Preservice Classroom Teachers Research Articles

Effect of capacity building interventions on classroom teacher and early childhood educator perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills: a systematic review and meta-analysis.

Capacity building may play an important role in improving classroom teachers' and early childhood educators' (ECE) capacity to implement physical activity and FMS interventions. Capacity building is the development of knowledge, skills, and structures to improve the capability of individuals and organisations to achieve effective health promotion. This review aimed to determine the efficacy of capacity building interventions on teachers' and ECEs' perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills. An exhaustive literature search of six electronic databases was conducted. Controlled, single-group pre-post studies were included if they measured the effect of a capacity building intervention on in-service or pre-service classroom teachers' (primary or secondary) or ECEs' physical activity or fundamental skills related perceived capabilities, knowledge, or attitudes. The effects of interventions were synthesised using random effects meta-analysis. Subgroup analysis and meta-regression was conducted to determine if the effects differed based on study design, type of teacher (ECE vs. primary school), or teacher level (pre-service vs. in-service). A total of 22 studies reporting on 25 unique samples were included in the meta-analyses. Only studies reporting on ECEs and primary school teachers were identified. Interventions most commonly included training/professional development, resources and toolkits, communities of practice, mentorships, and ongoing support. Results showed that capacity building interventions significantly improved teachers' and ECEs' perceived capabilities (g = 0.614, 95% CI = 0.442, 0.786), knowledge (g = 0.792 95% CI = 0.459, 1.125), and attitudes (g = 0.376 95% CI = 0.181, 0.571). The effects did not differ significantly as a function of any of the moderators examined. Findings from this review provide strong support that capacity building interventions are efficacious at improving teachers' and ECEs' perceived capabilities, knowledge, and attitudes related to promoting physical activity and teaching fundamental movement skills. Pre-service teachers and ECEs should be provided training in physical activity and fundamental movement skills as part of their degrees, and continual professional development and capacity building should be offered to in-service teachers and ECEs to promote physical activity and fundamental movement skills in children.

Pre-service primary school teachers' metaphor perceptions of digital literacy

With the inclusion of information and communication technologies in almost every aspect of life, a digital world has begun to emerge. In the current age, children can access all kinds of information in the digital environment, use and share this information and produce new information. In this process, the digital literacy perceptions of classroom teachers and prospective classroom teachers, who guide and role model their students, are of great importance. The study aims to reveal the perceptions of prospective classroom teachers about digital literacy through metaphors. For this purpose, phenomenology design, one of the qualitative research designs was used. The study group of the research consisted of 45 pre-service teachers studying in the department of classroom teaching. As a data collection tool, the "Digital literacy is like .... Because ..." form was used. Content analysis technique was used to analyze the data obtained from pre-service teachers. According to the findings, a total of 34 metaphors were produced in the study group. It was found that pre-service classroom teachers had positive thoughts about digital literacy. As a result, the pre-service teachers created a total of 34 metaphors in the categories of infinity, object, movement, need and guide from their perceptions of digital literacy and that these metaphors consisted of expressions with positive meanings.

Preservice Classroom Teachers’ Self-Efficacy Toward Providing Physical Activity in the Classroom

Purpose: The purpose of this study was to understand preservice classroom teachers’ perceptions of and efficacy toward providing physical activity (PA) during the school day. Method: One hundred and seventy-one participants (89% women; 12 universities; 25% secondary) participated in this exploratory sequential mixed-methods study. Teachers participated in a survey that included validated scales, and 20 teachers participated in follow-up interviews. Results: A series of analyses of variance showed significant differences between level of certification sought and teacher efficacy toward providing PA, specifically in areas of institutional and general self-efficacy. Regressions revealed that PA enjoyment was the only significant predictor of teacher efficacy (general, psychological, institutional, and educational efficacy) toward providing PA. Qualitative themes included: (a) perceived benefits of PA, (b) the need for meaningful preparation, and (c) motivation and enjoyment. Conclusion: Increasing PA enjoyment and providing professional development could help preservice classroom teachers be more efficacious toward providing PA in the classroom.

Pre-Service Turkish and Classroom Teachers’ Views on Root Values

Values are the building blocks of a society; they create societies and contain their characteristics. Accordingly, the teaching of values is very important for a society. The role of teachers in the teaching of values is large. In the 2019 curriculum for Turkish language classes, such values are also referred to as ten root values. Therefore, it is necessary for teachers and pre-service teachers to know the ten root values in the Turkish language teaching programme in terms of teaching values. In this study, the views of pre-service Turkish teachers and pre-service classroom teachers on root values were analysed. The study group consisted of a total of 60 pre-service teachers from Turkish education (30) and classroom education (30) programmes who were studying at a public university in the second semester of the 2021-2022 academic year. A semi-structured interview form consisting of five open-ended questions was administered to these pre-service teachers and the obtained data were analysed with content analysis. When the results of the research were evaluated, it was concluded that pre-service Turkish and classroom education teachers considered values to be basic elements. Pre-service teachers described the role of values in education as supportive, while pre-service Turkish teachers also described the concept as necessary and pre-service classroom teachers described it as a way of raising useful individuals. It was concluded that both groups viewed root values as the values people should have, and the values they viewed as priorities were love and justice. Both groups suggested that empathy be added to the root values. Despite some differences, Turkish and classroom education pre-service teachers generally shared the same views on values and root values.

Çocuklara İngilizce’yi Kim Öğretmeli: Sınıf Öğretmeni Adaylarının Görüşleri

This study aimed to investigate pre-service classroom teachers’ beliefs about teaching English to young learners and a recently initiated course in 2021 named “Foreign Language Teaching in Primary Schools” in the initial classroom teacher education programmes in Turkey. More specifically, it explored to what extent this course was efficient to prepare them to teach English for their future careers. Adopting a mixed-method research design, the data were collected through a questionnaire (N=128) and follow-up semi-structured interviews (N=8). The findings revealed that professional English teachers were best placed to teach English to children for several reasons, including subject teachers’ high level of expertise in teaching English and participants’ low self-reported English proficiency level (A1-A2). However, participants mostly reported both in the quantitative and qualitative parts that this course had a considerable impact on their confidence to teach English at the primary level since they were familiar with various teaching techniques and activities to use for each language point in the curriculum. A number of implications are provided in the light of findings for a better implementation of English education in primary schools.

Preservice classroom teachers’ views and experiences of teaching physical education: Does taking a physical education specialization matter?

Although in recent years there has been growing attention on how preservice classroom teachers (PCTs) learn to teach physical education (PE), it is still unclear if there are differences between PCTs who choose a PE specialization and those who do not. Investigating such differences could provide insights about the potential role of a PE specialization in PCTs’ learning. In this context, the purpose of this study was to explore the views and experiences of teaching PE of two groups of PCTs—one with a PE specialization and another without—during their student teaching. Data gathered through semi-structured interviews with 14 Cypriot PCTs, seven with a PE specialization and seven with no such specialization, were analyzed inductively. Although this analysis yielded similarities in the participants’ views on motor, cognitive, and affective domains, notable differences were also identified between participants’ views. PCTs in the PE specialization group emphasized more the correct performance and application of skills in games, seemed to feel more confident regarding their practices in teaching PE, and were largely concerned with the content being appropriate to students’ level. Conversely, participants in the no-specialization group raised more concerns about the task selection, sequencing, and time allocation. To the extent these differences are related to PCTs’ specialization, we suggest that a PE pathway be developed as a choice in teacher education. Alternatively, if this is not feasible, the study findings suggest that PCTs should at least be provided with opportunities to take more PE courses.

Development of Multilingual Preservice Classroom Teachers’ Turkish Language Skills: Mind and Intelligence Games

The aim of this study was to examine the effect of mind and intelligence games on the development of multilingual preservice classroom teachers’ Turkish language skills. In the study, an embedded mixed methods design, which is included in the scope of mixed research designs, was adopted. A single group pretest-posttest design within the scope of the pre-experimental designs was taken as the basis in the quantitative dimension of the research; while in the qualitative dimension, a design related to the effects of the program in the context of a special case study was taken as the basis. The study group of the research consisted of multilingual preservice classroom teachers (n=10). Videos, semi-structured interviews, a questionnaire, diaries, metaphor form, and the Foreign Language Learning Practices Scale (FLLPS) were used as data collection tools. According to the results obtained from the data collection tools, at the end of this game process, the participants’ Turkish language skills, cognitive skills (memory, attention, perception, etc.), and affective skills (socialising, feeling happy, having fun, etc.) improved. It was also observed that this development process took place on the basis of cultural interaction. In light of the findings, it was concluded that the mind and intelligence games had positive effects on the development of the multilingual preservice teachers’ language skills.

Tracing the Relationship Between Pre-service Teachers’ Learning Styles and Attitudes Toward Online Learning

The present study attempted to uncover pre-service teachers’ attitudes toward online learning and investigate the relationship between these attitudes and their learning styles, year of study, gender, enrolled program, and grade points average (GPA). In this descriptive survey study, we recruited 337 pre-service teachers enrolled in a state university in Türkiye and having had to attend the emergency remote learning process during the COVID-19 pandemic in the spring semester of the 2020-2021 academic year. The findings revealed the participating pre-service teachers overall held positive attitudes toward online learning. Besides, while they had a high general acceptance of online learning, their attitudes toward its usefulness were relatively low. Most of the participants often adopted a multimodal learning style, and the kinesthetic learning style was highly preferred among unimodal learners. Those adopting the kinesthetic learning style had a more positive view of online learning than their peers adopting the visual and read/write learning styles. In addition, the male participants had more positive attitudes toward online learning than their female counterparts. However, the pre-service classroom teachers had lower attitudes toward online learning than their peers in the other programs. Finally, it is surprising that the participants with lower GPAs had higher attitudes toward online learning.

An examination of preservice classroom teachers’ perceived importance, self-efficacy beliefs, practices, and conceptions related to new literacies: a mixed design study

An examination of preservice classroom teachers’ perceived importance, self-efficacy beliefs, practices, and conceptions related to new literacies: a mixed design study

Investigation of STEM Approach Applications Based on Model Eliciting Activities in Primary School 4th Grade Mathematics Lessons of Pre-Service Classroom Teachers

Investigation of STEM Approach Applications Based on Model Eliciting Activities in Primary School 4th Grade Mathematics Lessons of Pre-Service Classroom Teachers

"An Innovative and Interdisciplinary Perspective on Environmental Issues Through Ecological Art Projects: A Mixed Methods Study"

"This study investigated the effect of ecological art (eco-art) projects on preservice classroom teachers’ attitudes towards and views on environmental issues. Ecological art is an art-oriented teaching model. The study adopted a mixed embedded research design and integrated ecological art into the “Environmental Education” course. The sample consisted of 78 first-year students from the department of classroom education of Ondokuz Mayıs University in the spring semester of the 2020-2021 academic year. Data were collected using student logs and a semi-structured interview questionnaire developed by the researchers, and the Environmental Problems Attitude Scale developed by Güven (2013). We developed a 14-week project and integrated visual arts education into the “Environmental Education” course. The project aimed to raise awareness through artistic expression. Each participant chose an ecological problem. The quantitative data were analysed using the Wilcoxon test. There was a significant difference between pre-test and post-test scores (p= 0.001). The qualitative data were analysed using content analysis. The results showed that the eco-art projects had cognitive, affective, and behavioural effects on participants. In other words, the eco-art projects raised their awareness of environmental issues. Participants stated that eco-art projects should be integrated into environmental education classes because they believed that art conveyed universal messages. We can conclude that eco-art projects bring an innovative and interdisciplinary perspective to environmental education and help preservice classroom teachers develop positive attitudes and views on environmental issues."

The Prediction Power of Pre-Service Classroom Teachers’ Individual Innovativeness Characteristics on Entrepreneurship Skills

Changes in science and technology and related developments,which have led to the formation of information societies, make significant contributions to every stage of the education process. Entrepreneurship is a 21stcentury skill expected from individuals in the information society; it is essential in increasing societies’ development level. In this sense, raising individuals possessing “entrepreneurship” skills, which are included in both life skills and 21st-century skills, is one of the common goals of all countries. The innovativeness level of the individuals, who are at the center of innovation and system changes, and their ability to accept it are expressed as individual innovativeness. To give the characteristics covered by the entrepreneurship skill included in the primary school curriculum to the students in our schools, it is necessary first to equip the pre-service teachers and teachers with this skill and ensure that they gain knowledge and experience on this issue. This study examines the effect of primary school pre-service classroom teachers’ innovativeness characteristics on their entrepreneurial skills. The study was designed using the quantitative research method. 420 pre-service teachers from a university’s classroom teaching program in Central Anatolia participated in the research. Missing or empty forms were excluded from the study, and the data of 358 volunteer pre-service classroom teachers were used. The “individual innovativeness scale” adapted to Turkish by Kılıçer and Odabaşı (2010) and the “entrepreneurship” scale developed for pre-service teachers by Deveci and Çepni (2015) were used to collect the data. Simple linear regression was used to reveal the causality between variables. Resistance to change, opinion leadership, openness to experience, and risk-taking were analyzed separately as innovativeness characteristics, concluding that the prediction power of resistance to change is minimal, while other characteristics predicted entrepreneurship significantly. Overall, it was concluded that individual innovativeness characteristics could explain entrepreneurship.

Determination of the Nutritional Habits of the Primary Teacher Candidates for the Game and Physical Activities Teaching Course

Today, countries implement policies and programs for childhood obesity. However, the effect of classroom teachers in preventing obesity is in a position to be a role model for students. Therefore, the awareness of the pre-service classroom teachers about nutrition and their nutritional behaviors have an important place on the students. On the other hand, a regular and correct nutrition behavior that the teacher candidates who are trained in the primary school teaching program will receive can gain this behavior to the students they will teach. In addition, there is a balanced and regular eating habit in the physical activity and nutrition section of the Physical Education and Play Lesson Curriculum in primary schools. In this study, it was aimed to examine the dietary habits of primary school teacher candidates. For this purpose, the questionnaire revealing the eating habits was applied to the primary school teacher candidates. In the analysis of the data, percentage and frequency tests were performed with the SPSS program. In the research results; it was discovered that most of the primary school teacher candidates did not receive nutrition education, did not have alcohol and smoking habits, and did not engage in any sports activities. It has been stated that almost all of the primary school teacher candidates have the habit of breakfast, but they skip meals, and the most skipped meal is lunch. They stated that the reason for skipping meals was that they did not have the opportunity. It was seen that the majority of the participants consume less than two liters of water per day and less than five cups of tea/coffee per day. As a result of the study, it was determined that the primary school teacher candidates’ nutritional habits and knowledge levels were deficient.

The Analysis of the Relation Between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers

The study's major goal was to analyze the relation between preservice classroom teachers' metacognitive awareness of reading practices and critical thinking attitudes. The Metacognitive awareness of reading strategies inventory (MARSI-TR), Critical thinking attitude scale (CTS), and demographics information form were utilized to collect data for the study. A total of 294 pre-service classroom teachers in the first and the fourth grades from two public universities constituted the sample. The results showed that women had both higher metacognitive awareness and critical thinking attitudes than men. As for the mother and father’s education level, significant differences were found between sub-dimensions of critical thinking attitude scores of preservice classroom teachers. All of the correlations among the factors of metacognition and critical thinking attitude showed significant values, the direction of the relationships are all positive where the use of metacognition awareness factor increases with the scores on the factors of critical thinking. Additionally, critical thinking sub-dimensions explain 11% of the change in metacognitive awareness of reading strategies.

Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study

Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses before their field placement. Data were gathered through systematic observations, semi-structured interviews, and document analysis. The quantitative data were analysed using SPSS and the qualitative data using case and cross-case analysis. These analyses suggested that the PCTs could effectively employ classroom and time management as well as skill demonstration; they could also provide quality student practice. In contrast, task progression, accountability of student practice, and task explicitness appeared to be more challenging for them to successfully enact. Interestingly, their lesson plans foreshadowed how effectively most of the examined practices would be employed by the PCTs. This study contributes a new understanding of PCTs’ PE teaching during field placement and their views thereof. The implications of the findings for PCTs’ education are discussed.

Preservice Classroom Teachers' Applications of Science Experiments with Cooperative Learning Model: A Mixed Design Research

This study aimed to determine the effect of a cooperative learning model (CLM) on preservice classroom teachers’ attitudes towards science experiments. The sample consisted of 45 students in the department of primary education of the faculty of education of a public university in the 2017-2018 academic year. The sample was divided into two groups: experimental (n=24) and control (n=21). The experimental group received an education based on a CLM, while the control group received an education based on the conventional method specified by the curriculum. The study employed a mixed research design and consisted of two parts: quantitative and qualitative. In the quantitative part, an semi-experimental pretest-posttest control group design was used. In the qualitative part, phenomenology was used. The quantitative data were collected using the Scale of Attitudes Towards Science Experiments (SATSE) and analyzed using a t-test. The qualitative data were collected using an interview questionnaire and analyzed using content analysis. The experimental group had a significantly higher mean SATSE score than the controls. The experimental group also had a higher mean posttest than pretest SATSE score, which was statistically insignificant. The control group had a significantly lower mean posttest than pretest SATSE score. Content analysis showed that the CLM improved some participants’ attitudes towards science experiments. They were more interested in science experiments and enjoyed participating in them more, and believed that the CLM made science experiments fun and easier to understand. However, some other participants stated that the CLM did not affect their attitudes towards science experiments.

Pre-service Teachers’ Opinions and Visual Images About Science Laboratory

The study aims to examine the opinions of pre-service classroom teachers about science laboratories. The research was conducted with 66 third-year students (50 female, 16 male) studying in the classroom teaching undergraduate program of a university in the fall semester of the 2019-2020 academic year. In selecting the participants, taking the “Science Laboratory Applications” course before their volunteerism was taken as a basis. The Drawing-writing technique was used as a data collection tool, and the data were analyzed by content analysis. According to the findings obtained, it was seen that the pre-service teachers mostly used laboratory tables and volumetric flasks in their laboratory drawings. Participants stated that there are mostly chemicals, microscopes and test tubes in the laboratory environment. Almost all pre-service classroom teachers thought that the greatest advantage of using laboratories in science is to embody scientific phenomena. In addition, some pre-service teachers thought that there is no disadvantage in using the laboratory, while some thought that there might be various accidents. According to the findings, it was concluded that the pre-service classroom teachers had a general knowledge of science laboratories and thought that using laboratories in science education would provide an advantage rather than a disadvantage.

Preservice Teacher Education Programs, Novice Teachers, and Classroom Management Preparation

Classroom management is one of the biggest challenges first-, second, and third-year (referred to as novice) teachers face. Research has shown novice teachers feel unequipped to manage their classrooms due to inadequate preservice training. In this study, 96 novice elementary school teachers from school districts throughout South Carolina completed an online survey that addressed preservice classroom management experiences and teachers’ beliefs about classroom management preparation. It was found that although 80% of participants did receive preservice classroom management training, some of these participants felt unprepared to manage their classrooms. Over 90% of participants agreed that a preservice classroom management course in college is beneficial for future teachers. The results indicate a need for strong preservice courses in classroom management that offer both strategies and classroom experiences, as well as inservice professional development opportunities, to provide educators with the tools necessary to successfully manage their classrooms.

Sınıf Öğretmeni Adaylarının Sürdürülebilir Kalkınmaya Yönelik Tutumları

The purpose of this study is to analyze the attitudes of pre-service classroom teachers towards sustainable development with respect to the level of development of the city they live in and their fathers' and mothers’ education level. Survey design was used in the study. The participants consisted of 1008 pre-service classroom teachers in 12 universities across Turkey. The data was collected through a data collection tool designed by the researcher. To analyze the data, descriptive statistics and inferential statistics (MANOVA) were used. The results of descriptive statistical analyses revealed that pre-service classroom teachers had positive attitudes towards sustainable development. The results of MANOVA analysis demonstrated that the level of the development of the city they live in affects pre-service classroom teachers’ attitudes towards sustainable development, whereas their parents’ education level did not affect their attitudes.

The Metaphor Perceptions of Pre-service Classroom Teachers on Distance Education

The aim of the study is to determine the perception of pre-service classroom teachers on distance education using metaphor technique. The study group of the research consisted of 34 participants studying at a private university in 2020-2021 fall semester academic years. Since the study is a descriptive study, survey model was used. The data were analyzed using the content analysis method, categories and themes were created. Participants’ perceptions about distance education were interpreted according to the determined themes and categories. At the end of the study, recommendations were provided about using the distance education process more efficiently and getting ready for the necessary change.