Pre-service Primary Teachers Research Articles

Educational robotics for science and mathematics teaching: Analysis of pre-service teachers' perceptions and self-confidence

Educational Robotics has had an important impact in recent years as it offers a number of advantages for students. The inclusion of robotics in any educational stage requires teachers with adequate predisposition and training, making it necessary to know the opinions of pre-service teachers. The aim of our study is to analyze the perceptions and self-confidence of 109 pre-service primary education teachers before and after an intervention based on educational robotics and challenge-based learning to teach scientific and mathematical content, in their third academic year. A quasi-experimental design was used involving pretest and posttest, using the nonparametric Mann-Whitney and Wilcoxon U tests. The results showed a significant improvement in the overall mean self-confidence. In addition, the intervention led to a more positive perception of the benefits and possibilities of robotics for teaching of scientific and mathematical content, although it also increased the difficulties of implementation due to the lack of training in this digital resource. It is concluded that interventions are required based on educational robotics that allow pre-service teachers to gain the necessary self-confidence and perception to facilitate its introduction for the teaching of scientific and mathematical content.

초등 예비교사의 조성감과 박자감에 대한 자기 효능감 향상을 위한 교수학습 지도방안

The purpose of this study is to propose a teaching and learning guidance that can improve the sense of tonality and rhythm of primary pre-service teachers. To this end, we first investigated the degree of efficacy of the elementary preparatory teachers' sense of rhythm and tonality, and after inserting the teaching and learning guidance plan developed to improve the sense of rhythm and tonality, the changes in the efficacy of the senses of rhythm and tonality of the elementary preparatory teachers under study were confirmed. As a result of the introduction of the teaching and learning guidance plan, the proportion of pre-service teachers who responded that their self-efficacy related to rhythm improved from 35.8% to 44.8%, and the efficacy of changes in tonality-related cognition also improved from 25.2% to 37.4% of the study subjects. Therefore, it was confirmed that the teaching and learning guidance plan assigned to the elementary preparatory teachers under the study contributed to the improvement of their sense of rhythm and tonality, and based on this, each singular teaching and learning guidance plan was proposed to improve the sense of rhythm and tonality of the primary preparatory teachers.

Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia

Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers’ education. The study answered the central research question “What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?” Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees’ performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher’s direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees’ professional and pedagogical development practices to improve quality of pre-service teacher education.

Using large language models to support pre-service teachers mathematical reasoning-an exploratory study on ChatGPT as an instrument for creating mathematical proofs in geometry.

In this exploratory study, the potential of large language models (LLMs), specifically ChatGPT to support pre-service primary education mathematics teachers in constructing mathematical proofs in geometry is investigated. Utilizing the theoretical framework of instrumental genesis, the prior experiences of students with LLMs, their beliefs about the operating principle and their interactions with the chatbot are analyzed. Using qualitative content analysis, inductive categories for these aspects are formed. Results indicate that students had limited prior experiences with LLMs and used them predominantly for applications that are not mathematics specific. Regarding their beliefs, most show only superficial knowledge about the technology and misconceptions are common. The analysis of interactions showed multiple types of in parts mathematics-specific prompts and patterns on three different levels from single prompts to whole chat interactions.

ETwinning in Science Learning: The Perspectives of Pre-service Primary School Teachers

<p style="text-align:justify">eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative.</p>

Reflective practice among pre-service teachers: the role of portfolios

ABSTRACT Background In Belgium, and elsewhere, the use of portfolios as a reflective practice for pre-service primary and secondary teachers has long been established in higher education. Reflective thinking is recognised as an effective process for examining daily practices, awakening students to the key elements of their profession, and fostering lifelong learning. With the emergence of the competency-based approach to employability, the link between portfolio-based reflective practice and the development of students’ employability competences remains to be explored. Purpose The aim of this study was to examine how portfolios, as a reflective practice, can promote pre-service physical education (PE) teachers’ reflective thinking and their employability competences, and to consider the support that might need to be offered to help pre-service teachers better reflect on their employability competences. Method Qualitative research was conducted through semi-structured interviews with 16 pre-service PE teachers in one Belgian university. Thematic analysis, based on a dual deductive and inductive coding approach, was undertaken to discover patterns in the data. To investigate the role of portfolio-based reflective practice for reflection and employability, co-occurrences between the identified codes were examined. Findings Analysis of the interview data showed that students used the portfolio as a reflective practice. The portfolio experience appeared to foster employability competences, particularly expertise, lifelong learning, social competences and efficacy beliefs. In addition, the portfolio enabled students to explore their beliefs and knowledge and to validate their assumptions and beliefs. The support of peers and tutors was crucial during this experience. Conclusion Course designers may wish to improve portfolio use by thoughtfully incorporating all phases of reflective practice, encouraging students not only to reflect on their competence development but also to take meaningful action. Organising portfolios in a way that prompts students to draw on prior knowledge, beliefs, and experiences, while facilitating with key stakeholders, such as peers and teachers, could further support their professional development.

Investigating fraction computation problem-solving among pre-service primary school teachers

The ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computational thinking in fraction-context challenges. The study employs a qualitative descriptive method encompassing interviews, study documentation, and observation to assess fraction computation problem-solving abilities. Twenty-seven participants were involved in this study. They were first-year students enrolled in the Primary School Teacher Education Department at one of the private universities in Jakarta, Indonesia. The findings reveal a notable outcome in pre-service primary school teachers ' understanding of fraction computation problem-solving, marked by recognizable strategies in their problem-solving approach. This research suggests that designing a series of workbooks containing various strategies in computational fractions and building a strong fractional number sense can help pre-service teachers reduce misconceptions and better understand fraction operations. These findings offer guidance for mathematics teacher education on how to effectively teach and embed the concept of fraction calculations to their future students so that they can only teach procedurally if they understand the meaning of fraction operations.

Pre-service teachers’ attitudes to and knowledge of marine plastic pollution and its impacts on the natural environment

Marine plastic pollution is a pervasive worldwide problem, with over 17 million metric tons of plastic entering oceans annually. While education is key to addressing this issue, initial teacher education lags behind other types of education. This paper responds to this gap by investigating a small sample of Australian early childhood and primary pre-service teachers’ (n = 13) attitudes to and knowledge of marine plastic pollution and its impact on natural environments. A mixed-methods questionnaire revealed that 100% of respondents are concerned about the impacts of marine plastic pollution, 100% believe consumers must demand less plastic, and 91% call for increased government efforts to clean up plastic pollution. Responses to the open-ended questions also identified challenges associated with tackling this issue, including the economic viability and widespread use of plastics, inadequate waste management systems, and resource constraints. Results also revealed that most respondents possess good knowledge about what constitutes marine plastic pollution and the impacts on natural and social systems. However, only a few could identify specific chemical effects of plastic pollution. This study provides baseline data to inform the development of marine plastic pollution education for initial teacher education programs, addressing a critical gap in preparing future teachers to tackle a global issue.

Language-Related Expressions of Personality

The present research aims to bridge the gap between prospective multi/ plurilingual education and overarching personality psychology by examining how language constructs and basic personality traits are interrelated in pre-service teachers who are fundamental to language education. The first part of the study identifies items within the International Personality Item Pool that are indicative of language constructs, revealing intricate language-related expressions of personality involving listening, learning, speaking, reading and writing. The second part investigates the links between these language constructs and the Big Five personality traits based on a sample of 124 female pre-service primary school teachers aged 19 to 27. The results show significant multivariate relationships, indicating that individuals high in conscientiousness, openness and extraversion, and low in neuroticism, tend to exhibit preferences for listening, learning, speaking and reading. The findings suggest that there are personality-embedded nuanced language-related expressions of trait structures reflecting psychological needs for language competence, relatedness and autonomy in (co-)creation. The research underscores the importance of considering both language constructs and internationally validated personality traits in teachers and their students. It suggests that some teachers and students may naturally align with language-trait structures conducive to quality language teaching and, prospectively, to multi/plurilingual proficiency. Additionally, educational interventions can potentially influence the development of these identified conducive structures over time, offering insights into the stable psychological foundations for language development and consequent pluricultural competence.

XÂY DỰNG VÀ SỬ DỤNG TÀI LIỆU TỰ HỌC CHO SINH VIÊN NGÀNH GIÁO DỤC TIỂU HỌC RÈN LUYỆN NĂNG LỰC DẠY HỌC TÍCH HỢP

This study aims to build self-study materials to guide pre-service primary teachers to design integrated topics and apply them in teaching science. Thereby, we aim to contribute to the formation and development of integrated teaching capacity in the current context of program renewal. The article presents the principles and process of document development, introduces the content of the document, and demonstrates how to use materials to support learners in developing their cognitive abilities and the ability to design integrated lessons in Science at the Primary level. To assess the content, form, meaning, feasibility, and practicality of the document, the article uses the content analysis method through a questionnaire consisting of 5 open questions to process data for opinions of 8 experts and uses descriptive statistics for 56 teachers and 17 4th year learners via a questionnaire consisting of 17 closed questions employing 5-level Likert scale. The material is highly appreciated for its scientificity, feasibility, content, form, and meaning and can be used by students as a reference source in developing subject-teaching competence integrated into teaching Science in primary schools

‘I’ll do it tomorrow’: supporting the engagement of primary pre-service teachers through blended, inquiry-based learning

ABSTRACT Inquiry-based learning offers pre-service teachers (PST) the opportunity to develop skills appropriate to the teaching profession and is of value given the high level of decontextualised online learning that has taken place since the Covid-19 pandemic. Using the Universal Design for Learning, the purpose of this research is to explore how a combination of blended and inquiry-based learning supported the engagement of PSTs in primary physical education teacher education. Data were collected from a cohort of 58 year 3 students undertaking a Bachelor of Education primary generalist degree with a physical education specialism. Data were qualitative in nature and derived from interactions with students (exit slips, assessment comments and a focus group), peer partners (peer observation feedback) and the researcher herself (self-reflections). Reflexive thematic analysis was used in the construction of two themes (1) peer-to-peer relationship currency and (2) self-regulation: flexibility and choice. While IBL supported student engagement in a positive way, primary PSTs experienced a post-pandemic hangover in relation to their motivation and engagement with online learning. There were also some unintended consequences, whereby the high currency on peer-to-peer relationships created tensions in the face-to-face environment.

Gamifying Teacher Education with FantasyClass: Effects on Attitudes towards Physics and Chemistry among Preservice Primary Teachers

This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-experimental pre-post design, allowing for the comparison of students’ attitudes and motivations before and after the gamified intervention. The qualitative component was designed to complement the quantitative findings. Quantitative analysis revealed significant improvements in students’ perceptions and motivation, with notable increases in positive attitudes towards these sciences. Qualitative data further highlighted enhanced interest and enjoyment, with students reporting greater engagement and a shift in their perception of physics and chemistry as accessible and enjoyable. The study also noted an increase in self-confidence among future teachers and improved teaching self-efficacy. The findings suggest that integrating gamification in initial primary science teacher education can effectively foster more favorable attitudes, enhance motivation towards science, and improve teaching confidence. Future research should explore long-term impacts, as well as personalized gamification approaches to cater to different types of learners and maximize educational effectiveness.

Study on the progression of pre-service primary school teachers’ models regarding the phenomenon of tides

ABSTRACT The progress achieved in the models used by future Spanish primary school teachers on the phenomenon of tides is analysed after implementing a modelling-based didactic sequence. It was implemented throughout ten sessions in two classes (N = 88). An open-ended questionnaire was used as a data collecting instrument. Based on prior studies and the information gathered in this instrument, a holistic rubric was created to characterise the models used before and after implementing the didactic sequence. The comparison of the results obtained reveals important advances in the models used, which shows the usefulness of the sequence taking into account the progression of the students’ knowledge of the phenomenon analysed. However, it also reflects the persistence of some difficulties that hinder the achievement of the desired school model. The main difficulty lay in understanding the effect produced by the differential forces on a flexible body, such as the oceanic mass. All this helps identify possible improvements in the design process of the didactic sequence developed, such as introducing new activities to reinforce key concepts, reordering some activities, and enhancing the role of thought experiments.

Design of Online Digital Disaster Training Program for Pre-Service Teachers

At the basic education level, content related to disasters is included in the scope of courses such as Life Sciences, Science, and Social Studies. Studies reveal that teachers and pre-service teachers who conduct these courses are not equipped with the necessary technological and pedagogical skills. It is predicted that integrating disasters and disaster education, which have an interdisciplinary structure, with Web 2.0 technologies, one of today's digital learning tools, will make significant contributions to making disaster education effective. In this framework, the study aimed to design a "Digital Disaster Education Program" in an online learning environment for pre-service primary school, science and social sciences teachers. The study consists of three main parts: designing, implementing, and evaluating the Digital Disaster Education Program. Taba (Grassroots Rationale) model was used in the design of the program. The program, which had a five-day implementation period in the online environment, was repeated three times on different dates and with different participants within a year. In each implementation, 24 pre-service social studies, 24 pre-service science, and 24 pre-service primary school teachers (72 pre-service teachers in total) from across Turkey participated voluntarily. The digital disaster education materials developed by the participants during the program were evaluated with an analytical rubric. As a result, an example of Web 2.0 supported online disaster education programme based on Taba Model has emerged. After the evaluation process, some of the participant products were entitled to receive support by being projected toThe Scientific and Technological Research Council of Türkiye (TÜBİTAK), which is one of the reflections of the positive results of the process. At the end of the study, suggestions were presented for the acquisition of disaster education and digital teaching skills in the pre-service process.

Preservice primary school teachers’ journey to drama in Türkiye

This case study examined the drama education received by preservice primary school teachers in terms of both theoretical and practical aspects. The sample consisted of seventeen preservice primary school teachers (thirteen women and four men) from the Department of Classroom Education of the Faculty of Education of a public university in Türkiye. Data were collected using drama lesson plans, practice lesson diaries, semi-structured interview questions and metaphors. The data were analysed using inductive content analysis. The results showed that participants held misconceptions regarding drama lesson methods and techniques in their lesson plans. Participants had difficulty managing their classrooms while implementing their plans and they did not fully understand dramatization. Moreover, their classrooms were too crowded for drama activities. Participants stated that drama made the lessons more fun. They noted that drama helped them develop creativity and interact with their classmates. They also added that drama made them feel free. They regarded drama as a method or technique that could be used in any course. Researchers should conduct further qualitative and quantitative studies to examine drama’s ‘discipline’ dimension and to form a basis for needs analysis for its use in education.

The MTSK model as a tool for designing tasks for teacher education

This paper studies the knowledge developed by a group of sixty-two pre-service primary teachers during a training session on the definition of a polygon and the mathematical practice of defining. We explore the knowledge developed by pre-service teachers when they carry out a series of training tasks oriented around the practice of defining with primary pupils, within the theoretical framework of the Mathematics Teachers’ Specialised Knowledge model, and using videos of an authentic lesson as prompt. Data were collected by means of video recordings of the implementation of the training tasks, in conjunction with the pre-service teachers’ own written observations as they watched the recorded lesson. A content analysis was carried out on the collected data using the Mathematics Teachers’ Specialised Knowledge model. The results highlight the way in which knowledge of the mathematical practice of defining is constructed, along with the mathematical objects involved in this practice, and pedagogical aspects of defining with young pupils. They also illustrate how a sequence of tasks oriented around a model of teachers’ knowledge can contribute to the development of this knowledge in initial training programmes, and more especially provide orientation about the training of pre-service teachers in the mathematical practice of defining.

Emotional intelligence training for pre-service primary school teachers: a mixed methods research.

This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers' emotional intelligence. The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/post-test, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis. The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results. In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers' emotional intelligence can be improved with additional intervention practices without affecting their curriculum.

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

This study explores the factors contributing to the imbalance between fiction and nonfiction materials in primary school classrooms, with a specific emphasis on the perspectives of prospective teachers. Employing a qualitative research approach, the investigation involved 30 student teachers who had completed the Children’s Literature course at a Spanish university. Semi-structured interviews, with questions validated by expert judges, were utilized to gather responses, which were subsequently transcribed and analyzed through coding, following a categorical framework refined post-response analysis. The primary findings indicate a restricted exposure to nonfiction picturebooks in familial and educational settings. Despite positive emotional responses from trainee teachers, the study reveals an inadequacy in their training, hindering the development of a comprehensive understanding and the reinforcement of self-efficacy for integrating nonfiction materials into future teaching practices. Furthermore, the research underscores a disparity between the perceived significance of nonfiction picturebooks for enhancing children’s multimodal reading and the inclination of trainee teachers to prioritize fiction due to a lack of confidence and previous exposure. As a result, the study proposes a reassessment of teacher training programs, recommending a more thorough focus on nonfiction materials and continuous professional development to address the disparity between beliefs and actual classroom practices.

Education for sustainable development in primary school: Understanding, importance, and implementation

There is no doubt that education for sustainable development (ESD) is important because it covers all areas: social, emotional, intellectual, physical, moral, etc. ESD helps people acquire the skills, knowledge, and values necessary for a successful life and a constructive contribution to society. If earlier early ESD was not at the centre of attention, recently it has become increasingly clear that early education has great potential for fostering values, behaviours, and skills that contribute to sustainable development. Despite this, ESD remains problematic due to the inadequate preparation of pre-service primary teachers in this area. It is obvious that ESD implementation in primary education is still poorly integrated.<br /> Empirical qualitative research aimed to reveal how pre-service primary school teachers understand ESD in primary school. Generally, 86 students from two Lithuanian universities, pre-service teachers of preschool and primary education, took part in the research. Verbal research data were analysed using the quantitative content analysis method.<br /> The results suggest that although ESD in early childhood is understood as significant and reasonable, however, the understanding of pre-service teachers is rather one-sided. ESD is understood as social welfare, while the natural and physical environment is the least expressed in their understanding structure. Meanwhile, the implementation of ESD is understood as a normal educational process, applying known techniques and methods. It is necessary to strive for the young generation to be characterised by responsibility, a sense of community, conservation, and citizenship, to understand the harmony of the surrounding world and their activities. For that purpose, changes in the education are needed to integrate the necessary ESD elements, including both managerial and educational processes.

Drawing the past to envision the future: supporting the development of primary STEM teacher identity

ABSTRACT Growing interest in STEM education and imminent curricular reform places new demands on teachers, giving impetus to re-examining how we prepare primary teachers for more integrated approaches. In addition to the acquisition of knowledge and skills, sustainable change demands the development of teacher identity, in which teachers are seen by themselves and others as STEM teachers. This paper reports on the emerging STEM teacher identities of five preservice primary teachers. Using STEM story-lines as an innovative graphing exercise, participants were prompted to reflect on key events that shaped their journey and share future-oriented narratives through drawing and storytelling, as they negotiated becoming STEM teachers. Findings suggest that although their own school experiences were varied and influential, an integrated STEM intervention was the common turning point in their STEM identity development, whereby participants aligned critical components of STEM with personal experiences and values. The reflective tools used supported identity work, by triggering a rediscovery and reinterpretation of their experiences with the benefit of increased knowledge for teaching STEM and, in turn, provided a means to re-envisage the future.