Preservice Elementary Teachers Research Articles

Exploring elementary preservice teachers’ responsive teaching in mathematics through an artificial intelligence-based Chatbot

We aimed to investigate the responsive teaching practice of preservice teachers (PSTs) using an artificial intelligence-based chatbot designed to serve the dual roles of a virtual student and a virtual mentor. We identified four unique profiles of PST's questioning patterns using latent profile analysis. We examined the changes in PSTs' questioning patterns after receiving feedback from a virtual mentor and investigated the differences in their self-assessments regarding interaction effectiveness by profile. PSTs' tendency to adjust their questions varied. There was no statistical difference in the effectiveness of interactions among profiles. We include theoretical and empirical implications for teacher education.

Metacognitive Awareness as a Predictor of Mathematical Modeling Competency Among Preservice Elementary Teachers

<p style="margin-left:28px; text-align:justify">Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics.</p>

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.

Exploring a practice‐based approach to elementary preservice science teacher preparation

AbstractThe science methods course model presented here, called an immersed methods course (IMC), engaged preservice elementary teachers in reform‐based science instructional approaches within authentic classroom settings and with elementary students in a guided format. Questions guiding the study were: (1) Did participation in the IMC model impact preservice teachers (PTs') science teaching self‐efficacy? (2) Which science methods course model activities/experiences did PTs identify as the most impactful on their science teaching? (3) How did participation in the IMC model impact PTs' understandings of science teaching? Participants were 138 elementary PTs from a Southeastern United States university. Data were collected from seven course sections over 3 years and included pre/post science teaching self‐efficacy survey data, post written responses, and interviews. Member checking approaches were also used to refine and establish the validity of findings. Researchers completed qualitative data analysis, which was complimented by quantitative statistical analysis. Findings across data sources suggest participation positively influenced PTs' science teaching self‐efficacy and beliefs about the effectiveness of the instructional approaches. Participation also helped PTs apply theories to practice and develop competency using the practices. Findings highlight how the IMC model mitigates constraints associated with current science teacher preparation approaches.

Characterizing engagement in the science practices: A study of preservice elementary teachers

AbstractPreservice elementary teachers enter their science methods courses with a range of prior experience with science practice. Those prior experiences likely inform much of their science pedagogy and goals. In this study, the authors examine how a cohort of preservice elementary teachers engaged in science practice as they learned content in a physics course. Drawing on course documents, videorecords, and artifacts from in‐class lab work and interviews with nine participants, the authors used an asset‐based, mixed methods approach. The authors developed rubrics to assess the level of sophistication the participants used while engaging in science practice on a scale of 1 (pre‐novice) to 4 (experienced). They used descriptive statistics and ANOVA's to interpret the performance of the participants in addition to grounded theory open coding of interviews to determine the participants' level of prior experience with science practice. The findings suggest that these preservice teachers primarily engaged in science practices at a novice level. In general, their sophistication scores on the rubric aligned with their prior experience. The findings suggest that while one content course steeped in science practice was not enough to significantly change preservice teachers' engagement, it can provide a needed starting place and that it likely takes time to develop these skills. The findings have implications for both teacher educators and researchers who hope to increase the use of science practice as a method of learning science content.

Research Experiences for Undergraduates Through Extracurricular Practitioner Inquiry: Exploring the Experiences of Preservice Elementary Teachers

ABSTRACT Bridging the theory-practice gap remains a challenge in preparing preservice elementary teachers for science teaching. Research experiences for undergraduates (REU) offer a potential way to help preservice elementary teachers (PSTs) come to value and implement research-based science teaching. REUs come in many forms but often take the form of either extracurricular research with a practicing scientist. Alternatively, practitioner inquiries are often used as part of a teacher preparation course or practicum but often are limited in time and scope. In this study, we report on a novel approach to an REU that combined the features of a traditional REU and practitioner inquiry, which we refer to as Extracurricular Practitioner Inquiry (EPI). PSTs collaboratively developed, tested, and prepared curricular units for publication as part of an extracurricular, funded project. A mixed-methods approach, including nonrandom matched pairs and semi-structured interviews, was used to investigate the impact of the EPI experience on PSTs’ knowledge and beliefs about science teaching. As a result of their participation in the novel EPI, when compared with a control group, the PST participants developed beliefs more consistent with research-based science teaching. Support from collaborators, shifts in self-perception, and improved understanding of the research-practice relationship seem to have mediated changes in the PSTs’ knowledge and beliefs about science teaching.

Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

This article describes the significance of equipping preservice teachers with the knowledge and skills necessary to effectively approach behavioral challenges with early elementary students (i.e., kindergarten to third grade). Early elementary years are crucial for a child’s academic and social development, and students who exhibit challenging behaviors early often face academic struggles and potential long-term negative effects. When educators are prepared to effectively manage challenging behaviors, they provide students with the support needed to succeed. This article also highlights the need for teacher preparation programs to include coursework and practical training emphasizing evidence-based practices in behavior management, effective communication, and behavioral supports. By doing so, teachers can create inclusive and supportive classrooms, reduce disruptive, unexpected behaviors, and improve students’ overall well-being by intervening early and providing a foundation for positive behaviors in school. Early intervention and skill development in K-3 preservice teachers can lead to better academic outcomes, enhanced classroom dynamics, and a brighter future for students with challenging behavior. The authors share recommendations for classroom activities, learning materials, and applications for teacher educators.

Interpreting Teaching STEM Education to Pre-service Elementary Teachers Through Online Course

Insufficient comprehension of integrated STEM learning has become one of the main difficulties for teachers in implementing STEM lessons at school due to lack of integrative STEM curriculum in teachers’ education programs. Therefore, the Elementary Teacher Education Program Universitas Pendidikan Indonesia in Purwakarta offers STEM Education for Elementary course as an optional course to support 21st-century education at the elementary school level. However, due to the continued Covid-19 pandemic, during the second semester of the academic year 2020/2021, all courses in our program were entirely carried out online. Through the descriptive analysis method, this paper details how the 16-weeks course was enacted online with a varied delivery form. Forty-two pre-service teachers enrolled in the course. Data on the course implementation were gathered in the form of video recordings of the lesson, while students’ perception of the course delivery was captured through a course evaluation questionnaire. Results imply that the course includes a theoretical and practical session with teaching simulations and engineering challenges to model STEM teaching and learning to develop pre-service teacher’s STEM pedagogical and content knowledge. In addition, course evaluation suggests that after enrolling in the course, the pre-service teacher has positive perceptions of the course delivery. Keywords: STEM education, pre-service elementary teachers, online course

Local Ecosystem Observation Cycle: Supporting Preservice Elementary Teachers’ Engagement in Sensemaking

Local Ecosystem Observation Cycle: Supporting Preservice Elementary Teachers’ Engagement in Sensemaking

LMS 성찰 글쓰기를 활용한 ‘뉴스포츠 실기 및 지도법’ 전공수업에 참여한 직전 교사의 경험과 시사점 탐색

Objectives The purpose of this study was to explore the experiences of pre-service teachers who took the ‘new sports practical skills and teaching method’ using LMS reflection writing at universities.
 Methods For 15 weeks from March 2 to June 8, 2023, the reflective essays written by elementary school preparatory teachers who participated in the New Sports Practical Skills and Teaching Methods class using reflective writing for 2 hours a week and the data collected through one in-depth interview were inductively categorically analyzed.
 Results The experience of the primary pre-service teacher who participated in the new sports practical skills and teaching method class is as follows. First, elementary pre-service teachers with low motor skills were able to discover the charm of new sports as they participated in new sports with less pressure. Second, primary pre-service teachers have acquired the intrinsic and extrinsic value of new sports. Third, the pre-service teachers were able to expand their practical knowledge of new sports as well as their understanding of teaching methods in the course of class demonstration exercises, thereby increasing their perspective on lesson design and management. Fourth, it broke away from school physical education, which was limited to modern sports, and laid the foundation for the operation of various physical education classes. Fifth, through reflective writing, primary pre-service teachers were able to improve their expertise as a future teacher by repeatedly having active and subjective reflections on the process of class participation.
 Conclusions Because the new sports practice and teaching method using LMS reflective writing provides meaningful experience to prospective elementary school teachers, it is desirable for it to be operated in the physical education department curriculum of immediate teacher education institutions.

“Don’t Call on Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety in a Problem-Based Classroom

This study aims to understand the ways in which problem-based teaching in a mathematics content course can alleviate pre-service elementary school teachers' mathematics anxiety. The significance of this work is to help increase the content and pedagogical knowledge of mathematics education, as outlined in STEM policies. Using a mixed method approach, the teachers-researchers explore what methods, procedures, and other perhaps unknown variables, helped pre-service elementary teachers decrease their mathematics anxiety during two mathematics content courses. The findings illuminate five major themes the authors discuss, which are illustrated by rich descriptions of students’ narratives and interviews. Given the importance of mathematics education, particularly the need for strengthening it at the childhood level, this work contributes to a growing body of research that can help future elementary education teachers become exemplary educators.

“Don’t Call on Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety in a Problem-Based Classroom

This paper examines various approaches to evaluating the classroom teacher and discusses the inclusion of dispositions in the evaluation process. A random sample of 150 teachers were asked to complete an online survey focusing on the inclusion of dispositions in their formal evaluations. They were asked to report what specific dispositions were evaluated, and if the specific dispositions were operationally defined. A summary of their responses to the survey items is discussed.

Female Pre-Service Elementary Teachers’ Conceptualizations of Engineers and Engineering: A Critical Consciousness Perspective

ABSTRACT The purpose of this study was to address issues of potential gender bias in pre-service elementary teachers’ conceptions of engineers and engineering using Freire’s (2018) Critical Consciousness perspective. By identifying the biasness as causal and structural attributions, the study also aimed to construct a critical pedagogy framework for future pre-service elementary teachers to reflect on and to radically reimagine and transform potential gender bias in their conceptions of engineers and engineering. Drawings of engineers and narratives of drawings from 115 pre-service elementary teachers served as data. The analysis comprised a two-step process: (1) identification of patterns through an inductive analysis of the data; and (2) analysis of patterns from the Critical Consciousness perspective to generate themes. Themes included: (1) depictions of male engineers being afforded privileges of having innate abilities to perform engineering from the standpoint of strong disciplinary backgrounds in mathematics and science while depictions of female engineers being afforded privileges of having innate abilities to perform engineering from the standpoint of computing, designing, and coding. (2) depictions of male engineers’ “work” of engineering being related to tangible outcomes like physical products, and (3) depictions of male engineers as authority figures and having the ability to lead the work of engineering. The critical pedagogical framework constructed is a step toward developing a tool for critically reflecting, and radically imagining, reimagining, and thus transforming inequities inherent in future pre-service elementary teachers’ conceptualizations of engineers and engineering.

DELVING INTO THE PEDAGOGICAL TRANSITIONS OF PRE-SERVICE TEACHERS TO NEW NORMAL: INDIVIDUAL DIFFERENCES OF ELEMENTARY LEARNERS IN FOCUS

This research inquiry aimed to explore and describe the experiences of elementary pre-service teachers on pedagogical transitions to new normal. The study used a qualitative research design employing a phenomenological approach. The study focused on the experiences, coping strategies and insights of the fourteen (14) elementary pre-service teachers in private tertiary institutions in Tagum City, Davao del Norte. Seven (7) participants underwent in-depth interviews, and another seven (7) participants underwent focus group discussion. On the experiences of elementary pre-service teachers in the pedagogical transitions, the study revealed that the pre-service teachers facing difficulty on students’ lack of participation, embracing teaching and technological skills, experiencing intermittent and unstable internet connection, struggling in finding appropriate teaching strategies and learning virtual teaching strategies with the guidance of cooperating teacher. To cope with the challenges, data showed that pre-service teachers were maintaining patience, employing technology integration in virtual class, utilizing differentiated strategy, creating a conducive virtual learning environment, and having a positive attitude. Apart from the findings, pre-service teachers gained insights of equipping pre-service teachers with professional skills, realizing one’s potential, improving adaptability among pre-service teachers and enhancing creativity of pre-service teachers. These results are important to the pre-service teachers, cooperating teachers, Higher Education Institutions’ administrators and Commission on Higher Education for them to be aware and understand the practice teaching experiences of pre-service teachers. This will help them in making initiatives to support and strengthen the curriculum, programs and training intended for the pre-service teachers who will also benefit from this study. KEYWORDS: pedagogical transitions, new normal, qualitative-phenomenological study, online teaching, private tertiary institutions, elementary pre-service teachers

수업 시연 과정에서 나타난 초등 예비교사의 음악 수업에 대한 인식

Purpose: This study aimed to discover the perceptions of pre-service teachers about music classes and to seek directions for enhancing the music class expertise through difficulties and demands for their music classes.
 Methods: Elementary school pre-service teachers participated in micro-teaching and filled out self-assessment sheets based on recorded class videos. A survey was conducted with 201 pre-service elementary school teachers about their perception of music classes before and after micro-teaching and what they believed their needs were to improve their music class expertise after micro-teaching.
 Results: First, the teachers recognized music classes as classes that felt the beauty of music and sympathized with emotions and values by considering the learners based on music knowledge. Second, they wanted a student participation-oriented music class based on the teacher's musical knowledge and practical skills, but they were experiencing trial and error in the micro-teaching due to their lack of music class experiences. Third, they had many individual differences in their confident music classes. To improve the professionalism of music classes, they believed that they required teacher training institutions to strengthen their connection with the field, support for improving musical competence, expand the number of hours of related subjects, expand class equipment, and provide opportunities to observe and analyze excellent classes. In addition, they recognized the need to develop individual abilities in relation to music practical skills, music knowledge, and music teaching methods in relation to the difficulties they encountered while micro-teaching.
 Conclusion: For the participants in the study to grow into teachers with music instruction expertise, various efforts are required, including not only for the individuals but also teacher training institutions. Following this study, it is expected that future studies will examine specific measures to improve the professionalism of music classes.

Preservice teachers’ experiences navigating “adaptive learning” technology

ABSTRACT This hermeneutic-phenomenological study, following the work of van Manen, examines how kindergarten and elementary preservice teachers experienced practicum and student teaching in classrooms affected by the expansion of “adaptive learning” technology designed to assess children and personalize their learning. The researchers conducted in-depth, semi-structured interviews and collected personal drawings from 21 mainly White and female preservice teachers in the Appalachian region of the US. The findings provided preservice teachers’ descriptions of the effects of “adaptive learning” contexts with attention to three subgroups that emerged: children experiencing traumatic stress, working class students, and students labeled as “gifted.” The findings suggested that from the view of preservice teachers, “adaptive learning” technology had a complicated role in classroom learning since it did not only extract data from children but reconstituted relations in the classroom. Although adaptive learning was used in part to ease teacher recruitment and retention challenges, it tended to have a negative effect on preservice teachers’ opportunities for learning. To improve levels of pedagogical thoughtfulness and tact in “adaptive learning” classrooms, the data suggested that new considerations of communication, scheduling, and engaging dialogically with the “adaptive learning” tools are paramount to creating better opportunities for mentoring, learning, and growth.

Elementary preservice teachers' engagement in a life science‐oriented engineering design task promotes their knowledge of life science and engineering assessment

Elementary preservice teachers' engagement in a life science‐oriented engineering design task promotes their knowledge of life science and engineering assessment

Demystifying math myths: Examining rules that expire

AbstractIn our mathematics methods courses for elementary preservice teachers, we work to uncover and confront students' understandings as well as misconceptions about important mathematical topics. Karp and colleagues' (Teaching Children Mathematics, 21(1), 18–25) “13 Rules That Expire” article has been a useful resource for us to highlight and challenge students' mathematical misconceptions. In this article, we share the components of an iteratively developed assignment focused on the 13 rules article. We detail how students explored the “lives” of these rules and investigated alternatives to pervasive mathematics shortcuts and tricks. We posit that our intentionally designed assignment provides an opportunity for students to think critically about their views, beliefs, and misconceptions, which encourages a mindset for preservice teachers to consider the kinds of mathematical misconceptions they will encounter in their classroom teaching. We anticipate that sharing this developed assignment with other mathematics teacher educators could provide opportunities for additional adaptations in unique contexts and continued improvements to support future teachers.

Development of preservice elementary teachers scientific reasoning skills through scientific inquiry

ABSTRACT Background Scientific reasoning is one of the higher-order thinking skills and has a very important place in science education. However, the research shows that the scientific reasoning levels of students and preservice teachers are low. Purpose This research aimed to examine the development of the scientific reasoning skills of preservice teachers through scientific inquiries conducted in a science laboratory course. Sample Thirty-nine preservice teachers studying in the elementary teaching program of a university participated in the research. Design and methods The research was conducted with a mixed design as qualitative and quantitative data collection techniques were used together. The data were obtained using the Lawson Test for Scientific Reasoning, which was administered in pre and post-tests, and from scientific inquiry reports prepared by the preservice teachers. Participants were categorized within three levels according to the pre-test results of Lawson Test for Scientific Reasoning (Level 0, Low Level I, and High Level). Quantitative data were analyzed with the Wilcoxon signed rank test, and qualitative data were analyzed with content analysis. Results The results revealed significant differences between the pre- and post LTSR scores of the preservice teachers whom are at scientific reasoning Level 0, Low Level I, High Level, and all preservice teachers. According to the findings obtained from the scientific inquiry reports, preservice teachers with different levels of scientific reasoning skills improved their skills in a short period of three weeks. Conclusion In conclusion scientific inquiries had a significant effect in improving the preservice teachers’ scientific reasoning skills.

Theorizing Filipino Pedagogical Beliefs: Narratives of Preservice Elementary Teachers’ Before and After Teaching Immersion

The purpose of this paper is to examine selected preservice elementary teachers' pedagogical beliefs before and after the teaching immersion program using Calderhead's Five Aspects of Pedagogical Beliefs. It aims to uncover meaningful experiences, challenges, and factors that contributed to the change in preservice teachers' pedagogical beliefs. This study employed a qualitative narrative research design with six preservice elementary teachers. The data revealed that the preservice teachers' beliefs significantly changed after the teaching immersion program. The factors contributing to their changes were time constraints, classroom management, and pedagogical responsibilities. However, two factors transcended Calderhead’s framework. Thus, the development of an enhanced framework, Seven Aspects of Pedagogical Beliefs, to include the participants’ beliefs on school culture and mentoring practices. The results of the study provide the pedagogical beliefs, meaningful experiences, challenges, and changes in pedagogical beliefs of pre-service teachers. However, the study is limited to Bachelor of Elementary Education. The study reveals that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. This study uses a qualitative approach to provide a comprehensive picture of preservice teachers' pedagogical beliefs. Given that their beliefs differed before and after their teaching immersion, it is vital to provide new insights into the factors causing this difference.