Perceptions Of Prospective Teachers Research Articles

다문화주의에 대한 시민의 인식과 교육 정책 방향

The purpose of this paper is to understand through the important intersection of citizen awareness and education policy in the context of multiculturalism, this study examines how multiculturalism in modern society causes citizens to recognize cultural diversity and the role of education policy in forming this awareness. Based on various theoretical frameworks, empirical data, and case studies on education policy, we focused on uncovering the complex dynamics surrounding the relationship between citizen perceptions and education policy. To this end, we investigated the beliefs and perceptions of prospective teachers and analyzed their impact on multicultural awareness, explored the historical development of multiculturalism and its impact on modern education policy, and focused on cultivating awareness of cultural heritage through education. It sought to highlight the complex relationship between civic awareness and education policy in multicultural societies and provide insight into effective strategies to promote a more culturally aware society. I hope that more active research related to diverse educational policies and multiculturalism will be conducted in the future.

Perception of Prospective Teachers on AI Application in Educational Field

Perception of Prospective Teachers on AI Application in Educational Field

Perceptions of Transferrable Skills of Chemistry Teacher Candidates in the Utilization of Learning ICT

Transferable skills are the core competencies needed to apply basic skills and problem-solving skills to make the environment one of the main elements of education policy. This research was conducted at the Chemistry Education Study Program, at Malikussaleh University in September and November 2022. This research aims to: Know the perceptions of prospective teachers regarding the transferable skills they have in utilizing ICT for learning. This type of research is qualitative descriptive research. The subjects of this research are students in the Chemistry Education Study Program with the object of research namely Perception of Transferable skills. The data collection techniques used are questionnaires and interviews in utilizing ICT learning based on aspects of transferable skills. The data analysis carried out for this study was to process and describe data with descriptive statistics. Measuring the score of the questionnaire data results is calculated using a Likert scale measurement scale. The results obtained from this study, namely students' perceptions of their transferable skills indicate that the perceptions of prospective teachers are more prominent in the aspects of collaboration and communicating with students. As for the characteristics of mastering digital literacy, future teachers still feel that they are not optimal in utilizing digital technology, which is now widespread and widespread in the world of education.

Perception of prospective teachers towards gender role: A case study

The perceptions of prospective teachers towards gender roles as they learn about this topic in their B.Ed. program and undertaking an internship is the aim of the study. Both classroom practices and perceptions have been examined. As per the National Education Policy (NEP-2020), gender education is supposed to integrate essential subjects, skills, and capacities into the core part of the curriculum. There is also a provision for a Gender Inclusion Fund (GIF). A descriptive method was used to find the result, with a self-made statement schedule having expert validation. The findings of this study show that female prospective teachers are more neutral towards gender roles than their male counterparts. Both are approaching a gender-neutral world, but some dimensions still have stereotypical mindsets. In their classrooms, while the teaching-learning process takes place, they are aware of their behavior toward gender roles. They always try to engage the students in various projects on equal terms, following the protocol of the school where they intern. The results show that if gender studies are taught like any other core subject, observable behavior changes can be seen in both teachers and students. This creates the potential for a gender-neutral world in the long run, which aligns with education's ultimate goal of fostering a happy and prosperous society that facilitates creativity.

Online Learning Interaction Patterns During the Covid-19 Pandemic: Prospective teachers’ Perceptions

The intensity of the implementation of learning with the online system during the Covid-19 pandemic certainly has an impact on the learning process and the results that have been achieved. In the process of implementing it in a sustainable manner, it is necessary to evaluate, especially in the aspect of student perceptions as beneficiaries of the implementation of the online learning system during the Covid-19 pandemic. Specifically, this study aims to determine the perceptions of prospective teacher students about online learning interaction patterns during the Covid-19 pandemic. This study is an exploratory descriptive study involving 107 respondents, they are prospective-teachers at one of the private universities in Mataram City, Indonesia. The online questionnaires were filled out by considering accessibility, therefore the convenience sampling technique was used. Perceptions of prospective teacher were measured using a closed questionnaire instrument. Each prospective teacher responses are degraded based on a Likert scale. The questionnaire instrument is composed of 10 items of questions or statements, it contains aspects of online learning interactivity. Prior to application, the psychometric properties of the instrument must be met. The psychometric properties used are aspects of instrument validity. Before being applied, the questionnaire instrument was validated by experts, and the results of the instrument have been declared valid. Data analysis was carried out statistically. The differences in perception by employing the ANOVA test (p < 0.05). The findings of the study indicate that the perception of prospective teachers is 'sufficient' regarding online learning interactions during the Covid-19 pandemic. Aspects of the online learning experience for prospective teachers in each department showed that there was no significant difference in the perception of prospective teachers about online learning interactions during the covid-19 pandemic (significance of 0.213 > p, 0.05). The findings in this study can be the basis for improving the online learning process by universities, where this can be optimized so that in the future online learning services can be even better. As it is known that the online system is the only choice of the best learning mode during the Covid-19 pandemic. In addition, we see the online system as a learning trend that does not last a short time, but becomes a new direction of learning now and in the future.

Perceptions of Social Studies Teacher Candidates on Historical Literacy Skills: The Case of Inonu University

Historical literacy has generally been expressed as a historical thinking skill. In this framework, it is seen that he has some sub-skills. As sub-skills of historical literacy, knowing or understanding historical events, researching historical events, dealing with events within the framework of cause-effect relationship, considering events in order of occurrence, relating events in the context of past and present, detecting contradictions between what is told, establishing historical empathy, knowledge of the historical language of the period in which the event occurred and the society, the ability to make moral judgment while conveying the events, the ability to narrate the events, to use the information and communication technologies required by the period and to evaluate the events multi-dimensionally. The development of historical thinking skill as a society undoubtedly depends on the development of historical literacy level. In this context, it was aimed to determine the perceptions of prospective teachers on history literacy skills. In line with this purpose and in the study "supported by the Scientific Research Projects Coordination Unit of Inonu University with the number SBA-2019-1860", the questionnaire prepared by the random sampling method, taking into account the pandemic conditions, was applied to 50 teacher candidates. Within the framework of the application, a questionnaire consisting of 3 items developed by the researcher was used. The data obtained in the study carried out with the descriptive survey model were evaluated with content and descriptive analysis techniques, and the findings were presented in tables. Looking at the findings of the study, it was revealed that social studies teacher candidates have remarkable perceptions about historical literacy skills.

Critical Reading Self Efficacy and Information Pollution on the Internet: Preservice Teachers’ Perceptions

The purpose of this research was to examine the critical reading self-efficacy (CRSE) perceptions of prospective teachers and their awareness of information pollution on the internet. A relational survey model was utilized in the research. The study sample, whose universe was prospective teachers studying at Kilis 7 Aralık University, consisted of 296 teacher candidates and was determined using the simple random sampling method. The data were collected through the “Critical Reading Self-Efficacy Perception Scale” and the “Information Pollution on the Internet Scale.” The data analysis was done by calculating the arithmetic mean and standard deviation values, t-test, ANOVA, and Pearson correlation analysis. The results showed that prospective teachers’ self-efficacy perceptions for critical reading are high. The variables of gender and the number of books read in the previous year were not determinative in the perception of critical reading self-efficacy. It was also found that the variables of the department, year of study, and participation in online activities affect perceptions of prospective teachers’ self-efficacy. In addition, their awareness of information pollution on the internet is above the medium level. It was determined that the variables of gender, department, year of study, number of books read in the previous year, and online activities did not have a decisive effect on awareness of information pollution on the internet. The correlation analysis showed that the sum of the scales was not related to each other, but there was a positive relationship in the sub-dimensions. Suggestions for future research and practitioners were provided.

Curriculum up-gradation practices among higher education institutions of Pakistan: does curriculum ideologies make difference?

PurposeThe purpose of this study was to find out the perception of prospective teachers and teacher educators regarding the curriculum ideologies. The student–teachers and teacher educators from a public university of Pakistan participated in the study.Design/methodology/approachThe current study has employed quantitative approach and used descriptive survey research design. The data was collected through the convenience sampling techniques. The data was collected through a questionnaire developed by Schiro in 2008. The questionnaire consisting of six parts and each part contains four statements on the curriculum ideologies of Scholar Academy, Social efficacy learner centered and social reconstruction ideology. The population of study comprised of 200 Prospective teachers of education department of a public sector University of Sindh, Pakistan. The data was collected by using 4-point Likert scale. The likert scale was ranging from the first priority to least priority. The reliability statistics was computed through Cronbach alpha α = 0.763. The data was analyzed through Statistical package for social science (SPSS) version 23.0 and mean and percentages were computed in this study.FindingsThe findings of the study revealed that most of the prospective teachers as well faculty members are following the scholar academy ideology to align with national goals of curriculum. The prospective teachers and faculty members believe that knowledge should be transferred from the institutions to the learners rather than the knowledge can be disseminated from the other sources as per the new dimensions for updated curriculum.Practical implicationsThe current study suggests curriculum ideology awareness programs should be given to prospective teachers and faculty members before their induction. The study also recommends that a survey study can be conducted from teachers and teacher educators before designing the national curriculum of Pakistan because majority of participants believed that knowledge can only be transferred from institutions.Originality/valueThis empirical study has given thoughtful insights to investigate the curriculum ideologies with new dimensions for those who are studying in teacher education courses and for their mentors. So, this study has contributed new knowledge in the context of Sindh, Pakistan specifically in the domain of curriculum ideologies and frameworks.

Integration of Mobile Learning in Education: Perceptions of Prospective Teachers

M-Learning is the use of mobile and handheld IT devices for learning. It became a cheaper source of information and communication, which is now in the access of anyone, anytime and anywhere using mobile devices. This qualitative research was conducted on 21 prospective teachers from the University of Education selected through stratified and random sampling techniques to explore the awareness and perception regarding M-Learning. The semi-structured interview protocol was used to collect the data. It was got validated by experts. Data were analyzed using thematic analysis. The study concluded that prospective teachers used mobile devices for communication, academics, recreation and social networking. M-Learning created ease in learning and improved it. It made learning flexible, gave better understanding and saved time. Lack of facilities, unethical use and traditional classroom environment were the hurdles in its implementation. Facilities needed to be provided; parents and teachers should protect the youngsters from unethical use.

Perception of Prospective Teachers about the Quality of Pedagogical Course

Perception of Prospective Teachers about the Quality of Pedagogical Course

Gender Perceptions of Prospective Teachers: The Role of SocioDemographic Factors

Gender Perceptions of Prospective Teachers: The Role of SocioDemographic Factors

Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers

Perceptions of Prospective Teachers about Effectiveness & Professional Development of Practicum

Teaching is an art and teaching practice is the key element of teachers training, but presently in the 4 years Professional Development Program, Practicum replaced teaching practice. A prominent feature of the B.Ed. (Hons) Elementary Program upcoming is practice teaching also known as the Practicum. Practicum is a university course intended to give a prospective teacher skilled oriented education of a subject earlier studied in theory. The basic purpose of it is to produce professional development, abilities, and skills of the prospective teachers. But those consequences are not obtained from this as being expected. How it occurs that quality teachers are not produced? In this research, the effects of the practicum will be discussed and try to understand that what role practicum is playing on the professional development of prospective teachers. In the light of the recommendation of this research, the objectives of Practicum will be obtained and develop the professionalism in prospective teachers. The study is conducted through quantitative approach, passed out prospective teachers of the University of Karachi and affiliated colleges B.Ed. (4 years program) are selected as population and 100 prospective teachers is selected as a sample through random and convenient sampling. and opinionnaire is used as a research tool for authentic data collection and the collected data analyzed by Chi-square and in the light of results, recommendations are placed.

Perceptions of Prospective Teachers About School Principals: Prejudice or Real?

The aim of this study is to reveal prospective teachers’ thoughts and observations about school principals. In the study, the qualitative and quantitative research methods were used together. In quantitative research method, a questionnaire was developed and survey research was conducted with the help of this questionnaire. In the qualitative method, the study of the phenomenology was preferred in order to reveal the experiences and meanings related to the phenomena. The sample of the study consists of 60 senior students at Bayburt University Faculty of Education departments of Primary Education and Science Education. The “Questionnaire of Perceptions of Prospective Teachers About School Principals” developed by researcher was used in this study. In addition, other data collection tool was the observation reports that prospective teachers observe and then write a day of school principals. SPSS package program was used in analysis of the quantitative data. Content analysis was used in analysis of the qualitative data. Perceptions of prospective teachers about school principals were found to be positive and the study showed that gender and department didn’t affect the thoughts of prospective teachers.

Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers.

An Investigation on Self-Efficacy Perceptions of Prospective Teachers Related to Values Education

An Investigation on Self-Efficacy Perceptions of Prospective Teachers Related to Values Education

The Perceptions of Prospective Teachers on the Democratic Aspects of the Constructivist Learning Environment

Introducción. Las naciones que tienen el propósito de crear sociedades democráticas también deberían desarrollar los mismos ideales en las prácticas educativas. La información relacionada menciona que los ambientes de aprendizaje basados en enfoques constructivistas se asumen ser democráticos. Con respecto a ello, el propósito de este estudio es determinar las percepciones de los educadores potenciales sobre los aspectos democráticos de los ambientes de aprendizaje constructivistas.Método. El estudio se llevó a cabo con 229 educadores potenciales quienes asistieron al curso de Evaluación y Valoración. En este estudio, se crearon ambientes de aprendizaje que soportan valores democráticos tales como autonomía del estudiante, valoración del respeto, justicia, respeto por la libre opinión, aceptación de diferencias, entendimiento compartido, trabajo colaborativo, responsabilidad y pensamiento analítico. La escala democrática de ambientes de aprendizaje constructivistas, la cual fue desarrollada por los investigadores, se empleó para obtener datos. La escala, que fue evaluada en cuanto a su validez y fiabilidad, consta de 56 elementos.Resultados. Los hallazgos basados en las percepciones de los educadores potenciales revelaron que los ambientes de aprendizaje establecidos de la mano de los principios del enfoque constructivista fueron democráticos.Debate y conclusión. A partir de los datos obtenidos por parte de los educadores potenciales acerca de que las instituciones educativas deberían tener en cuenta el diseño de ambientes de aprendizaje relacionados con el enfoque constructivista. Las percepciones de los educadores potenciales también mencionan que la creación de un entorno de aprendizaje democrático puede enseñarles qué tanto afecta la democracia las mentes de los menores en las escuelas como futuros ciudadanos.

Research on Perception of Prospective Teachers in elementary school over its Knitting Education

Research on Perception of Prospective Teachers in elementary school over its Knitting Education

The Perception of Prospective Teachers toward Stakeholders’ Experience in Practicum: The Case of Bahir Dar University

The Perception of Prospective Teachers toward Stakeholders’ Experience in Practicum: The Case of Bahir Dar University

Prospective teachers navigating intersecting communities of practice: early school placement

An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers’ positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers’ mathematics and pedagogic knowledge competencies play a part in some prospective teachers’ difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement.