Perceptions Of Student Teachers Research Articles

Team-Based Learning in a Senior-Level Forensic Chemistry Course: Team Gains, Contribution to Individual Achievement, and Students’ Feelings

Despite intensive practices and promising reports on Team-Based Learning (TBL), three issues remain questionable: its contribution to overall academic performance, the team’s gain relative to individual members’ scores, and how students of different achievement levels perceive their academic gains. This mixed-methods research examines team gains, individual achievement on final examinations, and students’ feelings using data from individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), peer evaluations, class attendance, GPA, final examinations, interviews, and student perceptions of instruction. Quantitative data were analyzed using basic statistics and multiple regressions, while qualitative data were examined through inductive thematic analysis. Results indicated that all teams outperformed their highest-scoring members, suggesting higher achievers still benefited from TBL. Additionally, iRATs and class attendance positively impacted final examination performance, whereas tRATs had a negative impact. Peer evaluations and GPA did not significantly affect final examination performance. The thematic analysis revealed similar perceptions of gains among students, despite some challenges and frustrations.

Student Teachers’ Experiences and Perceptions: Teacher Preparation Fieldwork Re-Examined

Believing that student teachers’ voices are important data sources in educational research, this study focuses on the experiences and perceptions of student teachers during their student teaching. The purpose is to inform possible changes in teacher education programs about field experience to better prepare teacher candidates for classroom challenges and improve the quality of teacher education. Using qualitative methods, this research studied 25 participants enrolled in a student teaching seminar course in a teacher education program at a Southwestern public university in the USA. The data included discussions, presentations, and QQRs (Questions, Quotes, and Reflections) during the seminar, and semi-structured interviews outside the seminar. Through unpacking what these student teachers think and how they feel, this study helps teacher educators understand better what student teachers experienced and how to make their fieldwork more beneficial. The findings from this study contribute to the literature on student teaching by illuminating the problems and issues with this fast-track pathway in preparing future teachers and shedding light on the necessity of reconfiguring the teacher preparation pathway.

AI-Generated Context for Teaching Robotics to Improve Computational Thinking in Early Childhood Education

This study investigates the impact of AI-generated contexts on preservice teachers’ computational thinking (CT) skills and their acceptance of educational robotics. This article presents a methodology for teaching robotics based on AI-generated contexts aimed at enhancing CT. An experiment was conducted with 122 undergraduate students enrolled in an Early Childhood Education program, aged 18–19 years, who were training in the Computer Science and Digital Competence course. The experimental group utilized a methodology involving AI-generated practical assignments designed by their lecturers to learn educational robotics, while the control group engaged with traditional teaching methods. The research addressed five key factors: the effectiveness of AI-generated contexts in improving CT skills, the specific domains of CT that showed significant improvement, the perception of student teachers regarding their ability to teach with educational robots, the enhancement in perceived knowledge about educational robots, and the overall impact of these methodologies on teaching practices. Findings revealed that the experimental group exhibited higher engagement and understanding of CT concepts, with notable improvements in problem-solving and algorithmic thinking. Participants in the AI-generated context group reported increased confidence in their ability to teach with educational robots and a more positive attitude toward technology integration in education. The findings highlight the importance of providing appropriate context and support when encouraging future educators to build confidence and embrace educational technologies. This study adds to the expanding research connecting AI, robotics, and education, emphasizing the need to incorporate these tools into teacher training programs. Further studies should investigate the lasting impact of such approaches on computational thinking skills and teaching methods in a variety of educational environments.

STUDENT’S INSIGHT INTO THE USE OF E-PORTFOLIOS FOR A REFLECTIVE PRACTICE PROJECT

In the digital age, the integration of technology in education has transformed how students submit assignments, with e-portfolios emerging as a dynamic platform. E-portfolios offer students a personalized digital space to document their learning progress, showcase achievements, and engage in reflective practice. This study explores the perceptions of English student teachers regarding the use of e-portfolios in a reflective practice project. Utilizing a qualitative approach, both questionnaires and interview data were collected with 14 students. The findings reveal that students perceive e-portfolios as beneficial for tracking their growth, visualizing progress, and supporting reflective learning. Despite these benefits, challenges such as technical difficulties and time constraints were also noted. The study highlights the significance of e-portfolios as an alternative assessment tool and emphasizes their role in enhancing self-reflection and professional growth. However, addressing technical issues and time management is crucial for maximizing the potential of e-portfolios in education.

Teacher and Middle Leader Perceptions of Culturally Responsive Middle Leadership Practices and Their Ability to Meet the Needs of Māori Students in New Zealand Secondary Schools

This paper examines the self-reported culturally responsive practices of curriculum leaders (n = 53) and teachers (n = 105) from six state funded secondary schools in New Zealand. Partcipants were surveyed to examine the relationship between middle leader self-reporting of culturally responsive pedagogy (CRP) for improving Māori student engagement and teacher perceptions of those practices. School contextual factors and student academic achievement were also compared with the response ratings to understand any association between culturally responsive middle leadership and student academic outcomes. The study found that middle leaders with more experience generally reported greater confidence in their leadership of CRP. Furthermore, there was some indication that teacher perceptions of middle leader’s use of CRP practices may be higher in schools with more experienced middle leaders. However, despite the crucial role middle leaders have in supporting the use of CRP in their departments, no relation was found between the confidence of middle leaders regarding CRP and student academic achievement (155).

Data-Driven Learning in EFL Grammar: Student Attitudes and Teacher Perceptions in Bangladesh

Data-Driven Learning in EFL Grammar: Student Attitudes and Teacher Perceptions in Bangladesh

The Influence of Artificial Intelligence Tools on Student Performance in e-Learning Environments: Case Study

This study investigated the impact of AI-powered personalized learning tools on the academic performance and perceptions of pre-service student teachers enrolled in the Educational Technology course, a compulsory component of the Professional Postgraduate Diploma in Teaching program at Ajman University. A quasi-experimental design was employed with 55 students in the experimental group and 55 in the control group. The experimental group utilized AI-powered tools within the Moodle platform, while the control group received traditional instruction. Pre- and post-tests, along with a rubric-based assessment and a questionnaire, were administered to assess performance, knowledge retention, critical thinking, motivation, and engagement. Statistical analysis revealed significant differences between the groups, favoring the experimental group in terms of academic performance and knowledge retention. Additionally, students in the experimental group demonstrated higher levels of critical thinking, motivation, and engagement. These findings underscore the transformative potential of AI-powered personalized learning tools in teacher education. By integrating AI into educational practices, institutions can revolutionize e-learning by providing personalized instruction, intelligent tutoring, automated grading, and adaptive learning experiences. This can enhance student engagement, improve learning outcomes, and reduce the workload of educators. Ultimately, AI empowers institutions to create more effective and inclusive learning environments that cater to the diverse needs of students and prepare them for the future.

A partnership composition project between professional composers, a university music education program, and a comprehensive school extended music program

In this Finnish-based study, professional composers ( n = 2), student music teachers ( n = 6), eighth-grade comprehensive school pupils studying in an extended music program ( n = 22), and university and school music educators ( n = 2) were brought together to pilot a partnership model for teaching and learning music composition. The one-year project offered (a) a composition pedagogy course for student music teachers, including lectures by composers and a seminar and teacher training in a comprehensive school, and (b) collaborative composition workshops for eighth-grade pupils under the supervision of student music teachers, professional composers, and a school music teacher. In Part 1, we conducted a survey to investigate pupils’ experiences relating to their creative musical agencies and basic psychological needs. In Part 2, we used a phenomenographic approach to examine educators’ perceptions of student music teachers’ development as composition teachers. In Part 3, we used phenomenography to study the student music teachers’ experiences of their development as composition teachers. The results indicate that (a) the musical agency and basic psychological needs of the eighth-grade pupils were supported; (b) the educators succeeded in planning and implementing the pilot course, taking into account both the social and pedagogical aspects of collaborative composition; and (c) the student music teachers felt that their attitudes toward teaching music composition changed and that their confidence increased during the project. We recommend future modifications to the present educational model and consider its potential implications for music education in the Finnish context.

Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships

The B.Ed. internship program is essential for teacher preparation, but its effectiveness in preparing future educators for diverse classrooms requires ongoing evaluation. The school internship programme in teacher education is changing from a pre-specified practice-teaching approach to a more comprehensive approach, as emphasized by the NCTE Regulations, 2009 and 2014 respectively. The 2009 regulations expanded the scope of practice-teaching by emphasizing the importance of student-teachers experiencing all school activities and programs. The 2014 regulations further strengthened the component of ‘Field Engagement’ by prescribing a longer duration of 15 weeks. In the present paper researchers has made an attempt to examines the effectiveness and challenges of B.Ed. student teacher internships, focusing on skill development, support structures, and resource availability. It also investigates the program’s impact on student teachers’ confidence in managing diverse classrooms and fostering student success with varying needs and abilities perception of student teachers about the engagement of 15weeks (15+2 weeks) with the field in B.Ed. 3 rd. semester. Internship Programme as per the curriculum of Guru Nanak Dev University Amritsar Punjab. The present study aims to evaluate the effectiveness and challenges faced by student teachers during their internship. The sample consisted of 180 student-teachers selected from B.Ed. colleges of Amritsar district through random sampling. The study, utilizing an open-ended questionnaire, revealed that student-teachers encountered numerous challenges during their internship in the 3rd semester of B.Ed., highlighting the challenges faced by both students and educators.

Stability and change in achievement goals during the COVID-19 pandemic: Protective factors contributing to motivational resilience

Motivation is the process by which goal-directed behavior is initiated, energized, and sustained. The type of achievement goals endorsed by students is one of the most significant constructs in motivational research in educational contexts. It is often assumed that achievement goal endorsement is stable over time. However, that may have changed given the outbreak of COVID-19. Data were collected from a sample of undergraduate students in China (n = 300) representing various majors and academic classifications. A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was then compared before and during emergency distance education. Our study results revealed that only scores on performance-approach goals decreased significantly across the two learning conditions (t = 11.66, p < .001), suggesting students were less likely to focus on demonstrating competence relative to others during emergency distance education. However, individual differences were detected between high-achievers and low-achievers in terms of performance-approach goal endorsement during emergency distance education. More importantly, scores on mastery-approach goals did not significantly decrease (t = 1.75, p = .08), suggesting students’ intrinsic motivation remained constant during emergency distance education. While technology support did not positively predict mastery-approach goal endorsement during emergency distance education, student-perceived teacher support and physical learning environment were two significant predictors, implying the power of human connection in online learning during COVID-19.

Secondary Students’ Perceptions of Teaching Quality and Teacher-Family Interaction: A Structural Equation Model

Students’ perceptions of teaching quality and teachers’ interaction with their families, along with student self-efficacy and interest in a subject matter to performance. However, little is known about how student perceptions of teaching quality and teacher-family interactions in the subject of English relate to performance in reading comprehension. The current study explores how the teacher-related perceptions of New Zealand senior secondary students relate to their reading attitudes and tested reading comprehension. Partially mediated structural equation modelling revealed that students’ perceptions of teaching quality directly and positively influenced student self-efficacy, interest, and performance and indirectly through self-efficacy. However, perceptions of teacher-family interactions negatively influenced student self-efficacy and performance and were not related to interest. Although the model was statistically invariant across demographic variables, there were large latent mean differences across school decile bands for reading performance. These findings reinforce the importance of student perceptions of good teaching and raise challenges about how teachers interact with families.

Mentor Teachers' Perceptions Toward the Pedagogical Competence of Pre-Service Teacher Professional Education, FKIP, University of Palangka Raya in Practical Field Experience

This study aimed to determine student teachers' perceptions about the mastery of pedagogical competencies of students of the PPG Pre-service Study Program at FKIP Palangka Raya University in 2022 in Field Experience Practice. This research uses a quantitative approach with a descriptive research type. The research involved 15 student teachers as subjects, with the object being 62 students of the Pre-service PPG Study Program at FKIP Palangka Raya University in 2022, namely wave I as many as 33 people, and wave II as many as 29 people. Data collection was carried out using a questionnaire that had been validated by three experts and obtained a value of V (Aiken Index) = 0.92> 0.8 including in the high category and a PA value (Percentage of agreement) = 93%, meaning that it was feasible to use to collect data. The results showed that in wave I, 3 students (9.09%) were obtained in the high category, 24 students (72.73%) in the medium category and 6 students (18.18%) in the low category, and wave II, 4 students (13.79%) were obtained in the high category, 20 students (68.97%) in the medium category and 5 students (17.24%) in the low category. From waves I and II, it can be seen that the largest frequency is in the medium category, so it can be concluded that the perceptions of student teachers about the mastery of pedagogical competence of students of the PPG Study Program at FKIP Palangka Raya University in 2022 are in the medium category.

The flip side of teacher enthusiasm?

AbstractResearch suggests that enthusiastic teachers show good teaching. At the same time, based on flow theory, it can be hypothesized that high enthusiasm is associated with a limited ability to perceive others’ needs. Hence, this study examines the relation between teaching enthusiasm and socio-emotional support. Based on questionnaire data from 89 mathematics teachers (61.8% women) and their 1716 students (50.0% girls), manifest multilevel analyses show that higher student-perceived teaching enthusiasm was associated with higher perceived socio-emotional support. In addition, the difference between student- and teacher-perceived support was lower for high student-perceived teaching enthusiasm. However, teacher-reported teaching enthusiasm was neither related to student-perceived socio-emotional support nor to the difference between teacher and student perceptions of teacher support. The study indicates that a multi-perspective assessment of motivation and teaching behavior may contribute to a better understanding of their correlates.

Perception of Faculty Members about Improving the Quality of Learning for Students with Disabilities at Higher Education Institutions

The study examined teacher knowledge, awareness, and perceptions of students with disabilities in higher education. At the University of Karachi, 264 faculty members from the science, social sciences, education, and management departments participated in a mixed-methods study. The findings suggested that faculty members lacked disability understanding, leading to stress and limited decision-making competence. They also lack confidence in teaching students with disabilities. The study suggests expanding enrollment, establishing supervisory authority, providing barrier-free infrastructure, adjusting teaching methodologies, community awareness initiatives, and promoting equity policies. Further research should explore Universal Design for Learning, assistive technology, individualized teaching approaches, attitudes, policy views, ICT influence, and student academic achievement.

Professional Learning Communities of Student Teachers in Internship

Since the early 1990s, professional learning communities (PLCs) have been widely recognized as an effective, extensively researched approach to professional development, school improvement, and student learning enhancement as well as leadership development within educational settings. Nevertheless, there remains a scarcity of research concerning the impact of this approach to professional development within the context of initial teacher education. The present study is one of the first to systematically examine the possibilities and potential of PLCs for student teachers in their practical pedagogical studies (internship). In particular, the study examines whether Student-Teacher PLCs (ST-PLCs) can be implemented in pre-teacher education and the perceptions of student teachers concerning their participation and professional learning within an ST-PLC. A total of 56 students from the University of Education Vorarlberg (Austria), the University of Málaga (Spain), and the European University Cyprus participated in the study, responding to an online questionnaire and engaging in focus-group interviews. The data collected indicated that ST-PLCs serve as a robust strategy for collaborative learning and the development of professional competencies. An analysis of the qualitative data showed that ST-PLCs are spaces where the reflection and analysis of teaching-related topics are stimulated, supported, shared, encouraged, and enhanced.

The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy.

This study investigates the mechanisms linking students' perceived teacher support with math anxiety, focusing on the mediating roles of the teacher-student relationship and mathematics self-efficacy. The research was conducted with 401 fifth-grade students in China, utilizing scales for Students' Perceived Teacher Support, Teacher-Student Relationship, Math Self-Efficacy, and Math Anxiety. Findings revealed that student-perceived math teacher support, teacher-student relationship, and math self-efficacy were all significantly negatively correlated with math anxiety. It was notably found that student-perceived math teacher support influenced math anxiety through the chain mediation of teacher-student relationship and math self-efficacy. Additionally, the effect of students' perceived emotional support from math teachers on math anxiety, mediated by teacher-student relationship intimacy, was significant only among male students. These results underscore the importance of fostering positive teacher-student interactions and enhancing self-efficacy to reduce math anxiety among primary school students. The gender-specific findings regarding emotional support and relationship intimacy highlight the need for tailored strategies in addressing math anxiety.

Are teachers meeting students' needs in untracked science classrooms? Evidence based on a causal inferential approach.

Tracking has been criticized for relegating disadvantaged students to lower track courses in which students encounter a greater lack of instructional support. While an end to tracks through detracking is a possible solution, there are concerns that detracking will create more heterogeneous classrooms, making it harder for teachers to provide adequate support to their students. Using the 2015 PISA dataset, this study conducts a causal inferential analysis to understand the differences in student perceptions of teaching in tracked and untracked environments. The results provide evidence that students' needs, with respect to adaptation of instruction and provision of individualized feedback and support, are being met to the same extent on average in tracked and untracked science classes, suggesting that teachers may not necessarily have a harder time meeting the needs of students in untracked classes.

Exploring student and teacher perceptions of the ideal teacher in Russia

ABSTRACT To improve current teacher education and teacher evaluation practices it is important to collect and critically examine different perspectives on who the ideal teachers are. The present study explores and compares how the ideal teacher is conceptualised by students and their teachers. Data were collected from 53 high school students and 16 of their teachers in urban and rural schools in Russia using an exploratory mixed-method study. The results indicate that students saw teachers’ ability to recognise students’ individual differences but treat everyone equally as the two most important teacher qualities. Teachers, however, attributed the most value to professionalism and ability to follow ethical principles. In addition, rural teachers self-assessed their own teaching quality more favourably than urban teachers while both rural and urban students gave similar ratings to the quality of teaching provided by their teachers.

It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation

BackgroundThe significant influence that classroom interactions have on the development of students' self-regulation has been acknowledged for a long time. Nonetheless, past research has emphasised their impact on differences in self-regulation amongst students, without considering intra-individual variations. AimsWe examined whether there is a link between average and lesson-level student-perceived teaching quality, which includes student support, classroom management and cognitive activation, and student self-regulation in individual lessons. Moreover, we investigated whether the magnitude of the associations depended on students' dispositional self-regulation. SampleWe analysed data collected from 61 students (recruited sample N = 64 students; Mage = 11.71, SDage = 0.93). MethodsParticipants completed a baseline questionnaire (demographics, dispositional self-regulation) as well as 15 daily diaries in which they reported on their own self-regulation and the perceived quality of teaching in the last lesson of the day. ResultsThe findings revealed positive associations between student support and classroom management, both at the average and lesson level, and student self-regulation in individual lessons. No associations were found between the average and lesson level cognitive activation and students' self-regulation in individual lessons. The aforementioned associations were not moderated by students' dispositional self-regulation. ConclusionsThe findings emphasise the importance of student-perceived teaching quality at both the average and lesson-level for student self-regulation in individual lessons.

Implementation of an early alert system in quizzes of a high complexity subject in higher education: Improvement of student performance and teacher perception

Early Alert Systems (EAS) play a fundamental role in education by supporting the learning process and evaluating student performance. In this study, an innovative EAS designed to specifically identify weaknesses in Cognitive Skills (CS) in first-year higher education students is presented, focusing on a challenging course at a South American university. Through big data technology, approval rates linked to various cognitive skills were evaluated using quizzes. Subsequently, teachers, after analysis and dialogue, applied adapted strategies to strengthen these skills in their classes, which were evaluated in subsequent exams. The sample under study included 1,691 students from various health majors enrolled in a complex subject. The experimental group (994 students) that participated in the EAS was compared with a control group (697 students). Evaluations validated by the academic team were used, applying three quizzes throughout the 2022-20 academic period, and the results were analysed with the Power BI computer tool, generating online reports that highlighted CS by section. The EAS, based on teacher surveys, is innovative and it also positively impacts student achievement, evidenced in overall approval rates, by teacher and section. In addition to promoting collaboration among professors, it also improves the teaching quality and suggests a positive impact on the learning of complex subjects in Higher Education Institutions (HEIs). This comprehensive approach to early monitoring of student performance shows promise for the ongoing improvement of educational quality.