğretim derslerinde de misafir öğretmenlerle yapılacak araştırma sonuçlarının ve misafir öğretmenlerin de deneyimleriyle ilgili görüşlerine yer verilmesinin bilimsel literatüre katkı sağlayacağı düşünülmektedir.

Opinions of Pre-service Teachers on the Use of Bibliotherapy Method in Turkish Education

Bireylerin ruh sağlığının kitaplar aracılığıyla iyileştirilmesi amacıyla kullanılan bibliyoterapi, doğru zamanda, doğru kişiyi, doğru kitapla buluşturmayı hedefleyen bir yöntemdir. Bu yöntem özdeşim kurma, arınma (katarsis), içgörü ve genelleştime olmak üzere dört aşamada gerçekleşmektedir. Öğrenme ortamlarında bu aşamalar göz önünde bulundurularak yapılan bir okuma etkinliği, hem öğrencilerin günlük yaşamındaki pek çok sorunun anlaşılması ve bu sorunların üstesinden gelinmesini sağlayacak hem de öğrencinin akademik başarısını olumlu bir şekilde etkileyecektir. Eğitim ortamlarında bu yöntemden yararlanılabilecek en uygun ders, metinlere dayalı olması nedeniyle Türkçe dersidir. Türkçe dersinin kazandırmayı amaçladığı genel becerilerle bibliyoterapik unsurlar örtüşmektedir. Bu nedenle öğrenme-öğretme süreçlerinde hem dil becerilerinin geliştirilmesinde hem de öğrencilerin var olan sorunlarıyla başa çıkmasında bu yöntemden yararlanılabilir. Bu çalışmanın amacı da Türkçe eğitiminde bibliyoterapi yönteminin kullanımına yönelik öğretmen adaylarının görüşlerini incelemektir. Bu araştırma, nitel araştırma çerçevesinde durum çalışması olarak desenlenmiştir. Araştırma, 2021-2022 eğitim-öğretim yılı bahar dönemi Aksaray Üniversitesi Eğitim Fakültesi 3.sınıf Türkçe öğretmeni adaylarından oluşan bir çalışma grubu ile yürütülmüştür. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen verilerin analizinde, nitel araştırma tekniklerinden içerik analizi kullanılmıştır. Elde edilen bulgular ışığında metin seçiminde dikkat edilmesi gereken özellikler, uygulama süreci, öğrenme ortamlarında tamamlayıcı etkinlik olarak yapılabilecek uygulamalar ve öğrenme ortamının tasarımı üzerinde durulmuştur.

Pre-service Teachers' Perceptions on the Concept of Oral Communication: A Metaphor Research

This research aims to determine pre-service teachers' mental images of the concept of “Oral Communication” by using the metaphor technique. The qualitative research method was used in the research. The pattern of the study is phenomenology, which is one of the qualitative research method designs. The participants of the research are 84 teacher candidates, 16 male, and 68 female, studying in various departments in the education faculty of a state university in the spring semester of the 2020-2021 academic year. To get the opinions of pre-service teachers as a data collection tool, “Oral Communication… like/similar. Because…” An open-ended question form was used. In this context, pre-service teachers were provided to fill in the blanks in the form using a metaphor. Easily accessible sampling (study group), which is one of the purposive sampling methods, was used in the selection of the sample. The obtained data were analyzed through the content analysis technique. As a result of the analysis of the data obtained from the research, it was determined that the teacher candidates produced a total of 64 metaphors in 6 different categories. These categories, in terms of the metaphors they contain; “Oral Communication as a tool, Oral Communication as an abstract concept, Oral Communication as a basic need, oral communication as an analogy, oral communication as a profession expression, oral communication as the expression of living things” Categorically, it was determined that the density of metaphors was in the category of “oral communication as a tool” and that the pre-service teachers produced metaphors reflecting their generally positive perceptions and thoughts about the concept of oral communication.

Service-based learning experiences of pre-service Turkish teachers: Language teaching to Syrian refugees

With this study we aimed at determining the service-learning experiences of pre-service Turkish language teachers in teaching Turkish to Syrian refugee students. The Community Service Practices course plays an important role in the integration of pre service teachers in the society. A phenomenological design was used in the study in which we investigated the opinions of pre service teachers about the service-learning processes. The study was conducted with 23 pre-service Turkish language teachers in Kilis 7 Aralık University. The community service practice was realised in a state school where Syrian secondary school students receive education. Interviews were conducted to collect data from the participants, and the content analysis method was used to analyse the data obtained from the interviews. Themes were formed by classifying and interpreting the data. In the study, the experiences of pre-service teachers with students, the teaching process, teaching environment, students, and service-based learning process were analysed. The results indicate that pre-service teachers developed their awareness, took social responsibility, attained occupational experience, and improved their communication with the refugees during the Community Service Practices course. Considering the results obtained it could be argued that service-learning practices have significant benefits for pre-service teachers and students.

Opinions of Pre-Service Teachers Toward Positions of Visual Elements in Instructional Videos

This study aims to explore the opinions of pre-service teachers toward various positions of visual elements in instructional videos using a survey method. The samples were 240 undergraduate pre-service teachers at the University of Phayao. The data were collected using a questionnaire to survey pre-service teachers’ opinions on visual elements placed at different positions in instructional videos. The questionnaire’s face validity ranged from .600 to 1.000, and the overall face validity of the questionnaire was .840, while using the Alpha Cronbach test, the questionnaire’s reliability ranged from .754 to .925, with an average reliability of .878. The findings from descriptive statistical analysis were as follows: (1) Regarding the opinions of the pre-service teachers toward different templates of instructional videos, it was found that they preferred instructional videos that contained presentation graphics and a lecturer video with a transparent background. (2) Concerning the opinions of the pre-service teachers toward specific positions of visual elements in instructional videos, it appeared that they preferred instructional videos containing presentation slides and a lecturer video with a transparent background in the bottom right corner. (3) In terms of the appropriate lengths of instructional videos, the pre-service teachers felt that the appropriate length of an instructional video for each topic was between 3-5 minutes.

Comparing the Effectiveness of Instructional Video Types: An In-Depth Analysis on Pre-Service Teachers for Online Learning

This mixed method study investigated comparatively the effects of instructional video (IV) types used in online learning (OL). A total of 394 pre-service teachers (PTs) participated from two universities in Turkey. Results indicated that the IV type which includes interactive elements and a combination of the human embodiment and instructional contents on screen by using lightboard or green screen technologies are more effective. Not only the details of instructor’s position, visibility, narrative style, facial movements, gestures, cues but also real-like learning settings and video duration enhance the effectiveness of IVs. The opinions of PTs were reported under six themes: video length, interaction elements, instructor’s gestures and facial expressions, naturality and reality, immersion and flow, dynamic drawing. Implications on IV types, suggestions for future studies were also discussed.

Preparing and Implementing Instruction Reading Activities in French Language Classes: An Action Research with Pre-Service French Teachers

In this study, answers were sought about how instruction reading activities affect pre-service teachers’ instruction reading behavior, the opinions of pre-service teachers about instruction reading activities, how to apply instruction reading activities in Text Grammar in a French course, and how instruction reading activities affect pre-service teachers’ awareness of delivering the instructions. The study was designed as action research. For this purpose, following the literature review, teaching materials were developed and applied to improve instruction reading skills. The participants of the study consisted of students studying at the French Language Teaching Program in a state university, who are attending a second-year spring semester Text Grammar in a French course. Different qualitative and quantitative data collection tools such as video recordings, observations, interviews, researcher diary, and achievement tests were used to collect data in the study. As a result of the analysis of the data, it was observed that instruction reading activities had a positive effect on the students’ instruction reading skills, increased the students’ awareness of instruction reading, and supported the use of strategies in instruction reading. Instruction reading activities conducted during the action research influence the development of instruction reading skills of French teacher candidates. And these activities created an awareness of the instruction in pre-service teachers and supported instruction reading behaviour. In addition, instruction reading activities had positive effects on the academic achievement, strategy use, and professional development of participants.

Opinions of Pre-Service Teachers on The Use of Educational Digital Games in Science Lessons

In this study, the opinions of pre-service teachers on the use of educational digital games in science lessons were examined. The research model of the study is qualitative model. The criterion sampling method, which is one of the purposive sampling methods, was used in the selection of the study group. The study group consists of 12 undergraduate 4th grade teacher candidates who study at a state university and choose the elective course called “Science Education with Games”. In the study, 12 pre-service teachers developed educational digital games in an elective undergraduate course for one semester and presented the games they developed to other pre-service teachers. All processes were carried out online. The data in the study were obtained in the 2020-2021 academic year. Semi-structured interview was used as data collection tool. For semi-structured interviews, semi-structured interview form was implemented to pre-service teachers before and after the implementation. In data analysis, qualitative data were analyzed using content analysis. The collected data were analyzed and interpreted. As a result of the study, it was seen that the opinions of the pre-service teachers about the use of educational digital games in the science lesson were positive. In addition, pre-service teachers stated that the use of educational digital games provides learning with fun.

Evaluation of the social studies course on Education Information Network (EBA) in accordance with the opinions of pre-service teachers

The Fatih Project has been one of the big steps in the field of education in Turkey, which aims to reflect the developments in technology and communication to education. The Education Information Network (EBA), which was created in 2011 within the scope of the project, was put into service as an online platform for integrating technology with education. With the introduction of distance education in line with health and safety measures during the COVID -19 outbreak, the usage area and importance of the EBA has increased. Various courses and teaching materials suitable for all education levels was provided through this platform. The aim of the current study is to reveal the opinions of pre-service teachers about the social studies course delivered on the EBA during the pandemic process. Case study, one of the qualitative research models, was used in the current study. 25 pre-service social studies teachers who voluntarily participated in the study watched a total of 75 lessons delivered from July to October for 5th, 6th, 7th grade students and evaluated those lessons in terms of attention-drawing, motivation, teaching methods and techniques, teaching materials, evaluation and communication elements. "Course Evaluation Form" was used as data collection tool. Content analysis was carried out on the evaluations made by the teachers. According to the pre-service teachers, the attention-drawing phase of the social studies lessons delivered through the EBA was neglected in most of the lessons, and the teaching method was limited to the method of lecture, question-answer, and case method. In addition, it was determined that while the evaluation phase of the courses was insufficient, the use of teaching materials was sufficient. Some characteristics of the teachers who teach the lessons such as the tone of voice and body language were generally found to be sufficient.
 
 Keywords: Education Information Network, social studies, teachers’ opinions

Assessment of the effectiveness of blended learning in foreign language teaching: Turkish language case

The aim of this study is to determine the attitudes and opinions of pre-service Turkish teachers about blended learning in a course called Turkish as a Foreign Language. As part of the study, various activities based on blended learning were first organized and then implemented by the researchers in the course. Taking a quasi-experimental approach as a model, a 'Single Group Pre-Test-Post Test Pattern' was used. When the opinions of the pre-service teachers in the quasi-experimental application process were evaluated, it was seen that their learning skills improved, they used the time allocated to education more effectively, but in some respects, the outcomes turned out to be more negative (i.e. lack of opportunities to ask questions, cutting corners, free-riding) on students. The pre-service teachers stated that problems shortcomings in technology mostly affected blended learning negatively.

Problems of Turkish education system and suggested solutions: What do pre-service teachers think?

The main purpose of this study is to examine and put forward the opinions of pre-service teachers about the problems in the Turkish education system and their solution suggestions. The phenomenological model was used in the qualitatively designed study. The participants of the study are 148 students attending the education faculty of a university in the central Anatolia region in Turkey during the spring term of 2020-2021 academic year. The data of the study were collected through a data collection instrument prepared by the researchers and the participants were asked to fill out the instrument by replying to the questions. According to the analysis, the problems of Turkish education system and solutions suggested for these problems were classified under six themes: (i) knowledge provided at schools, (ii) student characteristics, (iii) teaching profession, (iv) physical environment, (v) society’s perception and (vi) implemented policies.

Opinions of Pre-Service Classroom Teachers about Academic Controversy Method

The aim of this study is to determine the opinions of pre-service classroom teachers about academic controversy, from the cooperative learning methods, implemented in social studies teaching course. Using the action research pattern from the qualitative research approaches, the study group for the research comprised 42 preservice teachers in third year attending the primary education department in a state university. Research data were collected from preservice teachers with an interview form asking open-ended questions Responses of preservice teachers to the questions included opinions about the positive and negative aspects of the academic controversy method; whether they would apply this method in future classes and why; and about the contribution of the method to social and individual development of students. Opinions of preservice teachers after implementing the method in the class environment were that the academic controversy method was fun and beneficial for peer teaching; increased in-class interaction, retention of knowledge and self-confidence; ensured effective participation in class, active learning and conflict management; provided democracy education, directed research, taught respect for differences, provided a multidimensional perspective, and reduced the need for authority; and that it developed self-control, self-expression, decision-making and problem-solving skills. Additionally, criticisms mentioned by preservice teachers included causing noise in the classroom, not being appropriate for all class levels, lessons or topics, being difficult to implement in crowded classrooms and that the duration was not sufficient for the implementation.

Ters-yüz Edilmiş Sınıf Modelinin Öğretmenlik Meslek Bilgisi Dersinde Kullanılması: Tutum ve Öz-yeterlik İnançları Üzerindeki Etkileri

The purpose of this study was to investigate the effects of the Flipped Classroom Model on preservice teachers' attitudes and self-efficacy beliefs about Teaching Principles and Methods course. It was also aimed to consider the opinions of preservice teachers about the model. A quasi-experimental research model with pre-test and post-test control groups was used in the study. The study sample consisted of 78 preservice teachers at a state university in the Western Black Sea Region in Turkey. The Teaching Principles and Methods course was carried out in a 14-week implementation process. The Flipped Classroom model was applied in the experimental group while the traditional teaching methods were applied in the control group. According to the results, it was determined that the model positively affected the preservice teachers' attitudes and self-efficacy beliefs about Teaching Principles and Methods course. Besides having positive opinions about the model, the preservice teachers also pointed out the educational advantages of the model. The negative opinions about the model and the problems encountered during the implementation process were mostly related to the technical matters.

Investigation of the Opinions of Preservice Science Teachers about Chemical Wastes

This research was carried out with the aim of investigating the opinions of preservice science teachers about chemical wastes. The research conducted with the screening model was carried out with the voluntary participation of 54 preservice teachers studying at the Department of Science Education at a state university in the 2019 2020 spring semester in Turkey. An opinion form composed of 6 questions prepared by the researchers was used as a data collection tool. Expert opinions were taken for the validity of the questions in the form. Opinions of preservice teachers were analyzed by making content analysis. As a result of the research, preservice science teachers stated that people exposed to chemicals through breathing, food and contact; that chemical wastes cause environmental problems such as water, air and soil pollution; that chemicals have toxic effects that can cause health problems, respiratory diseases and death; that chemicals have effects on all living creatures and the environment such as diseases and restriction of habitats; that the collection, utilization and disposal of chemical wastes is done by recycling; that there is a connection between chemical wastes and bacteria or virus outbreaks and they can lead to diseases / outbreaks. Key words : Chemical wastes, Opinions of preservice teachers, Preservice science teachers DOI : 10.7176/JSTR/6-10-01

Views of Pre-service Primary School Teachers About the Integration of Children's Literature in Mathematics Teaching

The integration of children's literature in mathematics teacihng and learning has important pedagogical benefits, but many factors are effective in integrating children's literature into mathematics education. These factors include teachers’ perspectives, knowledge, attitudes, beliefs and eagerness to implement it. It is thought that if teacher training programs cover courses on the use of children’s literature books or other products, it would positively affect their attitudes towards such a practice. The aim of this study is to examine the opinions of preservice primary school teachers about the integration of children's literature in mathematics teacihng and learning. The views of the participants were collected before and after the use of a course outline based on the integration of mathematics with children’s literature. The study was designed in a qualitative research design, and the opinions of the preservice teachers were evaluated extensively through the case study. The participants identified by convenience sampling method are 98 pre-service teachers who were studying in the last year of the teacher training program at a public university. The data of the study were obtained through mathematics lesson plans and open-ended questionnaires developed in relation to children's literature. The items in the first form were concerned with the experiences of the preservice teachers about integration of children’s literature in mathematics, their views on the selection process of children's books and their expectations and evaluations regarding the practice. In the second form aimed to share the experiences of the participants following the implementation and to get their opinions about the teaching process which reflected the relationship between children's literature and mathematics. The data were analysed by using the descriptive statistics. The findings indicate that the views of the participants’ are grouped into following four dimensions: book selection criteria and process, pedagogical effect, integration process, possible barriers and limitations. It is found that the participants have difficulty in choosing children’s books that provide children opportunities for learning mathematics. Following the implementation, they emphasized the pedagogical benefits of the practice such as increasing children’s motivation and interests in learning mathematics. During the integration process they mostly made use of the context of the books. Some of the participants employed the books for the purposes of teaching mathematical concepts and skills. However, the books were mostly used to get attraction, make courses more fun and increase student motivation. The participants stated that they had difficulties selecting and relating the books with mathematics subjects, and finding enough time for implementation. In order to use children's books as an effective tool to support conceptual understanding in mathematics teaching process, preservice and inservice teachers should be provided with necessary training and experience.

Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey

This study aims to know the opinions of pre-service teachers on their digital competence and to determine whether these opinions vary according to gender, branch and perceived level of digital competence. In this study, a cross-sectional survey model was used. In such a context, the study was conducted with 518 pre-service teachers who were studying in different provinces of Turkey. The study used a digital competence questionnaire as a data collection tool. When the results were evaluated, it can be said that the digital competence of pre-service teachers is moderate and that it varies significantly according to gender, branch and perceived level of digital competence. It is thought that the results of this study will guide the researchers as they reveal the needs of the pre-service teachers and contain information about what should be focused on the training or activities to be organized to meet these needs.