Pre-service Student Teachers Research Articles

Optimizing Collaboration and Communication Skills of Pre-Service Biology Teachers Based on Cognitive Styles through Scientific Paper Tasks

Collaboration and communication have become essential skills in biology learning today. This research aims to describe pre-service biology teacher students' collaboration and communication skills based on reflective and impulsive cognitive styles through scientific paper tasks. This research is designated employing exploratory research using quantitative and qualitative paradigms. The subjects were five reflective and five impulsive students. This study used a familiar figure-matching test to assess cognitive style and an observation sheet to evaluate collaboration and communication skills. The results reveal that impulsive students with high collaboration skills are more than 50%, while reflective students with high collaboration skills are less than 50%. Reflective and impulsive students show distinct strengths in various indicators of communication skills. This research concludes that impulsive students' collaboration skills are superior to those of reflective students. Based on the communication skills indicators, impulsive and reflective students each have different advantages in communication skills. The results have implications for improving the quality of pre-service biology teacher graduates. Pre-service biology teacher students who can write scientific papers will have their 21st-century skills trained. The 21st-century skills trained in writing scientific papers include collaboration and communication, critical thinking, creativity, and digital and information literacy. These 21st-century skills are essential for individuals, including teachers, to face complex problems in the global era.

The Influence of Artificial Intelligence Tools on Student Performance in e-Learning Environments: Case Study

This study investigated the impact of AI-powered personalized learning tools on the academic performance and perceptions of pre-service student teachers enrolled in the Educational Technology course, a compulsory component of the Professional Postgraduate Diploma in Teaching program at Ajman University. A quasi-experimental design was employed with 55 students in the experimental group and 55 in the control group. The experimental group utilized AI-powered tools within the Moodle platform, while the control group received traditional instruction. Pre- and post-tests, along with a rubric-based assessment and a questionnaire, were administered to assess performance, knowledge retention, critical thinking, motivation, and engagement. Statistical analysis revealed significant differences between the groups, favoring the experimental group in terms of academic performance and knowledge retention. Additionally, students in the experimental group demonstrated higher levels of critical thinking, motivation, and engagement. These findings underscore the transformative potential of AI-powered personalized learning tools in teacher education. By integrating AI into educational practices, institutions can revolutionize e-learning by providing personalized instruction, intelligent tutoring, automated grading, and adaptive learning experiences. This can enhance student engagement, improve learning outcomes, and reduce the workload of educators. Ultimately, AI empowers institutions to create more effective and inclusive learning environments that cater to the diverse needs of students and prepare them for the future.

“It Was Nice To Be Able To Talk to Them Like They Were Family.”: A Mexican American Preservice Teacher’s Testimonio

A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a Mexican American preservice generalist teacher, to share her story. In particular, I highlight how her relationships and language ideology influence her ethnic identity construction while participating in the figured worlds of 1) her family, 2) personal K-12 schooling experience, and 3) pre-service student teaching experiences. Kelly’s testimonio is a call to subvert monoglossic language ideologies, value translanguaging, and ultimately prepare PSTs with the self-reflexive capacity to engage in linguistically responsive and sustaining pedagogy.

Measuring the impact of concept knowledge and laboratory intervention on pre-service kindergarten teachers’ pedagogical content knowledge in science education

ABSTRACT K-12 science education is essential for cultivating students’ scientific talents, with teachers playing a critical role in this process. This study investigates the effects of conceptual knowledge and laboratory interventions on pre-service kindergarten teachers’ pedagogical content knowledge (PCK), deriving water as a topic for science activities. Thirty-three pre-service teachers were divided into three groups: Group 1 received lectures on science knowledge, Group 2 participated in lectures supplemented by laboratory experiments, and the third group served as the control group. A mapping approach is utilized to assess the development of PCK among participants. The results revealed that both intervention groups demonstrated significantly improved PCK compared to the control group (p < 0.001). However, no significant difference was observed between the two intervention groups regarding PCK enhancement. Based on these results, we argue the importance of cultivating scientific content knowledge among pre-service education students. Additionally, the science curriculum for these students should differ from common STEM programs, focusing more closely on the scientific knowledge and inquiry skills they will need in their future teaching.

Exploring the Components of Multicultural Competence among Pre-Service Teacher Students in Thailand: An Approach Utilizing Confirmatory Factor Analysis.

The aim of this study is to examine the components of multicultural competence among pre-service teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was utilized to recruit 600 pre-service teacher students from undergraduate education programs at the Faculty of Education in Thailand. Data were collected through self-report questionnaires. The data analysis employed descriptive statistics and second-order confirmatory factor analysis (CFA). The findings indicate that multicultural competence among pre-service teacher students comprises three components: cultural awareness, cultural knowledge, and personal skills. Furthermore, this study identified that the model of multicultural competence among pre-service teacher students demonstrated good fit indices for the modified model (χ2 = 30.902, df = 21, p-value = 0.0753, χ2/df = 1.472; root mean square error of approximation (RMSEA) = 0.028; standardized root means square residual (SRMR) = 0.013; Tucker-Lewis index (TLI) = 0.996; comparative fit index (CFI) = 0.999). Based on these findings, effective teaching in diverse environments necessitates a thorough understanding of multicultural competence.

Implementation of Traditional Games in Ethnoscience Learning

This study aims to explore the perceptions of preservice teachers on the implementation of traditional Sasak tribe games in ethnoscience learning. This exploratory research was conducted at the Mandalika University of Education with a subject pool of 294 preservice teacher students. The research utilized a validated closed questionnaire instrument with responses gathered using a Likert scale. The data from this study were analyzed using quantitative descriptive statistics. The results of this study are (1) preservice teachers’ perceptions of the implementation of traditional Sasak games in ethnoscience learning in each item of the statement, namely item 1 scored 3.30, categorized as Very High; item 2 scored 3.22, categorized as Tall; item 3 scored 2.88, also categorized as Tall; item 4 scored 3.41, categorized as Very High; item 5 scored 3.19, categorized as Very High; item 6 scored 3.28, categorized as Very High; item 7 scored 3.13, categorized as Tall; item 8 scored 3.38, categorized as Very High; item 9 scored 3.37, categorized as Very High; and item 10 scored 3.47, categorized as Very High; (2) preservice teachers hold highly favorable perceptions regarding the implementation of traditional Sasak games in ethnoscience learning, proven by the average score of 3.26, categorized as Very High.

Managing and learning from the practicum challenges of graduate entry pre-service teachers of students with learning disabilities: A case study

This case study explored the challenges graduate entry preservice teachers (PSTs) face during their practicums in the learning disabilities (LDs) field and their strategies to manage and learn from these challenges. The study investigated perceptions of 10 PSTs in a teaching practicum for the master's program on educating students with LDs at a Saudi university. The derived themes from individual semistructured interviews and weekly reports revealed three challenges related to expectations, evaluations, and the timing and duration of the practicum. The participants faced these issues by reflecting on their practices and communicating their ideas. Recommendations are provided based on the results.

The Integration of ICT in ELT of Pre-Service Teacher Professional Education (PPG) Students

Student teachers are expected to take advantage the use of technology for teaching process. This study aims to investigate the ICT tools used by Pre-service English Teachers who are also PPG students to achieve their learning goals in teaching English during their Teaching Practicum (PPL), how they integrate these ICT tools evaluated by TPACK and SAMR framework, and examine the obstacles. This current study was descriptive qualitative research. In this research design, the data was gathered by means of document analysis, semi-structured interview and observation. The participants were five Pre-Service Teacher Professional Education (PPG) Students majoring English Education Batch 2 academic year 2022/2023 in one of university in Yogyakarta, who represented three school levels (SMP, SMA and SMK). The data were in three distinct stages: reduction or condensation, data display, and conclusion drawing or verification. The result shows that (1) variety of ICT tools are used to achieve the learning goals, they are Google Form, Google Docs, WhatsApp, Canva, Blooket, Bamboozle, WordWall, Kahoot, Quizizz, YouTube, and GimKit. These tools are selected based on the learning needs, students’ need, students’ preferences, learning objectives, availability of facility, and possible challenges. (2) The activities that integrating ICT tools majority are in augmented level of SAMR. While the pre-services teachers’ TPACK is effectively help them in integrating ICT tool to enhance the quality of learning, but still need optimization. (3) There are three main obstacles faced by the teachers; which come from the technical problems, teachers’ TPACK, and students’ problem. Technical problems covers the lack of internet access, insufficient devices, and restrictive school rules. Teachers’ challenge on their TPACK includes the selection of suitable tools, the time management in integrating ICT tools, and the struggle to keep up with the rapid development of technology. The students face no significant problems, yet sometimes the negligence of the task arises as they become too attached with the ICT tools.

Development of research skills through research-focused microteaching lesson study in preservice teacher education

This article presents the findings of an action research project that developed, implemented, and analyzed the efficacy of a model combining microteaching lesson study with research-focused activities. The research involved 45 preservice student-teachers. Data were collected from their research reports, and their research skills, individual differences, and experiences were examined using statistical and content analysis. The student-teachers performed better at analyzing the microteaching lesson study than at formulating research aims and questions, drawing conclusions, or conducting literature reviews. The research-focused microteaching lesson study helped them connect theory with practice, develop pedagogical knowledge, and become familiar with research-based teaching practice.

Unlocking Critical Thinking: The LCI Learning Model for Pre-Service Elementary School Teacher

This study explores the effectiveness of the Learning Cycle-Inquiry (LCI) model in enhancing critical thinking skills among pre-service elementary school teachers in remote areas of Malang, Indonesia. The development of critical thinking skills is fundamental for educational success and effective problem-solving in real-world scenarios. Despite its recognized importance, the cultivation of these skills remains insufficiently addressed in Indonesia's educational practices, especially among pre-service teachers destined for elementary education in remote locales. To address this deficiency, a quasi-experimental research design was implemented, involving 82 pre-service teacher students distributed across four classes. These classes were systematically assigned to either the LCI model, the learning cycle, inquiry-based methods, or conventional teaching strategies. The effectiveness of these methods was measured using ANCOVA and LSD statistical analyses. The findings revealed that the LCI model significantly improved critical thinking skills (p 0.001), outperforming other educational approaches, with a corrected mean value of 84.39. These results underscore the potential of the LCI model to substantially boost critical thinking capabilities and suggest its wider adoption could enhance educational outcomes in similar settings.

A Characteristic Curve Remote Laboratory for School and University

Remote laboratories play a pivotal role in facilitating teaching and learning experiences, offering unique opportunities beyond traditional classroom settings. The project OnLabEdu (Online Laboratories for School Education) aims the development of remote laboratories for both, schools and university-level students, complete with the development of appropriate accompanying educational resources. This paper introduces a characteristic curve remote laboratory with a first-developed learning arrangement on RGB LEDs and the interplay of energy, forward voltage, and wavelength of light. Drawing from the model of educational reconstruction, the learning arrangement is based on a profound clarification of the scientific content and considering students’ perspectives. Against the background of a design-based research approach, the learning arrangement was already evaluated with high school students through probing acceptance interviews. Now we are interested if the learning arrangement also fits to tertiary level students. Therefore, we conducted six probing acceptance interviews with pre-service teacher students, hailing from physics (n=3) and non-physics (n=3) backgrounds. The primary objective of the evaluation was to identify potential barriers to learning and elements that promote a stimulating learning environment along with the operation of the remote laboratory for the tertiary level. The findings revealed similar challenges of tertiary-level students and high school students. We detected students’ challenges with technical terminology as well as explaining the term forward voltage and its connection to the concept of energy. These results give initial ideas for a re-design of the learning arrangement to address the identified issues and make the learning arrangement suitable for tertiary level students.

Correlates of Commitment to Career Choices of Pre-Service Education Students in Selected Universities in Kenya

The study attempted to establish the correlates of commitment to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents in this study. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice and that intrinsic motivation, self-concept, status of the teaching profession, fallback and socio-cultural beliefs were correlated to career choice. Fallback however had an inverse correlation to the commitment of career choice. The study recommends that factors which motivate pre-service education student’s choice of teaching as a career should be clearly understood, so that only students motivated by those factors which were found to promote commitment, like intrinsic motivation, self-concept, status of the teaching profession and social cultural beliefs are the ones placed to train as teachers.

The Perceptions of the Pre-service Education Students about the Status and Socio-cultural Beliefs about the Teaching Profession

The study sought to explore the perception of pre-service education students on the status and socio-cultural beliefs about the teaching profession in selected public and private universities in Kenya. Correlational research design and a concurrent mixed method approach was employed in this study. The respondents in this study were third and fourth year pre-service education students. from six selected public and private chartered universities in Kenya which had been in existence for the last twenty years and offering teacher education. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to have a low perception of the status of the teaching profession and believed that teaching is a hard work which is emotionally draining, although they perceived teaching to be a profession that requires high levels of expert knowledge.

Norwegian pre-service teacher students’ and public health nursing students’ views on health – a qualitative study of students’ perceptions

ABSTRACT Purpose In 2020, the Norwegian school curriculum was revised, introducing a new cross-curricular subject, Public Health, and Life Skills. The curriculum emphasizes collaboration between teachers and the school health service. Subsequently, a research project, Literacies for Health and Life Skills, was initiated at Oslo Metropolitan University. The aim was to develop a new approach to the subject. A part of the research was to explore perceptions about good and poor health among teacher students and public health nursing students. Methods This study has a qualitative design using auto-photography, group discussions and photo-elicitation interviews as methods to explore the students’ views on health. Results A analysis revealed three themes about good health in both student groups: Relaxation and tranquillity, belonging and relations, and enjoyment as important to health. Three themes about poor health emerged in both student groups: The ideal body and self-perception, you are as healthy as you feel, and the best in life is also the worst. The students’ statements were characterized by underlying assumptions about health in society, with a focus on “healthism”. No major differences between the student groups were found. Conclusion This study serves as a step towards increased understanding of health perceptions among future professionals working with children and adolescents.

Establishing Factors Leading to the Pre-service Education Students’ Choice of Teaching as a Career

This paper established factors leading to the pre-service education student’s choice of teaching as a career. The third and fourth year pre-service education students from six public and private universities in Kenya were the respondents. Concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered using questionnaires and interviews. In data analysis, frequencies, means and standard deviation were used. The study established that the following factors affected pre-service education student’s decision to become teachers. (i) Fallback, (ii) External factors, (iii) Self-concept (iv) Altruistic reasons (v) Extrinsic reasons and (vi) Intrinsic motivation. The findings established that all the influential factors were important to the pre-service education students to join the teaching profession. None of the influential factors was very important to their decision to choose teaching as a career. The pre-service education students pointed out that their high school grade is what really determines their career path. Fallback as one of the influential factors was found to have been slightly important in their decision to enter the teaching profession.

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

Authentic braille literacy development through interdisciplinary instruction and learning

Incorporating braille across disciplines and into authentic settings may increase motivation and acquisition. This paper explores the merging of science content instruction with authentic braille literacy development using drama strategies during a summer camp for elementary students with visual impairments and the co-occurring teacher preparation for authentic braille instruction. This study measured braille proficiency in reading and writing and science content knowledge of student participants before and after the weeklong interdisciplinary summer camp. Pre-service teachers of students with visual impairments (TSVIs) that were co-teaching with in-service TSVIs also completed the braille proficiency measures in reading and writing. The interdisciplinary camp experience and culminating museum event described in the present study provides a potential model for how to design interdisciplinary learning experiences for students with visual impairments to develop braille literacy and science content understanding.

Pre-service Education Students’ Commitment Level to Their Career Choice

The study attempted to establish commitment level to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice. The study recommends Improvement of career guidance in schools so that students clearly understand and choose careers in relation to their interest and abilities because this will increase their commitment to their career choices and reduce the job hopping being experienced in the world of work.

Pelatihan Karya Tulis Ilmiah Meta-Analisis IPA Bagi Guru Dan Mahasiswa Calon Guru Di Ngawi

Meta-analysis is a method of collecting or reviewing two or more studies to combine, summarize, and review data from previous studies and other researchers. Meta-analysis can be used as a technique in preparing scientific papers which can make it easier for teachers and pre-service science teacher students to write scientific papers. However, in practice, the ability of teachers and pre-service science teacher students in Ngawi to compose scientific articles is still relatively low. This could be due to the low motivation of teachers and pre-service science teacher students in Ngawi in participating in self-development activities, especially for writing scientific papers. It is hoped that this science meta-analysis scientific writing training activity can grow the insight of teachers and pre-service science teacher students in Ngawi regarding the preparation of science meta-analysis scientific papers, develop the soft skills of teachers and pre-service science teacher students in Ngawi in preparing meta-analysis scientific papers science analysis, producing science meta-analysis scientific papers, and knowing participant satisfaction in participating in science meta-analysis scientific paper training activities. This training activity consists of three stages, namely planning, implementation and evaluation. The method for analyzing data from survey results on training participant satisfaction levels is described quantitatively in the form of numerical percentages. The percentage of numbers shows the participants' understanding, usefulness, and ability in creating aspects of writing scientific articles. Data is presented in table format, showing relationships between data and simplifying the process of presenting data, analyzing data and drawing conclusions. Overall the training activities went very well and smoothly. Feedback from participants in the "Science Writing Meta-Analysis of Science" training showed a satisfaction score with a very satisfied level and an average percentage of 93.6%.

Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis

Pre-service student teachers’ metacognition in an online learning community: An epistemic network analysis