Perceptions Of Pre-service Teachers Research Articles

Effect of Geogebra on Pre-Service Teachers' Achievement and Perception of Circle Theorems at E. P. College of Education, Bimbilla-Ghana

The study determined the effects of Geogebra on pre-service teacher's achievement and perception in circle theorems. The study was carried out in Evangelical Presbyterian (E.P.) College of Education, Bimbilla. Three research questions were formulated to guide the study. A sample size of 88 pre-service teachers (PSTs) was used. The control and experimental groups had 45 and 43 pre-service teachers respectively. The study used a quasi-experimental design. Data were collected from the subjects and analyzed quantitatively using SPSS version 18 on the close-ended questionnaire and the achievement pre-test and post-test. The pretest and post-test were analyzed using an independent sample t-test while the perception questionnaire used percentages, mean, and standard deviation in the analysis. Results from the study revealed that students taught circles theorem with Geogebra teaching strategy achieved a higher mean score than those taught through the conventional method with large effect size. The experimental group showed a positive interest in the Geogebra teaching strategy of teaching circles. The paired sample t-test also confirmed that the experimental group gained a mean difference of 9.83 in post-test with a large effect size too. The study recommends the integration of Geogebra into the teaching of circle concepts and theorems at the colleges of education in Ghana.

Assessment of the Perceptions of Pre-service Teachers towards Practical Work in the Context of Scientific-technological Literacy

This research aims to analyse the perceptions of future preschool teachers towards the application of practical work. This study is part of a more comprehensive teaching innovation project which aims to contribute to the scientific and technological literacy of teachers in initial training. Three practical activities were designed from the topic Didáctica del Medio Natural at the University of Cádiz (Spain) and implemented during the 2018-2019 year. After their completion, a questionnaire was provided of three closed questions Likert type with five levels. The student's answers were analysed from a quantitative approach taking into account aspects: (1) Usefulness for professional training; (2) Degree of satisfaction with contents; and (3) Degree of utility for your future teaching career. Results indicate that students, in general, were very satisfied with the development of the practical work designed. However, their opinion varied when they considered their usefulness for their future teaching work. In conclusion, results indicate that practical work allows future teachers to increase their interest in science. However, it can be advised the necessity to look for spaces to be able to discuss the learning acquired and to be able to adapt these practices to the children's classroom to consider their didactic potential.

Assessing the Psychosocial Classroom Environment of Teacher Training Classrooms

This study aimed to investigate the classroom environment perceptions of pre-service teachers enrolled in different departments of a Faculty of Education and to investigate the relations among classroom environment perceptions of pre-service teachers and their course achievement. It was conducted in an education course in the fall semester of the academic year 2017-2018 at a state university. The study was designed according to survey research design and 277 pre-service teachers were chosen according to the convenience sampling method. The data were collected through the “Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT)” analyzed by using descriptive and inferential analysis techniques. The results of the study showed that the departments of pre-service teachers had a significant effect on the perceptions of the classroom environment. Pre-service teachers who enrolled in Classroom Teaching Department perceived classroom environment favorable than those who enrolled in other departments. Moreover, pre-service teachers who enrolled in Elementary School Mathematics Teaching Department perceived the difficulty property of the classroom environment at highest. Finally, several correlations were obtained among the dimensions of the classroom environment and also between the achievement scores of pre-service teachers and their classroom environment perceptions. The findings were discussed in detail concerning classroom environment literature.

EFL Teachers' Perceptions on the Potential of MOOCs for Lifelong Learning

Despite its numerous advantages, globalization, information society and the emergence of information and communication technologies (ICT) have caused quick changes in society, provoking the rapid obsolescence of knowledge and the appearance of new concepts. In this context, new professional demands for teachers are required to help students develop necessary competences for the 21st century. At this juncture, ICT, e-learning tools, and MOOCs have arisen as remarkable training resources for teacher lifelong learning with an undeniable potential; however, it seems relevant to study whether teachers agree in the usefulness of such tools. In this light, this article investigates and compares the perceptions of Spanish pre-service and in-service EFL teachers about ICT, e-learning and MOOCs, and the uses of these technologies. The results obtained allow the researchers to analyze whether the possibilities of these resources correspond to the real necessities of EFL teachers.

예비유아교사의 음악개념 인식에 대한 연구

예비유아교사의 음악개념 인식에 대한 연구

Teaching coding and computational thinking in primary classrooms: perceptions of Australian preservice teachers

Coding and computational thinking are becoming increasingly important in primary classrooms. In Australia, they are being progressively mandated as part of the school curriculum in each state and territory. As such, it has become imperative that preservice teachers enrolled in primary education courses have the technological and pedagogical skills to design and deliver relevant classroom activities that align with national curricula. Through a small-scale qualitative study, we investigated preservice teachers’ understanding of coding and computational thinking and their perceptions of the connections between these concepts and the Australian Curriculum. We applied summative content and thematic analyses to data collected from semistructured interviews and supplementary documents. Eight Australian preservice teachers enrolled in an undergraduate primary education degree volunteered to participate in this research. Our findings showed that the participating preservice teachers had a sound if somewhat idiosyncratic knowledge of coding and computational thinking. Their perceptions of how these concepts related to the Australian Curriculum demonstrated a trajectory of understanding that was highly likely to develop and mature as they were transferred to classroom settings. This paper concludes by acknowledging the newness of teaching coding and computational thinking and suggests that time and support are needed for preservice teachers’ current perceptions and understandings to be consolidated in future teaching practice.

Reasons associated with preservice teachers’ intention to use immersive virtual reality in education

AbstractThe recent interest in the use of Immersive Virtual Reality (IVR) in education seems to correspond with the increased affordability, accessibility and functionality of IVR hardware and software. IVR has the potential to enhance immersion, improve spatial capabilities, promote empathy, increase motivation and possibly improve learning outcomes. However, the extent to which teachers capitalise on these potentials in the future depends their perceptions of IVR and their behavioural intentions to use it. Accordingly, this study aimed to identify relevant factors and influences relating to preservice teachers’ behavioural intention to use IVR, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Confirmatory factor analysis revealed that UTAUT2 provided a suitable model to describe preservice teachers’ perceptions of IVR on all dimensions (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit and behavioural intention), with hedonic motivation receiving the highest scores and habit scoring the lowest. Interview responses revealed the reasons for the substantial variation in preservice teacher perceptions, which depended on a range of external‐ (“first‐order”), internal‐ (“second‐order”) and design (“third‐order”)‐related issues. Implications for schools, educational leaders and teacher education are discussed. Practitioner NotesWhat is already known about this topic Immersive virtual reality (IVR) can offer numerous benefits for educators, though there are several issues that teachers need to overcome to use IVR effectively. A range of external, internal or design related factors can impact on teacher propensity to use technology in the classroom. The Unified Theory of Acceptance and Use of Technology model (UTAUT2) has been applied to analysing behavioural intentions to use various technologies in education, but not Immersive Virtual Reality. What this paper adds Preservice teachers rated hedonic motivation (enjoyment) highest and habit lowest, which was different to other technology acceptance studies. A range of external barriers (access, logistics and support), internal barriers (attitudes, experience) and design issues (technical skills, ideas for pedagogically meaningful tasks) constrained intentions to use IVR. Validation of the UTAUT2 model applied to a novel technology (IVR) and cohort (preservice teachers), with the rare inclusion of qualitative findings to add explanatory power. Implications for practice and/or policy There is opportunity for teacher education programmes and school systems to leverage the enjoyment factor as a means of realising other benefits of IVR (visualisation, empathy and retention). Teachers need to be provided with access to devices, professional learning, technical guidance, time and a supportive school and policy environment to become confident and capable users of IVR. In order for teachers (and students) to become effective designers with IVR they not only require technical assistance but also support to understand how IVR can be used in pedagogically meaningful ways.

Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers

The paper addresses the lack of interest that Secondary Education students display towards the academic disciplines of Science, Technology, Engineering and Mathematics (STEM). From the pedagogical standpoint, the origin of this problem may lie largely in the way these subjects have predominantly been taught, i.e. using expository strategies. The aim of this paper is twofold: first, to examine the retrospective perception that preservice teachers recall about the methodologies used for teaching STEM disciplines, coupled with analysis of the value these teachers give to a number of innovative activities used to encourage interest among their future students. A second objective was to compare those perceptions with a sample of high school students’ assessment of the actual activities their teachers used in STEM disciplines. Our results revealed the predominance of traditional teaching activities in both teachers and students, although the perception of this is slightly lower among students. Practical and applied activities in laboratories and first-hand knowledge of technoscientific work were perceived as the most interesting activities, although teachers used these less frequently than other activities. Conclusions are aligned with the achievement of a range of varied and innovate learning opportunities seeking a more engaging way of teaching STEM.

Pre-service Teachers Perception, Knowledge and Attitudes toward Stigmatization of Mentally Ill Patients in Obafemi Awolowo University, Ile- Ife, Osun State, Nigeria

The study investigated the pre- service teachers’ perception, knowledge and attitudes towards stigmatization of mentally ill patient in Obafemi Awolowo University, Ile- Ife, Osun State, Nigeria. It further examined the perceived causes of stigmatization, effect of stigmatization on mentally ill- patients as well as the measure that can be adopted to reduce and eliminate stigmatization of mentally ill patients in our society. It further investigated the influence of gender on pre- service teachers’ perception and attitude towards stigmatization of mentally ill patients on one hand and the influence of gender on pre- service teachers’ knowledge of mental illness on the other. The study adopted the descriptive survey research design. The population consisted of all pre- service teachers in the Faculty of Education. The sample comprised 400 pre- service teachers randomly selected across four departments in the faculty. Data for the study were collected using a questionnaire titled “Questionnaire on Pre- service Teachers Perception, Knowledge and Attitudes towards Stigmatization of Mentally Ill- Patients”. Data collected were analysed using frequency counts, percentages, Relative Significance Index and chi- square statistical method of analysis. The results showed the major causes of stigmatization with their respective Relative Significance Index (RSI) values as perceived dangerous and unpredictable behaviour of mentally ill patients (RSI=0.75); lack of recognition of mental illness as other illness (RSI=0.71); inability to live independently (RSI=0.71). It is concluded that the perception of pre-service teachers towards stigmatization of mentally ill patients as well as adequate knowledge of mental illness did not reflect on their attitude towards the phenomenon.

Data Driven Decision Making in Teacher Education: Perceptions of Pre-Service Teachers and Faculty Who Teach Them

ABSTRACT Integrating data driven decision making into teacher preparation programs has been called for by several researchers in order to help lessen the barriers teachers face in using data in their teaching. This mixed methods study examined the perceptions of data use in education by pre-service teachers (N = 112) and perceived knowledge and skills required for successful use from both pre-service teachers (N = 6) and the faculty who educate them (N = 5). Results have implications for teacher preparation programs considering data literacy integration and for researchers aiming to understand the best ways to encourage data driven decision-making skills and knowledge in pre-service teachers.

Multicultural Education and Culturally and Linguistically Diverse Field Placements: Influence on Pre-Service Teacher Perceptions

Multicultural Education and Culturally and Linguistically Diverse Field Placements: Influence on Pre-Service Teacher Perceptions

Preservice teachers perceptions about the use of blended learning in a science education methods course

The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.

Envisioning the Rural Practicum

Recruitment and retention of teachers in rural areas continue to dominate educational narratives across the country. School districts, state agencies, and university schools of education have instituted strategies including financial incentives, alternative standards and licensure criteria, and grow-your-own programs that target underemployed locals and paraprofessionals for accelerated licensure. While each strategy may enjoy situational success, none is a panacea for all circumstances. However, there is growing interest in the development of university and school district partnerships in creating innovative solutions to rural recruitment and retention issues. This study investigates the efficacy of a partnership between several small rural districts and a state university partnering to create and test a contextualized clinical practice model. The Montana State University rural practicum placed 13 preservice teachers in a week-long, immersive clinical practice in rural, remote schools in Montana, for them to authentically experience the rural context and for researchers to determine if such an experience might positively affect recruitment and retention efforts. The study used a community-based participatory research method to ensure equal participation of both university and rural school partners in co-creating the experience and in collecting and analyzing data. Results suggest that the rural practicum experience positively affected preservice teacher perceptions of rural teaching and rural communities. Rural school leaders and university personnel also agreed that the model held promise for recruiting and retaining teachers in rural areas.

Efficacy Perceptions of Preservice and Inservice Teachers in China: Insights Concerning Culture and Measurement

This study comprises the second stage of a research program in which sense of efficacy for teaching (SET) was investigated in Chinese mainland preservice and inservice teachers (PSTs and ISTs, respectively). Scores on SET were calculated and described, and SET comparisons were made between and within PSTs and ISTs. Relative to PSTs, ISTs had higher SET; within both the PSTs and IST samples there were no gender differences; but among ISTs there were some associations of SET with years of teaching, teacher roles, and whether the schools were categorized as advanced or standard. Tentative comparisons are drawn concerning SET in Chinese and Western contexts, and recommendations are made concerning effective measurement of teacher sense of efficacy in China and elsewhere.

Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

Abstract Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.

Viabilidade do planeamento por etapas: visão dos estudantes-estagiários

Planning is a part of teaching-learning processes influencing its effectiveness. The accomplishment of this task is often difficult by the innumerable variants that the practical context of teaching presents. For this reason, it undergoes through several changes during its application. The model of physical education planning recommended in Portugal and defined by the PNEF (guiding document), is the step-by-step planning. This planning model structures the learning throughout the year, in logic of progression and monitoring the student’s development. There is no evidence to support this type of planning to be more effective compared to any other. As an indispensable tool for the teacher, it is important to find out if this type of planning is feasible, meeting the objectives that it proposes. Therefore, the purpose of this document was to investigate the perception of pre-service teachers about the viability of the step-by-step planning in the teaching process of physical education. As a method of data collection, a focus group was formed constituted by four pre-service teachers. The pre-service teachers concluded that this planning model is viable, admitting that its feasibility is dependent on certain factors.

Persepsi dan Kesiapan Mengajar Mahasiswa Guru Terhadap Anak Berkebutuhan Khusus dalam Konteks Sekolah Inklusi

The implementation of inclusive education in reality, really requires readiness and support from various parties, including fron the educators who are ready in the sense of being able and willing to educate children with special needs. The focus of this study is to examine the perceptions of pre-service teachers in Pelita Harapan University for children with special needs who have access to inclusive education, and what factors underlie these perceptions. The next focus is whether the pre-service teachers have the readiness or vice versa just that there is still doubt or reluctance to teach in inclusive schools. The research method is qualitative descriptive. The number of respondents was one class consisting of 40 students which was a combination of 2 two study programs. The results showed that pre service teachers had perceptions that children with special needs could attend school in inclusive schools, and will be successfull. The arguments that underlie these perceptions are three things: the equal right to education for everyone; curriculumadjustment, teaching methods, assessments and facilities for students with special needs; inclusive schools are a combination of public schools with special schools, and adjustments for each child with special needs in the form of PPI (Individual Development Program). All respondents stated their readiness to teach in inclusive schools. The reason are because a teacher should treat his student equally, the subject of Teaching Student With Special Ability courses has equipped them, and adjustments made in inclusive schools in terms of methods, curriculum, assessment and infrastructure.

Percepciones del profesorado en formación de educación primaria sobre el valor de la lectura.

El presente artículo tiene como objetivo analizar las percepciones de profesores en formación de primaria, en torno al rol de la comprensión tanto para su proceso de especialización docente, como para sus futuros estudiantes. Se utilizó una muestra no probabilística intencionada de 35 estudiantes de una universidad chilena. El estudio tiene un enfoque descriptivo, con una metodología de carácter mixto y el diseño de un cuestionario con preguntas estructuradas y no estructuradas. A través de 175 intervenciones discursivas, los resultados se orientan al análisis de las habilidades de comprensión lectora transversales a la formación profesional y a su importancia en el desarrollo de la competencia comunicativa del estudiantado.

Pre-Service Teachers’ Perceptions of Global Citizenship Education in the Social Studies Curriculum

This qualitative case study sought to gain insights into the perceptions of pre-service teachers on global citizenship education in social studies. Twenty students were purposively selected for this study. Data from multiple sources, including open-ended semi-structured focus group interviews, classroom observations, discussion posts, and essay questions, were analyzed. The findings of this study indicated that teachers should incorporate global citizenship into their courses for students to become culturally sensitive and gain an awareness of global issues. As global citizens, students should possess the tools and resources to advocate for social justice, unity, and equity. Their knowledge of historical and current events, viewed through critical and analytical lenses, would expose the unjust/just and unfavorable/favorable outcomes and activities.

Body in Drama Class: The Role of Body in Learning

The aim of this study is to examine the perceptions of preservice teachers about the body in drama classes and to identify the views of preservice teachers about the role of the body on learning. As a phenomenological study, the participants consisted of 20 preservice teachers attending the English Language Teaching Department and Psychological Guidance and Counselling Department at the Faculty of Education at Pamukkale University. The data was collected via semi-structured interview form. According to the content analysis, the views of preservice teachers on the body in drama classes were categorized as a theme named "body and learning in drama class". Two sub-themes were identified under the main theme as the impending and supportive factors for learning. As a result, preservice teachers indicated that after the drama experiences their perceptions of the body has changed, they interpreted the relation of body and mind in a different way in the learning process, and comprehend the role of the body on learning better.