Pre-service Secondary Teachers Research Articles

Demystifying the Relationship Between Confidence and Critical Thinking in Mathematics among Preservice Teachers in West Philippines

<p style="text-align: justify;">Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.</p>

생성형 인공지능 리터러시 활용 교육에 대한 인식 및 지원 방안 탐색: 예비중등교사를 중심으로

Objectives The study was conducted to explore the future directions for the implementation of a generative AI literacy education program for pre-service secondary teachers. Methods A survey was conducted among 94 pre-service secondary teachers from A University. The purpose of the survey was to assess their level of interest in understanding and utilizing generative artificial intelligence, their requirement for relevant education, and the assistance plans they might need. Additionally, in-depth interviews were conducted with 6 pre-service secondary teachers. Results 79.8% of pre-service secondary teachers reported having experience with AI programs, and 46.8% indicated that their knowledge of AI-related topics was at an introductory level. To support education in AI literacy, a practical space was provided where technologies related to AI could be used and AI literacy education should encompass both specialized majors and general liberal arts education. In-depth interviews revealed that the intention to enroll in AI literacy courses stemmed from the desire to enhance the capabilities of prospective secondary teachers, a personal interest in AI literacy, and curiosity about the courses themselves. Furthermore, the importance of adapting to societal changes and integrating AI-related subjects into the curriculum was emphasized. Conclusions It was suggested that the AI subject for pre-service secondary teachers should be taught as a practical-oriented regular course, focusing on enhancing the ability to critically analyze and embrace the information provided by artificial intelligence, rather than focusing on coding. It was also recommended to provide disciplinespecific education tailored to each subject area.

Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education

ABSTRACT With increased linguistic diversity in schools, it is paramount that initial teacher education and training (ITET) develops linguistically responsive teachers who can confidently work in the complex language ecologies characterising today’s multilingual classrooms. We argue that to achieve this aim, all future teachers should be given opportunities to reflect on and appreciate their multilingual repertoires during ITET. Accordingly, we present the findings of a quasi-experimental study exploring the extent to which a group of pre-service teachers expressed a multilingual identity before and after participating in an innovative, identity-oriented online intervention. Participants were 37 primary and secondary pre-service teachers enrolled on an ITET course in England. During their training, 17 pre-service teachers participated in the intervention, whilst a control group of 20 did not. All participants completed a questionnaire before and after the intervention. A comparison of pretest-posttest responses revealed statistically significant increases in scores on various items designed to capture participants’ multilingual identities in the experimental group with medium-to-large effect sizes, and no significant differences in the control group. Qualitative data from post-intervention interviews corroborated the overall finding that, after the intervention, pre-service teachers tended not only to consider themselves more multilingual, but also express a non-prescriptive view of multilingualism.

중등 예비체육교사의 배움중심수업에 대한 메타포 분석

중등 예비체육교사의 배움중심수업에 대한 메타포 분석

What’s the Lesson?: Using Lesson Study to Develop Curriculum for Preservice Secondary Mathematics Teachers

Lesson study, a popular method of professional development in which instructors collaborate to critique and improve a lesson, can be used for curriculum development. This paper describes an implementation of lesson study that went through two iterations across different, related, contexts: an undergraduate mathematics content course for secondary preservice teachers and a professional development session with practicing middle and secondary teachers. We describe the ways in which the lesson study process helped us develop curriculum for advanced undergraduate courses for future teachers and provide our insights into the benefits and challenges of this approach.

Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning

Building on social constructivist theory, this case study analyzed how pre-service secondary teachers co-constructed knowledge and expressed socioemotional interaction in online breakout rooms during a collaborative task. Video data was analyzed by content and interaction analysis. There was more higher-level knowledge construction than in most studies from asynchronous settings. Active listening and humor were thoroughly present. Talk about personal experiences occurred at both lower and higher levels of thinking. The teacher educator's visits to the breakout rooms and purposeful dissonance affected knowledge co-construction and socioemotional interaction. The findings will help in designing high-quality online and blended teacher education.

그림 그리기를 활용한 초등 예비교사 및 중등 지구과학예비교사들의 지구과학학습에 대한 인식 탐색

Purpose: The purpose of this study was to investigate the perceptions of elementary pre-serviceteachers and secondary pre-service teachers regarding Earth Science learning.
 Methods: A total of 134 pre-service teachers participated in this research survey, including 92elementary pre-service teachers from A Education University, 42 secondary pre-service teachers fromB University. and C University majoring in Earth Science education. Among the participants, 12pre-service teachers, including three elementary pre-service teachers and nine secondary pre-serviceteachers, agreed to additional interviews, which were conducted through online meetings.
 Results: The survey results revealed a tendency among both elementary and secondary pre-serviceteachers to emphasize the aspect of knowledge acquisition when defining earth science learning. Theperception of “good” and “bad” classes could be interpreted as being influenced by the presence orabsence of interaction between teachers and students. Regarding past experiences with Earth Science,elementary pre-service teachers reported the highest frequency of experiences related to knowledgeacquisition in classroom settings, while secondary pre-service teachers reported the highest frequencyof experiences related to astronomical observations. In terms of envisioning future Earth Scienceinstruction, both elementary and secondary pre-service teachers demonstrated implicit understandingof subject matter knowledge (including knowledge of the curriculum, content knowledge, andknowledge of online learning environments).
 Conclusion: The findings of this study are expected to provide an indicator of the perceptions heldby elementary and secondary pre-service teachers regarding Earth Science learning, serving asfundamental data with academic value that can be utilized in future international comparative researchon Earth Scien ce education.

Embracing Multicultural Education: How Preservice Mathematics Teachers’ Attitudes Towards Multicultural Pedagogies Differ From Their Non-Mathematics Peers

<p style="text-align: justify;">Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach.</p>

Preservice secondary teachers’ beliefs about academic dishonesty: An attribution theory lens to causal search

Preservice secondary teachers’ beliefs about academic dishonesty: An attribution theory lens to causal search

Two Examples of Ungrading in Higher Education in the United States and Germany

In this paper, the authors discuss their experiences with ungrading at a small public university in the U.S. and a large public university in Germany. The courses described are Calculus 1 and a content course for pre-service secondary teachers of mathematics. The professors teach differently: one with lecture, the other with inquiry-based learning, and choose to use elements of ungrading in different ways. In one case, the professor lets students self-evaluate their homework, while in the other the professor uses a mix of specifications grading and ungrading for the final grade. We outline and compare our assessment approaches and discuss student performance and feedback. We also present some patterns relating to gender: in both cases, we observed that women students chose lower self-evaluations than men students. We end this paper with a general reflection on our teaching experience and our plans to use ungrading in the future.

“People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education

ABSTRACT Teacher education programs must prepare their preservice science teachers to center social justice and to meet the academic needs of culturally, racially, and linguistically diverse students, as justice-centered discourses are traditionally absent from science classrooms yet integral to the teaching and learning of rich and relevant phenomena. In this study, we investigated a cohort of preservice secondary science teachers enrolled in a yearlong, post-baccalaureate teacher education program that attended to social justice. We conducted four interviews with each participant across their program and qualitatively analyzed their discussions of social justice ideas and teaching practices using three tenets of a justice-centered science pedagogy framework: enacting an antiracist and equitable science education, grounding instruction in social and environmental justice phenomena, and framing students as transformative intellectuals. We found preservice teacher participants discussed enacting antiracist and equitable science teaching by using a critical lens to identify inequities in classrooms and schools, and by attending to high academic expectations. Preservice teachers described focusing on socioscientific phenomena and local contexts as starting points for teaching about social justice science issues. Participants also shared their work toward framing students as transformative intellectuals by developing teacher-student relationships, building from students’ ideas, and discussing emerging ideas and efforts for student advocacy. Findings from this study underscore the need for more focused work on ways to prioritize the justice component of social justice science issues and the student advocacy component of students as transformative intellectuals so as to prepare preservice teachers to fully enact a socially just science education.

Teacher self-efficacy sources during secondary mathematics initial teacher education

This one-year phenomenological study focuses on exploring sources of teacher self-efficacy (TSE) among pre-service secondary mathematics teachers during their initial teacher education. The findings of the study shed light on the significance of enactive, social and affective sources of TSE, and suggest the need to broaden the understanding of these sources. They also emphasize the need to explore previously unexamined aspects of TSE, in order to gain a more comprehensive understanding of this important construct in the field of education. Furthermore, the study highlights the importance of considering factors beyond just mathematics teacher knowledge when considering mathematics teacher professional learning.

Development of digital citizenship measurement tool for pre-service secondary teachers

Development of digital citizenship measurement tool for pre-service secondary teachers

Exploring Directions for Developing a Curriculum System to Enhance the Artificial Intelligence (AI) Competency of Secondary Pre-service Teachers

Exploring Directions for Developing a Curriculum System to Enhance the Artificial Intelligence (AI) Competency of Secondary Pre-service Teachers

Secondary preservice teachers' critical reflecting practices: examining perceptions of confidence using a two-part reflection

PurposeThe purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.Design/methodology/approachThis single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy.FindingsThe findings revealed: (1) PSTs were generally more confident when reflecting in a second reflection assignment, (2) there were points of tension between confidence and unease, (3) there were instances of PSTs with mixed confidence and (4) some PSTs crafted plans for their future teaching. The authors further discuss these findings by exploring how PSTs reflected on their teaching experiences, and the authors reflected on the role of teacher educators in modeling this reflective practice for PSTs.Originality/valueThis study has important implications for teacher preparation programs and teacher educators, particularly those who work with PSTs in clinical experiences.

학교현장실습학기제에서 예비 수학교사의 경험 탐구

This study examined the experiences of secondary pre-service mathematics teachers in the first pilot operation of the school practicum semester system and sought implications for the enlargement of the system. The education trainees who participated in the study were three female students in the 4th year of the Department of Mathematics Education at the time of the research, and conducted a school practicum for 19 weeks. The data used in the study include mentoring data from trainees and advisors, records from the midterm evaluation meeting, satisfaction survey data from the final evaluation meeting, and focus group interview data after practicum. The results of this study were divided into three categories: experiences through school practicum (curriculum guidance, school educational activities, student guidance, assessment, training, and work), learning from school practicum (class design and implementation, teaching aptitude, understanding students), and difficulties (simultaneous college classes, preparation for school classes, class discontinuity, and preparation for Teacher Qualification Test). Finally, practical suggestions for the enlargement of the system are discussed.

Analysis of the Computational Physics Course in Secondary Preservice Teacher Training Curriculum in Korea

Analysis of the Computational Physics Course in Secondary Preservice Teacher Training Curriculum in Korea

Prototype of a Recommendation Model with Artificial Intelligence for Computational Thinking Improvement of Secondary Education Students

There is a growing interest in finding new ways to address the difficult task of introducing programming to secondary students for the first time to improve students’ computational thinking (CT) skills. Therefore, extensive research is required in this field. Worldwide, new ways to address this difficult task have been developed: visual execution environments and approaches by text programming or visual programming are among the most popular. This paper addresses the complex task by using a visual execution environment (VEE) to introduce the first programming concepts that should be covered in any introductory programming course. These concepts include variables, input and output, conditionals, loops, arrays, functions, and files. This study explores two approaches to achieve this goal: visual programming (using Scratch) and text programming (using Java) to improve CT. Additionally, it proposes an AI recommendation model into the VEE to further improve the effectiveness of developing CT among secondary education students. This integrated model combines the capabilities of an AI learning system module and a personalized learning module to better address the task at hand. To pursue this task, an experiment has been carried out among 23 preservice secondary teachers’ students in two universities, one in Madrid, Spain, and the other in Galway, Ireland. The overall results showed a significant improvement in the Scratch group. However, when analyzing the results based on specific programming concepts, significance was observed only in the Scratch group, specifically for the Loop concept.

Enriching preservice teachers' translanguaging stance and practices toward emergent bilingual learners through virtual professional development

AbstractUnderstanding and affirming the assets of emerging bilingual learners (EBLs) and resources are often not part of preservice teacher (PST) preparation, particularly for preservice secondary teachers (Newman et al., 2010). The authors of this article designed two Grand Seminars to support PSTs to begin to develop a translanguaging mindset and to help them to apply what they have acquired to content language teaching through reading and reflection on The Book of Unknown Americans. The purpose of the seminars was to prepare PSTs with equity‐ and asset‐ based mindsets and practices to support EBLs, such as translanguaging. This study focuses on how the PSTs began to take up translanguaging as a mindset, or stance, yet required more time and development to engage in translanguaging as a pedagogy. One research question guided the design, presentation, and analysis of the data: In what ways do PSTs manifest a translanguaging stance? Implications for TESOL and all educators are provided to support PST understanding of EBL demography at their practicum placements and its connection to pedagogy.

Pakistani pre-service teachers’ initial motivation in teaching choice

ABSTRACT The Factors Influencing Teaching Choice (FIT-Choice) scale measures pre-service teachers’ understanding of initial motivations for choosing teaching as a career. A sample of 95 primary and 247 secondary pre-service teachers from Pakistan reported their reasons for choosing teaching as a career. This study used principal component and confirmatory factor analyses to test the validity and reliability of the FIT-Choice scale from a cross-cultural viewpoint set within a Muslim, Asian context. The results showed different gender preferences toward job security. Findings showed the different constructs that may be influenced by Pakistani culture and the educational context.