Pre-service Teacher Education Programs Research Articles

Towards embedded academic language development in a teacher education programme

ABSTRACT This study explored contextual factors of student teachers’ weak academic language (AL) performance in a pre-service teacher education programme at a university in Namibia. The aim was to capture their experience in the BEd programme in which English as a second language is the medium of instruction. In interviews with the students (n = 15) and their lecturers (n = 6), as well as analyses of curriculum- and policy documents and students’ writing artefacts, it was evident that the students did not have enough opportunity to practice AL skills, which were introduced in the English for academic purposes (EAP) course and in subsequent courses. Data from interviews, documents and students’ written artefacts showed that the AL interventions had not been integrated across the curriculum. The main suggestion emanating from the study is that programme designers should embed AL across the diciplines in disciplines, with academic staff and the writing centre colleagues working together.

Reflective teaching in Ethiopian secondary schools: examining teachers’ characteristics and engagement

ABSTRACT This quantitative study surveyed 361 secondary school teachers in South and Central Ethiopia to examine their engagement in reflective teaching and its relationship with gender, qualification, and teaching experience. The study used descriptive survey design and structured questionnaire to collect data. Results indicated that teachers had minimal overall engagement in reflective teaching. Results also showed insignificant difference between male and female teachers’ engagement in reflective teaching. However, there were significant differences in teachers’ engagement in terms of their qualification and teaching experience. In this regard, teachers with Bachelor of Education had the highest level of engagement, followed by Master’s and Applied degree holders. In addition, mid-career teachers had the highest level of engagement, exceeding the level both novice and veteran teachers had. The findings suggest the need to revisit existing pre-service teacher education programme, identify teachers’ engagement patterns, identify their specific needs, design and run tailored in-service professional development programmes, and establish support system to promote reflective teaching in Ethiopian secondary schools. Most importantly, the findings suggest the need for teachers to actually engage in reflective teaching in their professional contexts.

Effectiveness of Multimedia Package on Student-teachers’ Achievement in Information and Communication Technology (ICT) in Education Course

In the present context of artificial intelligence, student-teachers need to understand technological applications in education and incorporate them into their classroom instruction. Technological applications help in connecting and collaborating beyond geographical boundaries. The student-teachers should be equipped with the knowledge and understanding of the benefits of incorporating technology into their teaching practices and it should be the focus of teacher-training to equip them with the necessary skills to utilize these applications in their practice. The ICT in Education course was introduced in one of the University's pre-service teacher education programs in India to facilitate student-teachers to gain the ICT skills needed to integrate it into teaching. This study demonstrates the effectiveness of the multimedia package on student-teachers at the pre-service level based on empirical evidence. Some of the findings suggest that the use of the multimedia package not only helps student-teachers identify and use resources effectively but also delivers the content meaningfully. The Multimedia packages could serve as a tool for educators to deliver subject content efficiently.

Management Framework for Quality Assurance to Strengthen Technology and TVET Pre-service Teacher Education

This study developed a management framework for quality assurance to enhance Technical-Vocational Education and Training (TVET) and technology pre-service teacher education programs in CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon). Using the three-round Delphi consensus-building technique, the research assessed quality assurance practices and challenges in managing Bachelor of Technology and Livelihood Education (BTLEd) and Bachelor of Technical Vocational Teacher Education (BTVTEd) programs. The study also examined key factors affecting student performance in licensure examinations, career decision influences, and strategies to improve program appeal. Thirteen Delphi experts, including College Deans and program chairs, and 117 BTLEd and BTVTEd graduates participated. Thematic and statistical analyses, including the Mann-Whitney U test, compared assessment differences between graduates concerning licensure exam performance, career decisions, and program appeal strategies. The findings highlight that Teacher Education Institutions (TEIs) in the region prioritize quality assurance through curriculum reviews, faculty engagement, accreditation, facility maintenance, and continuous improvement. However, they face challenges such as resource limitations, curriculum misalignment, faculty development issues, and lack of specific quality assurance standards for TVET programs. Graduates noted factors influencing their licensure exam performance and career decisions, emphasizing the importance of review preparation, teaching strategies, and professional development. To enhance program appeal, there is a need for sustained career guidance, institutional initiatives, and program awareness efforts. The study recommends strengthening collaboration with stakeholders and implementing the proposed management framework to align with national and international standards.

예비교사의 사회과 수업 연구 - 낮은 선호의 내용 영역은 어떻게 수업을 할까?

Purpose: The purpose of this study was to examine how preservice teachers constructed detours in teaching a less favored area of Social Studies, with implications for their development as professional educators. Methods: To this end, data collected from sixty-five preservice teachers were analyzed based on grounded theory. Results: The results showed that the phenomenon was 'hesitancy to teach non-preferred areas' and the causal condition was 'negative experiences with Social Studies in school'. The contextual condition influencing the change in the central phenomenon was “the influence of the preservice teacher education program,” and the mediating condition was “adjustment with fellow preservice teachers. The action/interaction for breakthrough in teaching non-preferred areas of Social Studies was “the sum of student experiences, preservice curriculum, and teamwork,” which resulted in “a desire to improve the quality of Social Studies teaching. The pattern of bypassing for teaching non-preferred areas of Social Studies was that: first, the causal conditions associated with the central phenomenon acted as antecedents for intervention strategies, with experiences as a student guiding teaching and learning choices; second, knowledge accumulation did not occur as a strategy to counteract the lack of content area knowledge identified as an important reason for non-preferred areas of Social Studies; and third, preservice teachers' current focus was on “how to learn”. Third, a strong perception that Social Studies should reflect life and that life should be influenced by Social Studies was the dominant criterion for choices related to Social Studies instruction. Fourth, circumvention strategies differed across Social Studies content areas, with differences in post-teaching efficacy depending on the degree of congruence between teaching intentions, teaching methods, and demonstration performance. Finally, lesson demonstrations that targeted weaknesses were found to strengthen their commitment to improving the quality of their teaching. Conclusion: Based on the results of the analysis, it is recommended that programs for learning the knowledge and skills of Social Studies should be strengthened, opportunities for lesson demonstration and reflection should be expanded, and the perception of the “life” position of Social Studies should be changed in order to foster preservice teachers' expertise in Social Studies teaching.

Situating Ubuntu Philosophy in Pre-service Teacher Education

Ubuntu African philosophy and its values have been a subject of discussion by stakeholders due to its humanness and communal nature. It embodies African cultural values and belief systems that form the ways of life of indigenous people. These critical attributes of Ubuntu have necessitated its integration into pre-service teacher education to prepare Ubuntu-focused teachers who can contribute to decolonizing the education system in South Africa and beyond. However, efforts must be made to integrate Ubuntu values into pre-service teacher education. This paper reports on an investigation of the relevance of Ubuntu’s philosophy to pre-service teacher education. The investigation adopted the qualitative integrative literature review approach by selecting twenty-four articles from Scopus, EBSCO, and Google Scholar databases for review. The authors selected relevant articles using the relevant inclusion criteria and analyzed them under different themes to answer the two research questions formulated for this study. In order to increase teachers’ capacity to support the decolonization of education in Africa, the article suggests that the humanness and communalism approaches to education should be incorporated into pre-service teacher education curricula. That the quest for colonial knowledge over the years in South Africa and, indeed, Africa has been attributed to the Eurocentric and increased domination of African culture of togetherness and ethics of care. The paper also concludes that Ubuntu higher education can serve as a framework for decolonizing the African higher education system. The authors suggest that there is a need to formulate strategies for integrating important values of Ubuntu, like humanness, interconnectedness, and communalism, into the pre-service teacher education program.

Difficulties among Teachers' Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools.

Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers' effectiveness, stress management, and job satisfaction. This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education). The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty. The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers' self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion. From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.

In-service and Pre-service Perspectives: Cultivating Plurilingual Awareness in Multicultural Classrooms

Recent years have seen a growing interest in fostering inclusivity and interaction among individuals from diverse linguistic and cultural backgrounds in FL or L2 classes, which has led to the proliferation of intercomprehension practices in language teacher education, facilitating teachers' identity development, intercultural sensitivity, and plurilingual awareness. Using plurilingualism as a conceptual framework, the data of this qualitative study is collected from a pre-service teacher education program and an intensive language education program at two state universities. Building on the previous research and challenges reported by in-service teachers in multicultural and multilingual classrooms, some scenarios are formed with prompts to reveal metaphors, followed by semi-structured interviews to elaborate on the participants' perspectives. In light of the findings, some suggestions and implications are provided with pedagogical purposes to soften the bonds among different cultures in language classrooms and foster interaction among members of different societies and awareness of plurilingual competences. Acknowledging the substantial impact of English language teachers' intercultural sensitivity, diversity, and inclusion, and an emerging need for enhanced educational equality and social justice in teacher training, this study contributes to the existing research by providing implications for teacher identity development.

Explicit teaching of reflective practice (RP) in pre-service teacher education: probing the immediate and long-term influence

ABSTRACT Despite the abundance of research exploring the formats, functions, and processes of teacher reflections, many pre-service teachers still perceive it as an abstract and daunting task, owing to the insufficient provision of authentic and practical training and support. This article examines the immediate and long-term effects of explicitly teaching reflective practice (RP) on three student teachers’ professional learning in a language pedagogy course within a pre-service teacher education programme. Drawing on data from multiple sources, including semi-structured interviews, field observation, and reflective essays, the findings suggest that student teachers’ RP, in terms of its breadth (i.e. content focus) and depth (i.e. discursive use of language), showed immediate improvement after the practical workshops with an explicit focus on RP. In the second round of interviews conducted two years later, the importance of RP was reiterated by the participants, who highlighted the evidence-based nature of RP while outlining practical challenges that hindered their RP in actual school contexts. The findings further highlight the issue of authenticity in RP and provide practical suggestions for pre-service teacher education.

생성형 인공지능 활용 교육프로그램을 통한 예비교사들의 인공지능에 대한 인식 변화

Purpose: This study explored pre-service teachers' perception of AI changes through an educational program that utilize AI. Methods: An educational program was developed that provides opportunities for pre-service teachers to design classes using AI and implement them through teaching practicum and used to investigate the educational effectiveness of seventeen pre-service teachers at a university in Chungcheongbuk province. Fourteen questions corresponding to the two categories of ‘Accessibility of AI’ and ‘Similarity between AI and Human’ were administered in pre- and post-surveys. Changes were also investigated in the pre-service teachers' perception of artificial intelligence based on the output and interview data submitted by the pre-service teachers that supplemented the survey results. Results: As a result of the study, the educational program developed in this study showed educational effectiveness. Through the educational program, pre-service teachers showed changes in their perception that AI can be used by anyone, that AI is safe, that AI cannot replace human jobs, and that AI learns through human input. However, it was found that pre-service teachers felt a financial burden in having to subscribe to artificial intelligence, and there was a limit to changing the thinking that artificial intelligence can solve problems like humans. Conclusion: In the future, in order to improve the pre-service teachers' perception of AI and to actively implement classes using generative artificial intelligence in schools, schools should provide financial support when using AI programs, or let pre-service teachers recognize the operating principles of artificial intelligence and the differences between humans. There is a need to develop more sophisticated pre-service teacher education programs for content that shows limited effectiveness.

Meta-Analysis Study: Expectations of 21st Century Teaching from Pre-Service Teacher Education Programs

This study aims to investigate the expectations of 21st-century teaching from pre-service teacher education programs and to analyze the contemporary status of pre-service teacher education programs in developing 21st-century teaching skills among prospective teachers. The meta-analysis method was used to analyze previously conducted studies in the context of 21st-century teaching. The findings reveal that, to some extent, pre-service teacher education programs contribute to developing the 21st-century teaching skills by imparting theoretical knowledge, but there is a gap in the application of theory and pedagogical practices. Consequently, there is a pressing need to reconsider the pre-service teacher education programs to inculcate the essential teaching skills for 21st-century, such as collaborative learning, reflective thinking, social and emotional competencies, adaptive skills, communication skills, creativity and entrepreneurship skills, critical thinking, problem-solving skills, and ICT skills for teaching and social networking.

Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers’ Teaching Practices during School Experiences

Impact of Pre-Service Teacher Education Programme on Mathematics Student Teachers’ Teaching Practices during School Experiences

Enhancing Pre-Service Teacher Education Curriculum for English Language Instruction in South African Classrooms: Navigating Technological Advancements and Cultural Diversity

The educational environment in South Africa is characterised by linguistic diversity and technological advancements, which present particular difficulties and opportunities for pre-service teacher education programmes. This systematic literature review explores the effectiveness of current pre-service teacher training programmes in addressing the demands of teaching the English language in South African classrooms. Drawing upon a synthesis of empirical studies, theoretical frameworks, and policy documents, this review critically examines how existing teacher education curricula prepare educators to navigate the complexities of English language instruction within diverse cultural and linguistic contexts. The review follows the PRISMA guidelines, systematically searching and synthesising relevant literature published between 2000 and 2022. The findings reveal a range of insights into the strengths and limitations of current pre-service teacher education programmes in South Africa concerning English language instruction. Key themes emerge around the integration of technology in language teaching, strategies for addressing linguistic diversity, and the alignment of curriculum with the needs of diverse learners. The review highlights the importance of incorporating pedagogical approaches that leverage technology to enhance English language learning outcomes while fostering intercultural competence among pre-service teachers. Furthermore, it underscores the need for a culturally responsive pedagogy that acknowledges and respects the linguistic diversity present in South African classrooms.

TEACHERS' PERSPECTIVES ON PROFESSIONAL ETHICS

This research paper attempts to study school teachers' perspectives on the professional ethics required of them. The authors mainly studied the awareness and understanding of teachers on some essential professional ethics. It has been found that teachers are confronted with many moral issues while discharging their responsibilities and in decision-making. The paper's significant findings highlighted the need for a professional code of conduct for teachers considering policy perspectives that guide them in discharging their duties as teachers. The paper highlighted the need to incorporate the ethics curriculum in pre-service and in-service teacher education programmes, which is essential to empower them and support them to understand their role as professionals. The study further emphasises the need to develop a framework on professional ethics for teachers and use the developed framework during their professional development programmes at different levels.

Whose Story? Competing versions of English in a London school

In this article, we look closely at two accounts of parallel lessons in the same London school. Early on in our pre-service teacher education programme, student teachers are asked to write about a lesson they have observed. Soumeya and Faduma each described a lesson where the novel, In the sea there are crocodiles by Fabio Geda, was being read. The observations are of parallel lessons taught by two different teachers. We use these accounts to explore differences in pedagogy and in the versions of English that are instantiated in the lessons. These forms of practice bear family resemblances to many other lessons—and have complex histories. Our interest lies in the ways in which they reflect or contest the view of the subject that dominates the landscape of policy in England today

Affordances of Using Educational Technology in Teaching Critical Reading: Insights from an Action Research Study in a Ugandan University

The rapid increase in student enrolment and/or massification, also implicated in large class sizes, has been problematised for compromising quality education. Institutions of higher learning in Africa have embraced the use of ICT as one of the approaches to cope with the challenges of massification. The purpose of this study was to provide an examplar on how teachers can use ICTs to optimise learning from higher-order to lower-order thinking skills. The study uses action research methodology, undertaken with undergraduate students in a Ugandan university, to illuminate the researchers’ experiences in using educational technologies to support the teaching of critical reading. Firstly, we demonstrate how learning progressed from lower-order to higher-order thinking skills as informed by Bloom’s taxonomy. We also show how we optimised the use of technology from the dominant simple substitution, which was also teacher-centred, to a more complex redefinition, which is also learner-centred, as informed by the SAMR model. Finally, we highlight the affordances of using emerging technologies to support transformative learning. These include ongoing learning, monitoring/feedback, research, deeper interaction, peer-review, creativity, and reflection. The study has implications for in-service as well as pre-service teacher education programs which should integrate relevant theoretical frameworks in equipping teachers to optimise the use of technology in supporting teaching and learning.

Pre-service Teacher Education Programme at Elementary Level in Odisha : An Analysis

Pre-service Teacher Education Programme at Elementary Level in Odisha : An Analysis

Research Competence of Pre-Service Teachers: A Systematic Literature Review

<p>The importance of research competence in pre-service teacher education has been highlighted in many studies, but concerns over the lack and inconsistency of definition, measurement, and development of research competence still exist. This poses a challenge for pre-service education programmes to provide quality education to pre-service teachers in this area. Through a systematic literature review it was found that there is a gap in the existing literature regarding the definition of research competence in pre-service teacher education, as there seems to be no consensus on the definition. There is, however, an agreement that the development of research competence is an important part of study programmes, as it contributes to higher quality education of pre-service teachers. Addressing this, the review proposes a concise definition of research competence as a multifaceted construct that includes critical thinking, self-directed learning, and organizational skills essential for effective research. The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics. The results suggest that there is a need for greater attention to be paid to the definition and measurement of research competence, as well as its development within pre-service teacher education programmes.</p>

Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents

AbstractScholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers’ professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students’ late arrival in the classroom, disobedience to teachers’ instructions, the chaotic environment in the classroom, students’ rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students’ emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes.

Examining artificial intelligence literacy among pre-service teachers for future classrooms

In the context of global integration and increasing reliance on Artificial Intelligence (AI) in education, evaluating the AI literacy of pre-service teachers is crucial. As future architects of educational systems, pre-service teachers must not only possess pedagogical expertise but also a strong foundation in AI literacy. This quantitative study examines AI literacy among 529 pre-service teachers in a Nigerian university, utilizing structural equation modeling (SEM) for comprehensive analysis. The research explores various dimensions of AI literacy, revealing that a profound understanding of AI significantly predicts positive outcomes in AI use, detection, ethics, creation, and problem-solving. However, no correlation exists between AI knowledge and emotion regulation or the assumption that active AI use enhances AI detection capabilities. The study identifies a trade-off between AI application and creation, emphasizing the ethical considerations intertwined with emotional and persuasive facets of AI use. It also supports the link between AI creation and problem-solving, emphasizing the foundational role of AI knowledge in shaping diverse aspects of AI literacy among pre-service teachers. The findings offer valuable insights for educators, administrators, policymakers, and researchers aiming to enhance AI literacy in pre-service teacher education programs.