Perceptions Of Pre-service Teachers Research Articles

U.S. and Mexican college students’ perceptions of global citizenship education: a comparative case study

ABSTRACT This comparative case study sought to gain insight into the perceptions of pre-service teachers in Mexico and the United States on global citizenship education. Ten pre-service teachers from the U.S. and 11 from Mexico were purposefully selected. Data were collected using open-ended semi-structured individual and focus group interviews and discussion posts. The findings of this study identified that U.S. pre-service teachers had moderate access to citizenship education in the K-12 schools, while Mexican pre-service teachers had very limited access to citizenship education. This influenced each participant’s perception of global citizenship. However, all student participants expressed an awareness of a global society and the need for K-12 and higher education students to have access to a global citizenship curriculum. They asserted that all students need to possess a culturally sensitive global mindset that would enable them to view events through a critical and analytical lens, thereby allowing them to make decisions and advocate for changes that create a more socially just world.

Perception and Problem of English Pre-service Teachers in Applying Merdeka Belajar Curriculum During Teaching Practice

Curriculum is updated according to the era's demands which aims at actualizing qualified human resources. The great concept of the curriculum will be superfluous without the teachers’ role. The objective of this research is to examine English preservice teachers’ perceptions and problems they encounter in understanding and implementing the new curriculum during their teaching practice. Ten English preservice teachers who completed their teaching practice took part in this research. They were assigned to schools that implement the Merdeka Belajar curriculum. Since the data was gathered and analyzed in two ways, this research is a mixed-method study. The findings of the study revealed that English preservice teachers have a negative perception of understanding and implementing the Merdeka Belajar curriculum in their teaching practice, incapability in designing flow of learning objectives and teaching modules, incapability to conduct differential learning, lack of knowledge on how to integrate Profil Pelajar Pancasila into teaching-learning process contributes to the negative perception of English Pre-Service Teacher. Additionally, the problem was made worse because the university did not properly prepare English pre-service teachers for the latest curriculum.

Metaphorical Perceptions of Preservice Teachers Enrolled in Different Departments About the Concept of “Art”: The Case of Bartın University, Faculty of Education

The purpose of this study is to identify, using metaphors, the perceptions of preservice teachers, who study in different departments at the Faculty of Education of Bartın University, about the concept of “art”. The study is based on the case study model, which is one of the qualitative research methods, and the study group consists of 198 preservice teachers who are enrolled in the programs of Turkish Language Education, Social Sciences Education, Psychological Counselling and Guidance (PCG), Science Education, Elementary Mathematics Education, Foreign Language Education, and Primary Education at Bartın University, Faculty of Education. The research data were obtained through the “Art Metaphor Survey Form” and analysed using the content analysis method.
 Based on the research results, the metaphors for the concept of art were grouped under 9 categories including “art as born and enhanced under difficulties and pressure”, “art as a complex structure”, “art as the fruits of labour”, “art as reflective and expressive”, “art as relaxing”, “art as immersive”, “art as a vital need”, “art as liberating” and “art as radiant and supportive”. The results also revealed that preservice teachers enrolled in different programs interpreted art considering different semantic properties. In this context, it was observed that preservice teachers in Turkish Language and Social Sciences Education Programs mainly described art as “liberating”, those in PCG as “reflective and expressive”, those in Science Education as “relaxing”, and those in Elementary Mathematics Education as “a vital need”. On the other hand, preservice teachers in Foreign Language Education Program focused on two different categories and described art as “complex” and “reflective and expressive”, whereas those in Primary Education mostly characterised art as “reflective and expressive”.

Investigating pre-service teachers’ artificial intelligence perception from the perspective of planned behavior theory

There is a need for teachers who are prepared to teach Artificial Intelligence (AI) across the K-12 learning contexts. Owing to the dearth of teacher education programmes on AI, it is helpful to explore factors to be considered in designing an effective AI programme for future teachers. We posit that understanding how to encourage pre-service teachers to learn AI is thus critical for practitioners and policymakers while designing effective instructional AI teacher education programmes. This exploratory study examined the perceptions of pre-service teachers and their behavioral intention to learn AI, by identifying factors that might affect learning and promoting AI in teacher preparation programmes. This study proposed a research model supported by the theory of planned behavior and expanded with other constructs. The factors that were examined include basic knowledge of AI, subjective norm, AI for social good, perceived self-efficacy, self-transcendent goals, personal relevance, AI anxiety, behavioral intention to learn AI, and actual learning of AI. Using a duly validated questionnaire, we surveyed 796 pre-service teachers in Nigerian Universities. Through structural equation modeling approach analyses, our proposed model explains about 79% of the variance in pre-service teachers' intention to learn AI. Basic knowledge and subjective norm were found to be the most important determinant in pre-service teachers’ intention to learn AI. All our hypotheses were supported except for self-efficacy and personal relevance, personal relevance and social good, and behavioral intention and actual learning behavior. The findings provide practitioners, researchers, and policymakers with valuable information to consider in designing effective AI teacher education programmes.

Urban Educator Preparation Program: Assessing Preservice Teachers’ Preparedness for Inclusive Education

Pre-service teacher perception of inclusive education plays a critical role in the field of K-12 education, ensuring that students with disabilities receive the best possible instruction in the least restrictive environment. This qualitative case study used one-to-one interviews and focus groups to gather data from 16 pre-service teachers enrolled in an Urban teacher preparation program in a major city in Texas, United States. The data analysis highlighted the pre-service teachers’ understanding of differentiation instruction for students with disabilities. Furthermore, the pre-service teachers felt positive about meeting the needs of the special education students in the general education classrooms. However, they expressed concerns related to limited coursework that helps them acquire teaching strategies to meet the needs of the special education students in the general education classrooms. The research findings offer valuable insights into the factors behind pre-service teachers’ perceptions of inclusion, underscoring the importance of coursework specifically targeting their preparedness for inclusive education.

Perceptions of pre-service elementary school teachers toward education for sustainable development through character education

This study aims to explore the perceptions of pre-service elementary school teachers towards the concept of education for sustainable development through character education. This study is a descriptive research in which the object of research is 142 pre-service elementary school teachers at one of the universities in Surabaya, Indonesia. Data were collected through a questionnaire consisting of 6 structured questions and 1 open-ended question that was distributed through Google form. The data obtained were analyzed by descriptive statistics. Based on the results of data analysis, most of the respondents agreed that education for sustainable development through character education is very important in primary schools Introduction. In addition, aspects that need to be considered in implementing education for sustainable development through character education are the formation of attitudes and values, environmental awareness, social skills development, and holistic learning experiences.

Are Future Teachers ‘Green’? A Quantitative Analysis of Ability, Knowledge, Perception, and Attitude toward Renewable Energy

This study provides a comprehensive discussion to determine and investigate the level of knowledge, perception, self-assessment, and attitude of preservice teachers (PST) toward renewable energy (RE), in an emerging and developing country that is heavily reliant on oil and fossil fuels. The significance of the study lies in the need to better understand the role in informing future teachers and their individual perception on the current concept of RE, which is essential to mold individuals into responsible energy consumers. The investigation was administered on 155 respondents 104 (67.1%) of the participants were females, who are pursuing language major courses in education. The study employed a descriptive quantitative design, to quantify and measure a phenomenon or phenomena, such as the overall perception and attitude of PSTs toward renewable energy. To ensure accurate data collection, the study employed a research instrument adapted from [1] exhibiting a good reliability score for interpretation of .678 Cronbach's alpha. Furthermore, Shapiro-Wilk test was employed to test the normality of the distribution of data. Employing one-way ANOVA, the collected data was subjected to statistical analysis. The investigation yielded significant and positive results regarding the RE sources such as solar (64.5%), wind (58.1%), and geothermal (51.6%) which produced a high mean score, which suggests proficiency and expertise in the context of RE. The study revealed that gender has a neutral effect on the results and does not pose any significant difference.

Evaluation of Pre-service Teachers’ Digital Competence in Limpopo Province, South Africa

Digital technology can potentially improve the quality of education in rural communities by creating conducive conditions for collaboration among learners, providing interactive learning tools and offering opportunities for personalised learning experiences. The pre-service teachers are a critical human resource in improving the quality of education. Therefore, this study investigated the perceptions of pre-service teachers’ technical, pedagogical, attitudinal and ethical digital competence and their readiness to use digital technologies to enhance their teaching practices in Limpopo Province in South Africa. The theoretical framework that guided the study was the Pedagogical, Ethical, Attitudinal and Technical model (PEAT). This descriptive study used a quantitative approach by employing a cross-sectional survey design. A conveniently selected sample of 123 pre-service teachers participated in the study. The research instrument used to collect data was a Questionnaire of Pre-service Teachers’ Digital Competence. The quantitative data collected were analysed using descriptive statistics. The study's findings were that preservice teachers had positive attitudes towards digital technologies, perceived themselves as having high technical digital competence and perceived ICT use in school as contributing positively to learning. They had lower perceptions regarding their competences in using specific digital technologies in teaching and their knowledge of ethical issues. They had the lowest perceptions in the university's role in preparing them for integrating digital technologies into teaching. These findings underscore the necessity of teacher educators to explore new strategies to enhance student teachers' digital competences.

Perceptions of pre-service teachers while developing a virtual educational escape room (VEER) using online collaborative learning

In this study, we present the insights of pre-service teachers who developed a virtual educational escape room (VEER), using online collaborative learning only. The purpose of the study was to learn how online collaborative learning promotes meaningful learning in pre-service teachers. The research used qualitative paradigm. The students perceived the collaborative learning (CL) as meaningful for them for five main reasons: being active learners, being part of a learning group, the relevance of CL to their professional development, the importance of the product for them, and the feedback they received from pupils in school. The findings reveal that the students were satisfied with the collaborative learning process and were able to create a supportive community that promotes learning.

Is the Spanish educational system ready for blended learning Analysing pre-service primary education teachers’ perceptions

Is the Spanish educational system ready for blended learning Analysing pre-service primary education teachers’ perceptions

Q방법론을 활용한 예비교사의 교권침해에 관한 인식 유형 분석

The purpose of this study was to identify the perception of pre-service teachers’ infringement of teaching authority and to provide foundational information for the content and direction of authority education in teacher training programs. To achieve this goal, samples of pre-service teachers’ perceptions of authority infringement were extracted using the Q-methodology and analyzed using the PQ Method 2.35 program. The analysis revealed that pre-service teachers have an abstract and contradictory perception of authority infringement, to the extent that they first encounter it through the media, and therefore lacked perception of authority infringement. Pre-service teachers who have not experienced actual educational settings may have perceptions of authority and authority infringement that differ from reality. Therefore, it is deemed necessary to educate pre-service teachers on how to handle authority and authority infringement when experienced in real educational setting. In light of this, teacher training program should aim to instill in pre-service teachers (a clear understanding of authority and) the ability to address authority infringements.

Explorative Research Course: Recovering Rare Earth Elements from Electronic Waste Using Deep Eutectic Solvents

This study aims to demonstrate how a course design approach based on explorative research involving systems thinking can be implemented through the recovery of rare earth elements utilizing deep eutectic solvents. The method used in this research is design based research (DBR). The instruments used were questions regarding the measurement results/characterization of leaching samples, short questions about concept maps, and student response questionnaires. Data from measurements of leaching samples was measured using an Fouier Transform Infrared Spectrometer (FTIR), data about concept maps was measured by the number of component and process concepts in the context recovery of electronic waste that students were able to identify, and student response data was measured using a Likert scale. Based on the research results, recovery of rare earth metals can be leached using DES. This can be shown by a shift in the peak vibration of 497.65 cm-1 from the standard sample at vibration of 449.43 cm-1. In addition, this study yields new insights into the perceptions of future pre-service chemistry teachers regarding the possibility of new types of eutectic based ionic liquids in the context of chemistry learning. According to pre-service chemistry teachers, the recovery of rare earth metals from electronic waste and the application of DES are an interesting new context for laboratory learning. Context-based design of research activities can enhanced system thinking and interest in the study of chemistry. Students showed increased systems thinking abilities, this can be shown by the component and process concepts that emerged from the pretest by 652 concepts while the posttest increased by 1208 concepts.

The state of agricultural mechanics in the preparation of school-based agricultural education teachers

Agricultural mechanics is a primary subject area in school-based agricultural education (SBAE). Despite a high prevalence in SBAE, preservice and in-service SBAE teachers have frequently expressed concerns regarding teaching agricultural mechanics. Early 21st century research documented the characteristics of preservice SBAE teacher training in agricultural mechanics, although more recent studies have suggested that the agricultural mechanics training requirements have changed. This study sought to compare the agricultural mechanics preparation of preservice SBAE teachers between 2000 and 2021. A survey instrument was distributed to a representative of every institution with an undergraduate SBAE teacher preparation program in the contiguous United States, resulting in an 86.7% response rate. The results were compared to previous studies from 2000 and 2005. A reduction in the average number of required agricultural mechanics credit hours was found. Faculty perceptions of importance and preservice teacher preparation had increased slightly; however, deficits were found in all competency groups. Further research is warranted to determine the perceptions of preservice and in-service SBAE teachers regarding agricultural mechanics. Recommendations include that teacher educators evaluate current preparation methods for preservice SBAE teachers and provide professional development in the areas where the greatest training deficits were observed.

Pre-Service Teachers Perceptions and Knowledge in Padangsidimpuan City : Concepts of Trigonometric

AbstractThis paper explored pre-service teachers’ perceptions and knowledge of trigonometric concepts. Convenience sampling technique was used to select a sample of 200 (50 females, 150 males) second year science/mathematics pre-service teachers from two Colleges of Education in the Padangsidimpuan City. Trigonometry Perception Questionnaire (TPQ) and Trigonometry Assessment Test (TAT) were used to collect data on pre-service teachers’ perceptions and conceptual knowledge of trigonometry. Data were coded and keyed into Statistical Package for Service Solutions (SPSS version 20) and analysed using descriptive statistics. The results suggested that pre-service teachers perceived trigonometry as abstract, difficult and boring to learn; and had limited conceptual knowledge of basic trigonometric concepts. Consequently, more that 65 % of them were unable to construct and reconstruct the appropriate mental structures for meaningful understanding to enable them respond to important basic trigonometry tasks. To achieve quality mathematics education, teacher educators must change their instructional practice and teach for understanding. Since understanding is the key to teacher’s instructional actions, processes and knowledge, we recommend teaching trigonometry for understanding during teacher preparation.

EFL Pre-service Teachers’ Leadership Project Practices in Indonesia's Teacher Professional Development Program

Indonesia's Ministry of Education has integrated the Leadership Project course into the Pendidikan Profesi Guru (PPG) program, emphasizing the development of professional qualifications and leadership skills among EFL pre-service teachers. This study scrutinizes the influence of both conceptual and practical frameworks of the course on cultivating leadership competencies. It poses two pivotal questions: Firstly, how do pre-service EFL teachers perceive these frameworks within leadership projects? Secondly, what challenges do they face in executing these projects effectively? Utilizing an explanatory mixed-methods design, the study collated and analyzed data from 31 participants through surveys and inductive thematic coding. It revealed that while EFL pre-service teachers have a positive reception of leadership involving collective knowledge and change initiation, they also report significant hurdles. Implementing complex frameworks like Sustainability NEWS (Nature, Economy, Well-being, Society) and Appreciative Inquiry presented difficulties, predominantly due to time limitations and communication barriers with target groups. Furthermore, a gap in understanding the conceptual underpinnings led to complications in the planning and sustainable implementation of projects, exacerbated by tight schedules and financial restrictions. Feedback from participants highlighted a need for program enhancements, suggesting refined policies, more rigorous consultation processes, and an enriched focus on reflective practices. The study offers valuable insights into the perceptions of EFL pre-service teachers regarding leadership programs.

Öğretmen Adaylarının “Pedagojik Formasyon Sertifika Programı Öğrencisi” Kavramına İlişkin Metaforik Algıları

TThis study aimed to determine the metaphorical perceptions of pre-service teachers participating in the pedagogical formation certificate program about the concept of pedagogical formation certificate program student. Phenomenology design was used in the data collection. The study group of the research consisted of 417 pre-service teachers participating in the pedagogical formation training certificate program at the faculty of education of a state university located in the Western Black Sea Region in Türkiye in the 2022-2023 academic year. The data of the study were collected through a form prepared by the researchers asking "pedagogical formation program student is like (1)............/similar because (2)................" to an object, a shape, an animal or a living creature (metaphor/mental image) and to state the reason (justification/logical basis) for their similes. The documents were analyzed by content analysis method. As a result of the research, 52 metaphors developed by pre-service teachers taking part in pedagogical formation certificate program about the concept of pedagogical formation program student were collected in 16 different categories named as “dough, new born baby, storage space, warrior, turtle, guided person, lucky fish, mother, light, miserables, unprocessed mine, precious metal, dreamer, intermediary person, unconscious person, lego”.

Career entry motivations and teaching perceptions of science preservice teachers: a comparison of trends between Finland and South Korea

ABSTRACT Many countries are facing a shortage of science teacher candidates; thus, it becomes increasingly important to understand science preservice teachers’ (PSTs’) career entry motivations because it plays an important role in attaining and retaining talented science teachers. This study therefore aims to explore and compare science PSTs’ motivations and perceptions about the teaching profession in different contexts and to understand the role of gender and study subjects regarding motivation. Data collected for this study from two countries, Finland and Korea, are analysed using latent mean analyses. According to the results, Korean PSTs indicate a lower level of confidence and satisfaction in their career choice than their Finnish counterparts. Female PSTs, when compared with male PSTs, perceive themselves to have lower levels of ability and interest in teaching and view a science teaching career as more difficult and demanding. Finally, the results show that biology major PSTs possess higher altruistic motivations than those with other science majors. Findings of the current study suggest that (1) science teacher candidates benefit from studying pure science before becoming involved in a teacher training programme, and (2) PSTs’ motivations and perceptions, especially females’ and non-biology PSTs’, need to be carefully monitored.

Perceptions of Pre-service Teachers on Code-switching in Bahasa Indonesia to English or Cebuano to English

This paper explores the perceptions of Filipino and Indonesian pre-service teachers on code-switching between Cebuano or Bahasa Indonesia, respectively, and English. Attributed to Canagarajah's Global English, among other theories, this quantitative research described the languages used and the perceptions on code-switching. The study compared the results of the Filipino and Indonesian pre-service teachers' perception on codeswitching and identified the preference for language use in both groups. It was found that the respondents are bilingual teachers. Also, both groups agree that teaching in one language only is not beneficial, teaching in both languages is desirable and easier to understand, mixing both languages does not weaken each other, and codeswitching assists in higher grades. Almost all respondents prefer the teaching of English through code-switching. Therefore, an empowered use of the local language and an established teaching of a World English variety unique to the Philippines and Indonesia can help pre-service teachers in their future teaching endeavors.

Applying Bandura's Theory of Self-Efficacy to assess the perceptions of Pre-service Economics teachers concerning teaching using graphs

This qualitative study examined the Self-efficacy perceptions of preservice economics teachers regarding teaching with graphs. Understanding graphs have a major role in future teaching practices however learners find it challenging understanding economics graphs. Using a structured interview of 55 pre-service secondary school teachers, economics self-efficacy items by Bandura self-efficacy framework was used to analyze the data. The study found that student teachers are not confident to teach using graphs but have positive attitude to learn how to plot and interpret graphs. The teaching practices of high school teachers were found to have influenced the low-self-efficacy of most of the participants though they look forward to teaching using graphs. Most participants agreed that plotting, understanding, and interpreting data from graphs as well as presenting information graphically are key skills that all economics teachers and students should master. The research concludes that both high school economics teachers and preservice teachers should be equipped with the necessary skills to understand graph presentation because they both grapple with interpreting and plotting graphs. The research contributes to improving the way graphs are taught because economics teachers must be comfortable with graph presentations. Higher education institutions should increase their effectiveness when teaching introductory economics courses by finding creative ways to help students understand graphical representations of economics content. It is recommended that Teacher Education programs should emphasize the importance of graphs in the teaching of economics and empower student teachers with the necessary skills.

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.