Pre-service Secondary Teachers Research Articles

From Consoles to Classrooms: Preliminary Insights About Pre-Service Teachers and Video Games

Integrating video games into the classroom is a promising way to enhance learning experiences, as the market of serious games is expanding. European schools are investing in digital equipment, and the use of educational video games is technologically viable. Nonetheless, actual experiences of video games in class are still rare. A key gap to be explored is understanding how pre-service secondary teachers perceive and are prepared to use digital games in their future classrooms. Do they think it would enhance their teaching and their students’ learning? Do they feel prepared for it? To answer these questions, and possibly address future challenges, we conducted a comprehensive study with students at Zurich University of Teacher Education (PHZH). The research process began with the development and testing of a detailed questionnaire that focused on participants' personal gaming behaviour, preferences, and perceptions of the educational potential of video games. Key areas such as serious games, game design, gamification, game-based learning, and game culture were explored to assess the relevance and understanding of these concepts in an educational context. This paper explains the development and structure of the questionnaire as a measurement instrument as well as the underlying literature and methodological considerations. The first implementation and the preliminary survey with 48 PHZH students are presented, and the practicability and reliability of the questionnaire are evaluated. The result of the survey suggests pre-service teachers are generally positive about integrating video games and game design into the classroom, yet enthusiasm is not enough without additional support.

Mind the Gap Between Chemistry and Outdoor Education: Primary and Lower Secondary Preservice Teachers’ Beliefs During an Outdoor-Based Introduction to Chemistry in Science Education

ABSTRACT Outdoor education is rarely used to teach chemistry, despite its potential benefits for students. This paper investigates preservice teachers’ (PSTs) beliefs about the domain of chemistry in science education. Sixteen primary and lower secondary PSTs were asked to draw their perception of chemistry in science education and mind maps about outdoor education before being exposed to a novel, student-active approach. This approach introduced chemistry outside the classroom, demonstrating how outdoor environments can be used with students to learn about basic chemical concepts. Six participants were selected for in-depth interviews after the introduction. An abductive approach was applied to analyze the data. Results indicate that prior beliefs about teacher-centered laboratory activities dominate, with few links to everyday or natural phenomena. The interviews showed that these beliefs stem from secondary school experiences, often associated with challenges such as difficulties in remembering the content of experiments. Some PSTs had prior teaching experiences and wished to include the outdoor environment in their future teaching practice. These unique and diverse beliefs influenced direct encounters with chemical phenomena outdoors. Activities that created visible links between familiar phenomena and chemistry were embraced, especially if they solved prior challenges from school. Nevertheless, the diversity of outdoor phenomena led some PSTs to question their prior chemistry knowledge. This challenge may hinder future integration of outdoor activities unless these questions are addressed. The findings suggest that regularly incorporating chemistry related outdoor activities in teacher education may prove beneficial. However, reflecting on emerging challenges is essential.

Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers

This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.

중등 예비교사의 삼각형의 외심 과제 설계 사례 분석: 정당화 과정을 중심으로

This study aims to examine how pre-service teachers design tasks that justify the circumcenter of a triangle based on given original tasks. Tasks designed by 28 secondary pre-service teachers were analyzed according to justification types derived from prior research. The findings revealed that pre-service teachers, while distinguishing between the justification of the existence and uniqueness of the circumcenter or modifying the order of defining the circumcenter, focused on ensuring that students could recognize and understand the argument for justification. This study suggests specific focal points that need to be emphasized in pre-service teacher education for both empirical and deductive justification of the circumcenter of a triangle.

Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom

In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; n = 3) to support secondary science PSTs (n = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.

Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks

Mathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematical problems that underprepared preservice secondary mathematics teachers pose. This study examined 32 preservice secondary mathematics teachers' problem-posing skills based on three problem-posing situations: structured problem-posing, semi-structured problem-posing, and free problem-posing. As the context of the participants, they did not have learning experiences in designing realistic mathematics tasks. In evaluating the preservice teachers' works, the researchers used several evaluation criteria, namely the compatibility of the problem with the mathematical principles, plausibility and sufficiency of information, the problem text, level of context authenticity, cognitive demand, and the correctness of the solution. The results revealed that most preservice teachers posed problems with the first-order level of context use and low cognitive demand. Additionally, many of them encountered difficulties when attempting to solve the problem. The findings of this study were expected to serve as a basis for developing a curriculum for pedagogic and mathematics courses in teacher education.

Developing (Pedagogical) content knowledge of constant rate of change: The case of Samantha

We present the results of a teaching experiment designed to foster a pre-service secondary teacher’s construction of a quantitative scheme for constant rate of change. Although the research participant developed a productive conception of constant rate of change as an interiorized ratio, images of chunky continuous covariation constrained her ability to reason efficiently across a variety of applied contexts. The participant constructed a scheme for constant rate of change at the reflected level of thought, which enabled her to become cognizant of its essential aspects and to appreciate its general applicability. Our results suggest that engaging in reflected abstraction is critical for supporting pre-service teachers’ construction of coherent and refined mathematical schemes.

Preparing Teachers for Linguistically Diverse Classrooms—A Systematic Review on Interventions and Intersectional Perspectives

Teachers need to be well-equipped to work with diverse groups of students from various linguistic backgrounds. Following the PRISMA guidelines, this systematic review analyzed international empirical research on interventions aiming at preparing secondary pre-service teachers for teaching linguistically diverse students. The dataset includes papers from 2012 to 2022 retrieved through the electronic databases ERIC, Education Source, and Scopus. The goal of this review was twofold, namely (1) to investigate how interventions contribute to the development of strategies and skills for teaching linguistically diverse students and (2) to analyze which of the identified interventions considered aspects of intersectionality and, more specifically, in what sense. Multiple intervention strategies, such as assessment tools, self-inquiry, or practice experiences, were found. Regarding the targeted skills of pre-service teachers, this review identified the emerging themes of Methods and Instruction, Critical and Reflective Thinking, as well as Linguistic Awareness. While the term intersectionality was hardly used explicitly, several studies implicitly addressed intersectional matters. Single-issue approaches, which considered multiple diversity referents in an additive rather than an interconnected way, occurred most frequently. This review underlines the need for interventions in teacher education that are based on a broader understanding of linguistic diversity and emphasizes the importance of employing critical and intersectional perspectives.

Teaching proficiency of pre-service secondary teachers in Eastern Samar State University-Salcedo Campus

Teaching proficiency of pre-service secondary teachers in Eastern Samar State University-Salcedo Campus

Pre-service geography teachers from normal universities in China: what do their master’s degree theses focus on and imply?

Master’s degree-level graduates in Subject Teaching (Geography) (hereinafter referred to as STG) in Chinese normal universities form a valuable pool of pre-service secondary school geography teachers. These graduates provide a comprehensive picture of the quality, focus and outcomes of current geography teacher training programs. However, there is a relative dearth of research appertaining to their research capabilities and the quality of their educational development. To address this gap, the present study adopts bibliometric and comparative analysis to shed light on the overall trends and specific characteristics of STG master’s theses from 2016 to 2022. The findings indicate that universities with divergent levels of subject assessment prioritize different research emphases, leading to variations in the depth of investigation into new teaching materials and the level of alignment with frontline geography teaching. Furthermore, in comparison with cutting-edge international and domestic research, the master’s theses of STG students are characterized by microscopic scale and insufficient depth. A three-pronged collaborative framework has therefore been advocated with the aim of enhancing the quality of STG graduates as pre-service geography teachers. This comprises close interactions among on-campus and off-campus tutors and learners, a partnership between universities and secondary schools, and inter-university cooperation.

Preservice Secondary Teachers’ Mathematical Knowledge for Teaching: Focus on Reflective Practice

ABSTRACT Mathematics education researchers have highlighted that preservice secondary mathematics teachers (PSTs) need opportunities to learn how their content knowledge is contextualized during instruction. Mathematical Knowledge for Teaching (MKT) subdomains provide a way to understand mathematics discipline-specific knowledge that is unique to the profession of teaching. Using a single case study design, we investigated how 11 secondary PSTs described MKT subdomains as they engaged in approximations of practice in the form of lesson planning, peer teaching, and associated guided reflections. The findings demonstrated that the PSTs referenced the MKT subdomains related to planned teacher actions (e.g., posing scripted questions) in their initial reflections. As they progressed through the approximations of practice and associated reflections, they began reflecting on MKT subdomains related to contingency actions and decisions (e.g., modifying mathematical tasks based on students’ thinking). Findings also demonstrated that, after experiences reflecting, the PSTs described a broader set of MKT subdomains (e.g., curricular trajectory) in addition to their responses to the specific prompts. We argue that providing PSTs with opportunities to reflect on their practices through the lens of MKT is an effective way to develop their understanding of how content knowledge is contextualized during mathematics teaching.

Preservice secondary science and mathematics teachers' readiness to teach multilingual learners: An investigation across four teacher education programs

AbstractIn this mixed methods study, we analyzed survey and interview data from 100 preservice secondary science and mathematics teachers enrolled in four teacher education programs (TEPs) to investigate their readiness to teach multilingual learners. We defined readiness as preservice teachers' sense of preparedness to teach multilingual learners and their understanding of effective multilingual learner instruction. We examined participants' self‐reported levels of preparedness, their understanding of effective multilingual learner instruction, and sources contributing to and/or limiting their readiness. We found that participants' readiness to teach multilingual learners significantly increased between the beginning and end of their TEPs. We also found that participants' understanding of effective multilingual learner instruction was significantly associated with a higher sense of preparedness. Furthermore, we found that participants enrolled in graduate TEPs reported higher levels of preparedness than participants enrolled in an undergraduate TEP. Likewise, participants whose first language was other than or in addition to English reported higher levels of preparedness. Finally, participants identified field placement experiences, personal and professional background, and coursework as factors contributing to their readiness to teach multilingual learners. We close with recommendations for teacher educators intent on helping preservice teachers better understand and implement effective instruction for multilingual learners.

예비일반교사의 통합교육 전문성 신장 관련 연구의 동향 분석

Objectives This study aimed to examine the research trends in domestic academic journals that provided activities to enhance professionalism in inclusive education for pre-service general education teachers over the recent 10 years. Methods A total of 51 studies included in the current analysis examined trends in domestic journals in terms of publication year, research types, professionalism of inclusive education, activities for the enhancement of professionalism, and participants. We compared the number of studies conducted for each variable over a 10-year period from 2013 to 2022, analyzing the quantity of research conducted in two 5-year intervals: from 2013 to 2017 and from 2018 to 2022. Results The main findings of the study are as follows. Compared to studies providing curriculum activities, studies providing non-curricular activities were more conducted. In relatively recent years, while the number and the proportion of research in the curriculum activities increased by one study and four percent, the number of research in the non-curricular activities increased by four studies, and proportion increased by 200%. Experimental studies were the most commonly used among research types. In terms of activities to enhance professionalism in inclusive education, perception and attitude were covered in about 90% of all studies, while knowledge and skills were covered in 25% and 17% of all studies, respectively. In terms of activities of professionalism, the curriculum activities were provided at a relatively higher proportion of 84% compared to 16% in the non-curricular activities. Overall, more studies targeting pre-service teachers(37%) and pre-service secondary school teachers(39%) were conducted than studies targeting pre-service elementary school teachers(19%). Conclusions Based on the findings of this study, we provided suggestions for future research, focusing on the areas with relatively less conducted.

E-Training Package for Secondary Pre-service Teachers

e-Training Package for Secondary Pre-service Teachers

Exploration of the Perception of Elementary and Secondary Pre-Service Teachers About “Novelty Space” in Learning in Geological Field Trip — A Secondary Publication

Exploration of the Perception of Elementary and Secondary Pre-Service Teachers About “Novelty Space” in Learning in Geological Field Trip — A Secondary Publication

The role of mathematical connections in object-level and meta-level learning: a potential lens for supporting pre-service teacher learning

ABSTRACT The importance of mathematical connections in teaching mathematics is broadly acknowledged in the literature. Nevertheless, more research is needed to clarify how different types of mathematical connections manifest in classroom interactions and how they can support student learning. This article uses the commognitive framework to analyse 15 pre-service secondary teachers’ (PSTs’) discussions on mathematical connections that hypothetically could be made in a pattern generalisation task. The study seeks to explore the types of connections produced by the PSTs and to examine the potential opportunities for object-level and meta-level learning in algebra discourse. The findings are discussed in light of ongoing efforts to refine teachers’ pedagogical knowledge and practice regarding mathematical connections and to develop better pedagogical tools to communicate about mathematical connections.

The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence

ABSTRACT Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers’ learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers’ cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood. This paper examines this association based on a study involving 583 preservice teachers chosen from four preservice teacher education institutions. The results revealed that the preservice teachers received adequate OTL in various domains, such as tertiary-level mathematics and mathematics education pedagogy. However, mainly due to the influence of academically oriented teacher preparation models in Mainland China, there were quite weak overall connections between OTL and the four examined aspects of teachers’ professional competence (mathematics content knowledge, mathematics pedagogical content knowledge, a mathematics instruction-related perspective on noticing, and a general pedagogy-related classroom perspective on noticing). Comparatively speaking, relatively strong associations existed between OTL in teaching methods, school-based teaching practicums, and the situated aspect of competence (e.g. noticing). These findings show that, to a great degree, initial teacher preparation in Mainland China does not relate closely to preservice teachers’ professional competence.

Intrinsic and extrinsic motivation in pre-service secondary education teachers in Spain

ABSTRACT This paper analyses the initial motivations for studying the Master’s Degree in Secondary School Teaching in Spain. Participants were 441 university students who filled out a work-related values and motives questionnaire. Cluster analysis revealed four motivational profiles. Three of them display adequate intrinsic motivation, although there are marked differences among them. However, the fourth profile was associated with a low degree of vocation, along with difficulties in adapting to the demands of the role of teacher. The Chi-squared test yielded a better motivational profile in females and among those who had previous experience. These results allow us to make a series of proposals in the educational field. Further research should be conducted in this area; moreover, efforts should be devoted to improving the instructional design of the Spanish Master’s Degree in Secondary School Teaching, as well as to revising the procedures designed for selection and orientation of future students.

Using different digital tools in designing and solving mathematical modelling problems

While existing studies acknowledge the importance of using technology in the mathematical modelling process, questions about how to integrate digital tools into mathematical modelling are not still answered. This study aims to examine pre-service mathematics teachers’ designing and solving mathematical modelling problems by using different digital tools through the collaboration of two different courses in their education program. The GeoGebra-supported modelling cycle was adopted as the conceptual framework of the study. The case study was used to design the research. The participants of the study were three volunteer pre-service secondary mathematics teachers, who were able to use and integrate digital tools in mathematics education. The pre-service teachers were asked to design a mathematical modelling problem by integrating different digital tools as the final assignment in both courses. The designed mathematical modelling problem, the video records of pre-service teachers’ explanations including the designing and solving process, and the video records of the focus group interview were the data of the study. The results showed that the pre-service teachers were able to design and solve an effective and comprehensive mathematical modelling problem using technology by combining their skills that they had learnt through different courses. In particular, they were able to use different digital tools in both designing and solving a mathematical modelling problem. Their solution also led to the extension of the adopted framework by adding new technological actions into the modelling stages.

Television Series as a Didactic Tool in the Initial Training of Secondary School Teachers

Within the context of Pre-Service Secondary Teacher Education, skills development (PSTE) requires, among other things, the cultivation of critical thinking among future teachers, who must also acquire conflict prevention and resolution skills. To this end, the students of a master’s degree in Secondary School Teacher Training at a Spanish University were asked to analyse, in small groups, the conflicts featured in a television series. The research objective was to learn more about trainee teachers’ opinions regarding this methodology. The results indicate that they had favourable opinions about this method and were highly satisfied with the learning process and with the teamwork. Significant differences according to sex and age were observed. This suggests that forming more heterogeneous work groups in the future would be a good idea. The results also suggest that critical thinking was a good predictor of student satisfaction with the methodology. It would, therefore, be a good idea to develop critical thinking in more depth during PSTE.