Pre-service Preschool Teachers Research Articles

Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs

Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs

Enhancing Sustainability Teaching Competence in Preschool Teacher Education Using Living Labs

Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on the living-lab methodology, helped preservice preschool teachers attending a course on sustainability issues develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver, to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they benefited from this project. They further analyzed, through a group interview, how the living-lab methodology raised their professional confidence and self-efficacy and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration.

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

This research delves into the examination of the correlation between service learning and critical digital literacy among preservice preschool teachers in Taiwan, with a particular emphasis on the role of online social capital. The survey took place in Taiwan with preservice preschool teachers who willingly completed a questionnaire. Initially, there were 416 data samples for further statistical analysis. This study utilizes literature reviews and theoretical reflections to examine the observed variables and factors in the “Service Learning and Critical Digital Literacy Scales” (SLCDL) questionnaire. To assess these aspects, a Chinese questionnaire is used, covering “service learning”, “critical digital literacy”, and “online social capital”. Using partial least squares analysis, researchers investigate the intricate interplay of online social capital in shaping the nexus between service learning experiences and the advance of critical digital literacy competencies. These results showed that service learning increased critical digital literacy among preservice preschool teachers, and online social capital played a mediating role in this relationship between service learning and critical digital literacy. We should actively encourage preservice preschool teachers to increase their critical awareness by understanding vulnerability and experiencing reality from the perspective of community partners. In addition, we need to provide more service learning opportunities that incorporate online social capital to enhance their critical digital literacy.

The Effect of STEM Education on the Hypothetical-Creative Reasoning Skills of the Pre-school Pre-service Teachers

The study aims to explore the effect of STEM education on the hypothetical-creative reasoning skills of the pre-school pre-service teachers. The pre-school pre-service teachers were educated with STEM education for 14 weeks within the scope of the study. A mixed-method was employed in the study. The quantitative data were collected with the "Hypothetical-creative Reasoning Skills Inventory” in the study. The hypothetical-creative reasoning Inventory was applied to the pre-school pre-service teachers as a pre-test before the STEM education and a post-test after the STEM education. The qualitative data were obtained with a semi-structured interview form applied to the pre-school pre-service teachers. At the end of the study, it was found that STEM education developed the pre-school pre-service teachers' hypothetical-creative reasoning skills. The qualitative data also supported this result. The pre-school pre-service teachers claimed that they used the steps of determining the situation, collecting necessary data, suggesting solutions, doing research, analysing data, evaluating, that is, scientific problem solving during STEM education.

Developing professional identity: Narratives of preservice preschool teachers

The purpose of this study was to examine the professional identity development of preservice preschool teachers. In this research, currere method, which is an educational autobiography creation technique, was used. A total of 20 Turkish female preservice preschool teachers participated in the study. The data of research was collected via autobiographies written by preservice preschool teachers. The results indicate that preservice preschool teachers were influenced by their families and by their passionate teachers in their past educational life. Also, the future expectations of preservice teachers have an effect on their present educational experiences. In addition, preservice teachers stated that the autobiographical writing process providing them with the opportunity to review their past, present and future expectations. They stated that this opportunity helped them get to know themselves better and structuring their ideas about their personal and professional lives.

Implicit theories of women preschool pre-service teachers and emotional intelligence.

Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. In our sample, incremental EI-but not intelligence-theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. Our findings suggest the importance of ITs of EI for pre-service teachers' emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.

PERCEPTIONS OF PRESERVICE PRESCHOOL TEACHERS ON CONCEPT OF CREATIVITY

The aim of this study is to determine perceptions of preservice preschool teachers on concept of creativity. Sixty preservice preschool teachers were included in the study conducted with the qualitative research design. In the first stage of the data collection process, the preservice preschool teachers were asked to define creativity. In the second stage, they were asked to explain the concept of creativity by drawing a picture. They were allowed to write explanations on their pictures about what they had drawn. The data of the study included definitions and pictures made by the preservice preschool teachers. Content analysis method was employed to analyse the data. The findings of the study indicated that preservice preschool teachers emphasised that an individual should have some personality traits to exhibit creativity, they reflected this on the pictures they drew, they highlighted that a person’s creative ideas during the creativity process should be at most original, they also reflected the creativity process on their pictures they drew, they declared that a creative product should have an original and functional/useful quality, they reflected creativity as the ability to produce a functional (useful) and original product on the pictures they drew for the creative product, and they stated that the environmental features supporting the formation of creativity should be free and natural without any limitation, restriction and direction.

Investigation of the Relationship Between Preservice Preschool Teachers' Digital Literacy Self-Efficacy and Attitudes Towards Technology

Bu araştırmanın amacı, okul öncesi öğretmen adaylarının dijital okuryazarlık öz yeterliklerinin teknolojiye yönelik tutumları üzerindeki yordayıcı rolünün incelenmesidir. Araştırmanın çalışma grubunu bir devlet üniversitesinde Okul Öncesi Öğretmenliği Programına kayıtlı olan 142 lisans öğrencisi oluşturmaktadır. Araştırmada, Kişisel Bilgi Formu, Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterliliği Ölçeği ve Öğretmen Adayları için Teknolojiye Yönelik Tutum Ölçeği olmak üzere üç ölçme aracı kullanılmıştır. Verilerin toplanması sürecinde Google Form uygulaması kullanılmıştır. Çalışmanın verileri SPSS 21.0 paket programında analiz edilmiştir. Bulgulara göre dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları ile teknolojiye yönelik tutumlar arasında olumlu yönde orta düzeyde anlamlı ilişki bulunmaktadır. Bu sonuca göre dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları arttıkça/azaldıkça teknolojiye yönelik tutumlar artmaktadır/azalmaktadır. Ayrıca dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları, teknolojiye yönelik tutumları anlamlı biçimde yordayabilmektedir. Teknolojiye yönelik tutumun %11’inin üretim, %24’ünün kaynak kullanabilme, %18’inin uygulama kullanabilme, %17’inin destek alt boyutuyla açıklanabileceği söylenebilir.

Investigation of Preschool Teacher Candidates' Views on Zero Waste

Individuals' perspectives and views on zero waste are important in terms of minimizing the damage to the environment and a sustainable world. At this point, especially the level of educators' understanding of sustainability and zero waste will directly affect the worldview of students, who are the individuals of the future. The aim of this study is to determine and examine the views of pre-service preschool teachers on the concept of zero waste. Within the scope of the study, the views of 83 pre-service preschool teachers on zero waste were examined in depth using an interview form, and the data were analyzed by creating codes and categories. Phenomenology, one of the qualitative research methods, was used in the process. As a result of the study, it was determined that pre-service preschool teachers have limited knowledge about zero waste and sustainability. In addition, the fact that most pre-service teachers defined zero waste as recyclable waste indicates that there is an incomplete learning. It was determined that pre-service preschool teachers have limited knowledge and experience about reduce and reuse, which are recommended for a sustainable environment, and which take place before recycling in the zero waste hierarchy. Another important result was that pre-service preschool teachers prioritized especially plastic wastes in terms of recycling. In line with these results, it is recommended that these issues should be included in the education programmed for pre-service teachers.

Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrated. The purpose of this study is to identify preschool teachers’ systems thinking skills and their ICT self-concept and to develop a pathway model for developing an ICT self-concept for sustainable and digital preschool education using systems thinking. An empirical research design with advanced statistical analysis and structural equation modeling was used. The sample consists of 172 preschool teachers. The results showed small differences between the preservice and in-service preschool teachers in the areas of “sequence of events” and “communication” in favor of preservice preschool teachers. Regardless of the group of preschool teachers, systems thinking develops self-concept in relation to ICT equally. The pathway diagram shows that “understanding the relationships between patterns” is the strongest predictor of the ICT self-concept, that only perceiving and understanding the inter-relationships of factors influence problem solving, and that understanding variations of different types (random/specific) and causal sequences alone has predictive power for “process and store” in the context of the ICT self-concept. The developed model will help educators, researchers, and curriculum designers to improve preschool education practices and transform the curriculum in a sustainable way.

Can We Benefit From Poetry Therapy Practice Model in Musical Appreciation Education of Pre-School Pre-Service Teachers? A Program Proposal

Bu araştırma şiir terapi uygulama modelinden yararlanılarak okul öncesi öğretmen aday-larının müziksel beğeni eğitimine yönelik örnek bir eğitim-öğretim programı sunmayı amaçlamaktadır. Bu doğrultuda araştırma kapsamında Türk müziğinin seçkin besteci ve söz yazarlarından Nadir Göktürk ve eserlerinin tanıtımına yönelik hazırlanmış 6 oturum süreli program önerisi ayrıntılı olarak paylaşılmıştır.

Investigation of Pedagogical Content Knowledge of In-service and Pre-Service Pre-school Teachers in Pre-school Mathematics

Investigation of Pedagogical Content Knowledge of In-service and Pre-Service Pre-school Teachers in Pre-school Mathematics

Preservice Preschool Teachers' Opinions About Writing to Learn Mathematics and The Methods They Use While Writing

Preservice Preschool Teachers' Opinions About Writing to Learn Mathematics and The Methods They Use While Writing

APLINKOSAUGINĖS NUOSTATOS: BŪSIMŲJŲ ANKSTYVOJO UGDYMO MOKYTOJŲ POZICIJA

It is important to focus on the environmental awareness of pre-service teachers, as their decisions as future professionals can have an impact not only on the environment, but also on the education of the next generation. On the other hand, it is also useful for teachers to be aware of trends in students' environmental attitudes in order to be able to emphasise one or other of the sustainable development goals in the context of the curriculum. The main research question is what environmental attitudes have been developed by pre-service preschool, pre-primary and primary school teachers. The study is a mixed-method (qualitative and quantitative) pilot study. The study was carried out between January and March 2023. The participants were 136 university students, pre-service pre-school, pre-primary and primary education teachers (pre-service early childhood teachers). The survey instrument used a 22-item scale. The statements were scored using an interval 5-point Likert scale. The quantitative data obtained from the survey were analysed using descriptive statistics. The mean, standard deviation and significance index of the statements were calculated. Environmental attitudes, like any other attitudes, influence human behaviour. Students have learned these behaviours from their parents and teachers since they were children. What they have expressed in this study is the result of many years of education and experience. Students are very clear about the importance of recycling, they are in favour of preserving biodiversity, conserving heat, responsible consumption in general, etc. It is likely that pre-service teachers, having developed environmental attitudes and skills in practical environmental activities, will base their future professional life on these values and will transfer their experience to their learners in new contexts. Environmental attitudes are becoming increasingly important as the ideas of sustainable development and sustainable living are reflected in the curriculum guidelines for pre-school education (2023) and in the pre-primary and primary curricula (2022). Students' attitudes towards environmentalism reflect their relationship with the environment, and the high significance indexes (Sis) suggest that synergies are developing in the human-nature system. However, this calls for a new in-depth study of environmental attitudes. Keywords: environmental attitudes, early education, human behaviour, pre-service teachers, science education.

Work volition, major satisfaction and major–job congruence: a three-wave investigation among Chinese pre-service preschool teachers

Work volition, major satisfaction and major–job congruence: a three-wave investigation among Chinese pre-service preschool teachers

AN INVESTIGATION OF PRE-SERVICE PRESCHOOL TEACHERS' ATTITUDES AND SELF-EFFICACY TOWARDS SCIENCE EDUCATION ACCORDING TO VARIOUS VARIABLES

<p><strong>S</strong>cience education helps individuals understand the events occurring in their environment and the world, starting from their immediate environment. This study aims to determine pre-service preschool teachers' science education self-efficacy and attitudes toward science teaching according to various variables. This research is a descriptive study based on the survey model. The study group of the research consists of 320 pre-service teachers studying at Akdeniz University, Faculty of Education, and Department of Preschool Education. The data of the study were collected through the "Attitude Scale of Preschool Teachers Towards Science Teaching and "Self-Efficacy Scale of Preschool Teachers Towards Science Education. As a result of the study, it was determined that pre-service preschool teachers had positive attitudes toward science teaching and self-efficacy toward science education was high.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0111/a.php" alt="Hit counter" /></p>

The Investigation of the Attitudes of Preservice Pre-School Teachers Towards Distance Education

This descriptive survey study was conducted to determine the attitudes of pre-service pre-school teachers towards distance education. 181 pre-service teachers studying at Sinop University and Nigde Omer Halisdemir University Preschool Education Program in the 2020-2021 academic year participated in the study. The Personal Information Form and the Attitudes Towards Distance Education Scale were used as the data collection tools. The pre-service teachers to be included in the study were selected using the convenience sampling method. Descriptive statistics was used to analyze the data on personal characteristics and pre-service pre-school teachers’ attitudes towards distance education. The t-test was used to determine whether the attitudes of the pre-service teachers towards distance education differ according to the university they study at, technological tool with which students follow the online lessons, and convenience of the environment in which students follow the online lessons; Mann Whitney U test to determine whether it differs according to gender and having internet connection at home; the ANOVA was used to determine whether it differs according to grade level. The results revealed that the attitudes of the pre-service pre-school teachers towards distance education were at a moderate level. As a result of the research, it was found that the technological tool with which students follow the online lessons, and the convenience of the environment in which students follow the online lessons showed a significant difference in the total attitude scores of the pre-service teachers towards distance education; ıt was found that the university they study at, gender, grade level and having an internet connection at home did not show a significant difference.

Preservice Preschool Teacher’s Phenomenological Understanding of Environment: A Projection to Education for Sustainable Development

The current study aims to understand the expectations of pre-service preschool teachers regarding what kind of environment we will live in in the future and the reasons behind these expectations in terms of sustainable development (SD). To this end, the current study was conducted based on a phenomenological model with the participation of 77 pre-service preschool teachers. The participating pre-service teachers were first asked to draw the future environment they expect to see. Subsequently, they were interviewed and asked to explain their drawings and why they hope to see that environment in the future. According to the study, most pre-service teachers have negative expectations about the future environment. On the other hand, there are a few positive and technology-oriented expectations. Furthermore, a significant portion of the participants explained the environmental dimension of SD. On the other hand, a small number of participants preferred to explain different pillars together by creating cause-and-effect relationships. Given the obtained findings, it is suggested that environmental education should be more widespread at every level of schooling. The political, economic, and social pillars of SD should be more extensively incorporated into the existing curriculums.

Promoting Preschool Pre-service Teachers’ Understanding of Food Additives Using the Debate Method

The aim of this research is to investigate the development of preschool education pre-service teachers’ (PST) understanding and evaluation of a socio-scientific topic, namely food additives by using debate as a teaching technique. Qualitative research was designed in a case study model with purposeful sampling in which sixty PST attended Mother and Child Nutrition course. We used qualitative data instruments including pre- and post-reflective forms (RF), assignment papers and video recordings. Data were analyzed using open coding and cross coding. The results indicated that PST’s opinions about food additives may change with the use of debate and scientific articles. The findings also showed that it can be possible to improve their understanding of scientific knowledge about food additives, sources of information, evaluation of sources of information with the help of well-designed debate applications. The evaluation of the components of evidence, sources of evidence, arguments, and expert judgment as well as inclusion of these components in teacher education programs are recommended for further research

Worksheets Dilemma in Early Childhood Education: Why and How Much Do We Use?

The study was structured to determine the opinions of preschool teachers and preservice teachers on the use of worksheets within the scope of literacy preparation practices and was conducted with 30 preschool teachers and 30 preservice preschool teachers. Under the guidance of the research questions, it was determined that there were differences in the use and reasons for worksheets by teachers and preservice teachers. At the end of the descriptive analysis, 4 themes emerged to discuss the worksheets' positive and negative aspects in early childhood education. These themes are conceptualized as effects on academic skills, effects on social life skills, effects on motor skills, and effects on parents. The findings also revealed that teachers use writing sheets more, while preservice teachers avoid book studies and worksheets.