Pre-service Preschool Teachers Research Articles

Influence of career-related parental behaviors on Chinese pre-service preschool teachers’ major satisfaction: A two-wave serial mediation model

Influence of career-related parental behaviors on Chinese pre-service preschool teachers’ major satisfaction: A two-wave serial mediation model

Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education.

Pre-service teachers’ perspectives on the influence of children's pretend play as ‘superheroes’ on their healthy habits

ABSTRACT The aim of this study was to investigate pre-service preschool teachers’ beliefs regarding the effectiveness of pretend play with familiar superheroes on children’s lifestyle. The study involved 84 pre-service teachers. All the participants filled in a questionnaire on their beliefs about the impact of pretend play on children’s lifestyle. Twenty-two went further and implemented in pairs 10 pretend play sessions with familiar to the children’s superheroes. A focus group discussion took place before and after the implementation. Consent was sought from pre-service teachers. The questionnaire revealed that they did not believe that they could influence children's habits. The 22 participants stated that the more they used pretend play with superheroes, the more they observed positive healthy outcomes in children’s routines. Future research on media characters can be used to inform the deliberations of policymakers on how they should be used to promote healthy habits.

Shaping Student Relationships: The Role of Personality in Early Childhood Pre-Service Teachers.

The purpose of this explanatory sequential mixed-methods study is to explain teacher-student relationships in preschool classrooms in terms of the child's temperament and the pre-service preschool teachers' personalities. The study was conducted using a sequential exploratory mixed-methods design. Since both quantitative and qualitative data were obtained, sampling was carried out in two stages: quantitative random stratified sampling, and qualitative purposive sampling. Quantitative data were obtained from 126 pre-service teachers. The qualitative study group consisted of 18 pre-service teachers. Quantitative data were collected using the Student-Teacher Relationship Scale-Short Form, the Short Temperament Scale for Children (STSC), and the Five Factor Personality Inventory (FPI). Qualitative data were obtained from interviews with 18 teachers. The findings revealed that the student-teacher relationship can be explained by adult and child characteristics. In addition, pre-service teachers' perceptions of the student-teacher relationship are explained by adult characteristics much more than pre-service teachers' perceptions.

Understanding the Development of Professional Identity in Chinese Preservice Preschool Teachers: A Longitudinal Study

Understanding the Development of Professional Identity in Chinese Preservice Preschool Teachers: A Longitudinal Study

Examination of 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy Skills of Preservice Teachers

The importance of 21st century skills have been increasing. These skills are effective in adaptation of an individual to society. Self efficacy of an individual could influence gaining of these skills. Perceived social self efficacy of teachers effects teaching attitudes and behaviors. It also has an affect on students’ learning motivations. The aim of this study is to investigate the relationship between 21st century skills of and perceived empathetic and social self efficacy of preservice teachers. The research is conducted in correlational survey model. 179 preservice preschool teachers were participated in the research. The data obtained from Personal Information Form, 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy scales by means of Google Form. Independent t-test, one-way ANOVA analysis and Pearson correlation were used to analyze. While there was a statistically significant difference according to being only or first child in perceived social self efficacy dimension, there was not statistically significant difference according to age, class, GPA and education level of parents. There was not statistically significant difference in innovativeness skills according to age, class, being first or only child, GPA and education level of parents. Except innovativeness and perceived social self-efficacy skills sub-dimensions, there is positive correlation between all dimensions.

An Action Research on the Development of the Reflective Thinking Skills of Preservice Preschool Teachers*

An Action Research on the Development of the Reflective Thinking Skills of Preservice Preschool Teachers*

Opinions of Pre-Service Preschool Teachers About Purposefulness: Sustainability Aspect

Abstract The contradictions of human development nowadays are related to the educational environment, which is characterized by changes induced by globalization and modern technologies; therefore, the activation of the potential of personality is becoming increasingly important, which is impossible without the training of purposeful and motivated teachers at the institutions of higher education. The aim of the article is to analyze the opinions of students, pre-service preschool teachers, about teacher purposefulness in the context of sustainability. The research methodology includes the theoretical method – the analysis of theoretical literature and the empirical method – a survey of 271 pre-service teachers, i.e., 1st-year part-time students at the University of Latvia. The results of the study show that future preschool teachers’ understanding of purposefulness is related to their life experiences and is formed in relation to the development of personal goals.

Pre-school teachers' digital concept maps and instructional design practices

Concept mapping has been a useful and effective technique for representing and assessing science content knowledge. Technological advances have also allowed the creation of user-friendly digital concept map applications. However, there appears a need to examine pre-service teachers' digital concept mapping practices in relation to their instructional design practices i.e. lesson planning. Hence, this study investigated the quality of pre-service pre-school teachers' (n = 26) digital concept maps in reference to the quality of their lesson plans. The quality of the digital concept maps was assessed based on an examination of the quality of a) structure, b) content, and c) their overall quality. Furthermore, it examined teachers' preferences and reflections on digital concept maps in relation to physical (i.e. paper-and-pencil) concept maps. Mixed methods were used including qualitative analysis and statistical correlations of the quality scores of the lesson plans and concept maps. Findings revealed no significant correlation between the quality of digital concept maps and the quality of lesson plans, while the consistency of the focus between the two correlated significantly with the quality of the digital concept maps. The number of concepts, propositions and cross-links as well as conceptual hierarchy were found as indicators of the overall quality of the digital concept maps. A comparison between digital and physical concept maps revealed that teachers' views and arguments varied between the two. The findings of the study speak to the relevance and applicability of digital concept maps for teacher training programmes.

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.

General self-efficacy and entrepreneurial abilities of the female pre-service preschool teachers

General self-efficacy and entrepreneurial abilities of the female pre-service preschool teachers

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.

OKUL ÖNCESİ ÖĞRETMENİ ADAYLARININ DİJİTAL OKURYAZARLIK ÖZ YETERLİK İLE TEKNOLOJİYE YÖNELİK TUTUMLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ

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.