Preservice Elementary Education Research Articles

Developing Vietnamese Language Teaching Competence for Pre-Service Elementary Education Students at Tan Trao University

Developing Vietnamese Language Teaching Competence for Pre-Service Elementary Education Students at Tan Trao University

Tips for Organizing a Dyslexia Simulation Workshop for Pre-Service Teachers

The impact of dyslexia on literacy has gained much attention in recent years, resulting in the need for additional training for teachers at all levels of the educational system. Therefore, the purpose of this paper is to provide tips on how to organize a dyslexia simulation. Authors recount their experiences building a team, identifying participants, selecting a simulation, planning, organizing, setting up, and implementing a dyslexia simulation workshop for pre-service elementary and special education teachers. Initial expectations, challenges, and successes are highlighted. Final reflections, lessons learned, tips, and resources (Table 3) are shared. Overall, the facilitators and participants found the experience beneficial.

Analyzing the Needs of Pre-service Teacher Education Students for Flipbook Learning Resources: Enhancing Understanding and Engagement with Educational Materials

In today's rapidly advancing landscape of information and communication technology, the adoption of technology-based learning tools such as Flipbooks is increasingly essential for optimizing educational experiences. Commonly known as flipping books, Flipbooks offer a dynamic way to engage with learning materials. This study investigates the specific needs of pre-service elementary school teacher education students (batch 2) from the Faculty of Literature and Education at Sriwijaya University regarding the use of Flipbook learning resources. The focus is on how these resources can enhance students' understanding of course content and improve interaction with educational materials. Employing qualitative research methods, including interviews and questionnaires, the study involved 36 participants. Findings indicate a substantial demand, with 94% of the respondents expressing a need for Flipbook-based teaching modules that cater to courses on student understanding and learning materials. These results underscore the potential benefits of integrating digital learning resources in teacher education, aiming to meet student needs effectively and enhance educational outcomes.

학습된 무기력과 비자기결정성 진로동기의 관계성 탐색

Objectives The aim of this study is to investigate pre-service elementary and special education teachers’ learned helplessness and its effect on career motivation.
 Methods Data were collected from students enrolled in an elementary and special pre-service teacher education program at a rural university in the K area of the Republic of Korea. Participants completed a self-reported questionnaire including scales assessing learned helplessness in daily life (“helplessness”), learned helplessness in academic situations (“academic helplessness”), and career motivation based on self-determination theory. Data from 62 participants were analyzed using descriptive analysis, correlational analysis, multiple regression analyses, and the Kruskal-Wallis H test.
 Results Descriptive analyses revealed the absence of learned helplessness (helplessness, academic helplessness) among participants. Levels of amotivation were low, while autonomous motivation, including identified regulation and intrinsic regulation, were high. Correlational analyses indicated significant positive correlations between learned helplessness and non-regulation, external regulation, and introjected regulation, respectively. Regression analysis and the Kruskal-Wallis H test indicated that academic helplessness was the significant predictor of non-regulation and external regulation.
 Conclusions These findings suggest that negative responses to academic failures could result in a lack of initiation or persistence in career goal-directed behaviors, or in avoiding the adverse outcomes associated with career-related activities. This study provides valuable foundational data for understanding learned helplessness and undetermined career motivation, offering insights for interventions and future research in the field.

Preservice teachers' perspectives and use of behavior management strategies

AbstractMuch of the current literature focuses on how preservice teachers are prepared to support entire classrooms (i.e., classroom management) instead of individual students (i.e., behavior management). Because of this gap in the literature, little is known about how preservice elementary education teachers are prepared to support students who are perceived to engage in challenging behavior in their classrooms. Therefore, the purpose of the current study was to explore preservice elementary education teachers' knowledge, experiences, and needs for using behavior management strategies with individual students. Findings indicated preservice teachers had limited knowledge about behavior management strategies and sought further opportunities to support students who they perceived to engage in challenging behavior.

Unpacking Preservice Elementary Education Majors’ Pre-Covid Experiences with Instructional Technology: Implications for Post-Covid Technology Use

Virtual learning during the Covid-19 pandemic has made the effective use of technology, as a learning tool, more important than it has ever been. One of the challenges within instructional technology courses for preservice elementary education majors was whether or not to train students to use technology as a means to an end or to focus on technology skills. Instructional technology courses could reinforce traditional approaches or encourage higher order thinking or acquisition of twenty first century skills for formal or informal settings. This study explored the pre-Covid inclinations and experiences of undergraduate preservice teachers who engaged in various types of technology that facilitated both the learning of content and the building of technological skills to varying degrees. This basic qualitative exploratory study looked at preservice teachers’ perceptions about their engagement with the technologies and about their own capabilities. The findings show connections that were most salient to the preservice teachers. These pre-Covid pandemic findings have implications for the current state of instructional technology and learning using technology in the post-Covid pandemic era.

How do Teachers use Inquiry and Advocacy as Curriculum? A Longitudinal Study

ABSTRACT Many initiatives aim to ensure students can access inquiry-based learning that positions them to address global problems such as climate change and economic inequality. However, in the U.S., curriculum that centers students’ positions as activists is rare, particularly in schools that serve marginalized students. In this study, inquiry and advocacy, two activist teaching frameworks, were employed in preservice elementary teacher education through the use of mentoring experiences. A longitudinal multiple case study, which relied on Cultural Historical Activity Theory, examined the appropriations of inquiry and advocacy made by teachers in their first two in-service years. Findings suggest that across activity settings, teachers adapted inquiry and advocacy by using key tools such as informational texts, by aligning their work with accepted initiatives and addressing state standards, and by cautiously choosing mentors. Findings suggests that researchers must increase their attention to preservice teacher typology and the different features of activity settings in studies evaluating the value of preservice learning. Implications for teacher education programs are discussed.

A study on the future competency-based pre-service elementary teacher education program

A study on the future competency-based pre-service elementary teacher education program

The Effect of Error-Based Activities on the Reflective Thinking Skills of Pre-service Elementary Education Mathematics Teachers

"The purpose of the current study is to investigate the effect of error-based activities on the reflective thinking processes of pre-service elementary education mathematics teachers. To this end, qualitative research method was employed. The current study was carried out with the participation of six pre-service elementary education mathematics teachers attending a university in Turkey in the spring term of the 2017-2018 academic year. In order to collect the data in the study, the participating pre-service teachers were asked to write diaries and face-to-face interviews were conducted with them. The collected data were analyzed by coding them on the basis of the pre-service teachers’ responses to the questions asked to them in line with the pre-determined conceptual framework. The obtained data have revealed that the error-based activities had positive effects on the pre-service teachers’ thinking processes. In addition to this, the pre-service teachers’ reflective thinking processes positively changed over the week"

The analysis of statistical graphs constructed by primary school teachers

Background: Statistical graphs are widely used in society and are important in presenting data related to different topics. Statistics education aims improve the teaching and learning of statistics, which include the approaches to statistics graphs. Objectives: This article analyses the construction of statistical graphs by in-service teachers and their reasons for choosing these graphs. Design: It was conducted an empirical study from a qualitative perspective which investigated teachers’ choices and constructions of statistical graphs. Setting and Participants: The participants were 22 primary school teachers from public schools located in Recife Metropolitan Area, Brazil. They expressed their intention to be interviewed when they responded to a questionnaire applied among a larger number of teachers. Data collection and analysis: The interviews were composed of two tasks comprised of statistical data in which participants had to choose a type of graph, justify the choice, and construct a graph of a chosen type. It was carried out a content analysis of speech protocols. Results: The reasons for participants’ choices seemed to be related to their familiarity with the type of graph, and they constructed graphs with high levels of complexity. Conclusions: The results of this study emphasised the importance of primary school teachers developing specific knowledge about graphs through pre-service and in-service elementary school teacher education. The results from this research study offer new questions concerning the construction and the choice for statistical graphs, which include the influence of new technologies and the use of textbooks.

Achievement goals as predictors of female pre-service elementary school teachers’ self-efficacy for learning math in a methods course

ABSTRACT Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers’ attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors teaching math in elementary education coursework. Of relevance to the current study, some findings indicate achievement goals are linked to one’s self-efficacy for successfully completing mathematical tasks. However, published studies have not yet examined how the four achievement goals influence the self-efficacy for mathematical learning among pre-service elementary education students. Therefore, a unique purpose of this research is to focus on how achievement goals predict math self-efficacy among 163 female pre-service teachers enrolled in undergraduate elementary education math methods courses. Results reported here are part of a larger study examining pre-service teachers’ achievement goals for mathematical learning. Both mastery-approach and performance-approach goals were positive predictors of pre-service teachers’ self-efficacy for learning mathematics, while math anxiety predicted lower rates of self-efficacy.

The use of augmented reality to improve mathematics conceptual understanding of pre-service elementary education teachers

The purpose of this study was to determine the understanding of mathematics concepts of pre-service elementary education teachers at Universitas Sultan Ageng Tirtayasa (Sultan Ageng Tirtayasa University) through augmented reality learning media. The method used in this study was a quasi-experiment with the design of one group pre-test and post-test. The instrument used in this study was a test of understanding of mathematics concepts on geometry topic in the form of 10 description tests and tested on 20 pre-service teachers (higher education students). The average result of N-gain in pre-service elementary education teachers was 0.48 in the medium category. Based on the results obtained, the use of augmented reality can be used as a learning medium for mathematical concepts. In the learning process, students can easily understand the material taught. The suggestion in this research is that further development of augmented reality media is needed at all levels of education and it needs to be tested in a larger scale in order to know its effectiveness to be used in all levels of education.

Problem-Solving Method: The Effectiveness of The Pre-service Elementary Education Teacher Activeness in The Concept of Physics Content

Penelitian ini bertujuan untuk mengetahui efektivitas metode problem-solving terhadap keaktifan calon guru Pendidikan Guru Sekolah Dasar. Penelitian ini menggunakan penelitian eksperimental dengan desain faktorial 2x2 dimana kelas eksperimen menggunakan metode problem-solving dan kelas kontrol menggunakan metode ceramah. Data untuk penelitian ini dikumpulkan dalam 2 cara, data diperoleh dengan lembar pengamatan kegiatan belajar dan tes kemampuan kognitif siswa. Dari data tersebut, terlihat bahwa metode problem-solving dapat meningkatkan aktivitas belajar siswa, terutama dalam pembelajaran fisika. Selain itu, interaksi antara masing-masing variabel dicari menggunakan uji Analisis Varians (ANOVA). Dari hasil tes menunjukan bahwa hipotesis pertama ditolak yang menunjukkan bahwa ada perbedaan efek antara metode pembelajaran pada kemampuan kognitif siswa. Hipotesis kedua juga ditolak yang berarti bahwa ada perbedaan efek antara kategori kegiatan belajar siswa pada kemampuan kognitif siswa. Di sisi lain, hipotesis ketiga diterima yang menunjukkan bahwa tidak ada interaksi antara penggunaan metode pembelajaran dan kegiatan belajar siswa pada kemampuan kognitif siswa

THE EFFECTIVENESS OF USING COOPERATIVE LEARNING MODELS TOWARD PRE-SERVICE ELEMENTARY TEACHER�S UNDERSTANDING ON SOCIAL SCIENCE EDUCATION COURSE: A COMPARISON FOR COOPERATIVE SCRIPT, ARTICULATION, AND GUIDED NOTE TAKING

Our initial study in the course showed that there was a lack of students� understanding about social science. The purpose of this study was to investigated the effectiveness of using Cooperative Learning Model (Cooperative Script, Articulation, and Guided Note Taking) towards Pre-Service Elementary Teacher understanding on Social Science Course. This research was conducted in quasi-experimental research, with counterbalance research design. The subjects of this study were first year of undergraduate students of pre-service elementary school teacher education at the University of Kuningan. The data collection technique used was an instrument test which was an essay question. The data analyzed by statistical test with the t-test (independent samples t-test) at a 95% confidence level obtained tcalc > ttable and probability value sig. (2-tailed) < 0.05. The results of this study proved that there are differences in students' understanding so that the hypothesis is accepted. In our context, Cooperative Script was more sophisticated in improving student understanding compared to Articulation and Guided Note Taking. The limitation of our context means that there is no best method to be applied.Keywords: understanding; cooperative script; articulation; guided note taking; pre-service elementary teacher

Elementary science teacher education in Korea: past, present, and future

This paper will present how the preservice elementary teacher education institutions have changed, what has become the qualification of teachers, and what is the hiring system. The development process of elementary teacher education institutions in Korea can be classified into four stages. The earliest national training for elementary school teachers started after World War II and continued both during and after the Korean War. From 1951 until 1961, elementary school teachers were required to have completed secondary school. However, from 1962 through to 1980, teachers needed to have completed high school and then be trained in two-year colleges. Finally, starting in 1982, elementary teachers began being trained in four-year universities. From this time, graduate schools began to be founded in national universities to focus on education and to both prepare preservice elementary school teachers to promote inservice teacher professionalism. Currently, there are 13 elementary teacher education institutions in Korea. This paper provides an overview about how science education courses are taught in these institutions and explains the pathways to becoming an elementary school teacher in Korea. Based on this historical review of the elementary teacher education system in Korea, I discuss future directions for continued research and development in primary education, especially in science.

Use of a “Hybrid” Science Notebook by Preservice Elementary Education Teachers: Combining Paper and Digital Tools

ABSTRACTThis case study examines how elementary preservice teacher candidates used “hybrid” (both paper and digital) notebooks, the extent to which the digital portfolio showed evidence of changes in understanding, and whether candidates plan to use notebooks in their science lesson and unit plan assignments. Activity and reflection entries posted in an online digital portfolio from candidates in 3 science methods courses (each a bounded case) were analyzed for patterns in use and evidence of changes in thinking, and lesson and unit plans were examined to determine whether candidates planned to use some kind of notebook in their teaching. Findings show that when using hybrid notebooks, candidates make use of digital tools, but many prefer having the option to use paper notebooks to synthesize their reflections. Evidence of changes in thinking about science content and pedagogy were found in both paper notebooks and in digital entries, but more often in digital reflections. Instructor modeling might play a role in how candidates plan to use notebooks for learning and teaching.

Korean Preservice Elementary Teachers’ Abilities to Identify Equiprobability Bias and Teaching Strategies

Equiprobability bias (EB) is one of the frequently observed misconceptions in probability education in K-12 and can be affected by a problem context. As future teachers, preservice teachers need to have a stable understanding of probability and to have the knowledge to identify EB in their students regardless of the problem context. However, there are few studies to explore how preservice teachers identify students’ EB and how they respond to students’ EB. This study investigated Korean preservice elementary school teachers’ abilities to identify students’ EB in two problem contexts, marble and baseball problems, as well as their teaching strategies for correcting students’ EB within each problem. Ninety-six preservice elementary school teachers participated in this study. They were presented with two problems with students having EB and were asked to write lesson plays. From the analysis of their lesson plays, it was found that 87% of the preservice teachers identified students’ EB in both problems, and in the baseball problem, 13% of them did not. Three teaching strategies for correcting students’ EB in each problem were found. Based on the results, implications for preservice elementary teacher education were discussed.

Video-Mediated Physics Instruction From Preservice Teachers to Elementary Students: Experiences and Reflections

Addressing the widely reported deficiencies in elementary teachers' competence in technology use and in inquiry-based science instruction, we present and assess a novel teaching experiment conducted in a university–school collaboration. Preservice elementary teachers planned and produced teaching videos in which they gave instructions on experimental work to a class of 11-year-old pupils. Pupils watched the videos, carried out the experiments, and videoed their feedback to the preservice teachers. In their qualitative and quantitative questionnaire responses, the preservice teachers (n = 130) reported having learned broadly about physics concepts, experiments, pupils' conceptions and abilities, and the use of information and communication technology (ICT) in teaching and learning. We discuss the detected benefits, problems, and potential of video-mediated instruction of real-life student work in preservice teacher education. (Keywords: ICT in education, physics teaching, preservice elementary teacher education, student content creation, video production)

CHANGES IN PRESERVICE ELEMENTARY TEACHERS’ SCIENCE TEACHING SELF-EFFICACY BELIEFS

The purpose of this study was to investigate the effect of the inquiry-based science methods course on preservice elementary teachers’ self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the elementary science methods course participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), a participant information form, and semi-structured interviews. Findings from the quantitative data revealed that there was significant difference between pre-test and post-test scores on both the Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), which are two subscales of STEBI-B. The qualitative findings of the study were utilized to further clarify the quantitative results. Overall, findings from the study indicated a positive relationship between participating in the elementary science methods course and changes in science teaching self- efficacy beliefs. Article visualizations:

Pre-service elementary teachers' achievement goals and their relationship to math anxiety

Math anxiety remains a critical issue affecting student performance and confidence across grade levels, including pre-service elementary teacher education. Given the potential impact teachers' math anxiety might have on their learning as well as that of their future students, one unique purpose of this research is to investigate how achievement goals relate to math anxiety among 182 pre-service teachers enrolled in undergraduate elementary education math methods courses. While low self-efficacy is a significant predictor of math anxiety, our results indicate that taking into account pre-service teachers' achievement goals increases our ability to predict math anxiety over that afforded by their level of self-efficacy alone. In particular, students adopting either mastery-avoidance or performance-avoidance goals while learning mathematics, may be particularly susceptible to math anxiety. Further, self-efficacy does not moderate the relationship between achievement goals and math anxiety, so the relationship between achievement goals and math anxiety is consistent across levels of self-efficacy.