Pre-service Teacher Training Programs Research Articles

Applying rhetorical methods to teach writing techniques to pre-service teachers

This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, both before and after receiving process-based writing instruction. The study focuses on the application and improvement of writing methods through the use of a rhetorical process approach. The results highlight the significance of rhetorical strategies, such as idea generation and rewriting, in the development of effective writing skills. The study reveals a clear improvement in the ability of students to choose and integrate relevant ideas into their essays after mastering these techniques. Additionally, the findings suggest the frequent use of translation strategies from native to foreign languages in concluding an article. This research underscores the importance of teaching rhetorical strategies in pre-service teacher training programs. By focusing on these techniques, educators can better equip student teachers with the skills necessary to become proficient writers, capable of addressing various audiences effectively. The study advocates for a greater emphasis on process-based instruction to enhance writing competencies in educational settings.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

Pre-service ECEC teachers’ conceptions of climate change: a community funds of knowledge and identity approach

ABSTRACT Climate change is one of the greatest threats to humanity and the biosphere. Early childhood education and care has been proposed as a key strategy to enable individuals to gain climate change literacy and enact behaviour change. Well-designed pre-service teacher training programmes in the science of climate change are required to implement effective climate change education programmes starting in the early years. Yet how pre-service early childhood teachers conceptualise climate change based on their community funds of knowledge and identity is largely unknown. This qualitative case study shows how seven Maltese pre-service teachers have some basic understanding of climate change but they also hold misconceptions, and their (mis)understandings are influenced by their community funds of knowledge and identity. Based on these findings, suggestions for teacher training programmes in relation to climate change education are proposed, and the implications of the findings for future research, policy and practice are noted.

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

This study examined the influence of supervisor feedback on the teaching practices of pre-service mathematics teachers during Extended Teaching (off-campus teaching practice). The research design adopted for the study was action research. The target population was level 400 students of a College of Education and the population size was three hundred and ninety-two (392) whilst the sample size was sixty-three (63), comprising of pre-service mathematics teachers, which was selected based on purposive sampling. The instruments used for the study were Intern Teaching Assessment Form (ITAF) and Teaching Evaluation Comment Form (TECF). In the pre-intervention stage, a first supervision was conducted to identify the strength and weaknesses of the students before the feedback from the observation was discussed and reflections were held with the pre-service teachers to serve as the intervention. A second supervision was conducted to evaluate the intervention strategies. The results of the study showed a significant improvement in students’ second supervision scores (M=71.0000) compared to the first supervision scores (M=64.8033). A third supervision was conducted 7 weeks after the second supervision using ITAF and TECF to check students’ retention of teaching skills and knowledge, which the result showed no significant improvement in pre-service mathematics teachers’ second supervision scores (M=71.0000) compared to the third supervision scores (M=71.1475), indicating pre-service mathematics teachers’ retention of the teaching skills and knowledge had been exceptionally good. Supervisors' post-observation feedback enhances pre-service mathematics teachers' interpersonal communication, classroom management, student support strategies, leadership, and practical knowledge of standard-based curriculum implementation, thereby improving their instructional style. The study recommends the extension of the Extended Teaching duration to encompass an entire academic year in order to enhance the practical component of the preservice teacher training program and potentially impact the quality teaching and learning policy agenda.

The Dual Role of a Reflective Future Teacher during School Practise

Abstract Introduction: Teaching and learning are processes that significantly impact one’s future. Active participation in school practises serves as a strong foundation for future educators. This paper aims to present the viewpoints and feedback of university students on chemistry lessons conducted in schools by fellow university students as part of their training. The study explores how these prospective teachers perceive lessons while simultaneously playing the roles of both the teacher and an observer. It also investigates their ability to identify areas in need of support and those that require further development during their subsequent pre-service teacher training courses. Methods: Quantitative data was collected through formal documents, specifically observation sheets. The study’s participants were university students enrolled in pre-service teacher training programs who conducted chemistry lessons in school settings. These participants assumed the dual roles of instructors and observers during the lessons they taught. Results: Analysis of the observation sheets revealed that the experience of assuming both teaching and observing roles contributed to the enhancement of the pre-service teachers’ reflective attitudes. This finding suggests the positive impact of this dual role on their professional development. Discussion: Teaching demands a blend of pedagogical knowledge and the ability to reflect, as evidenced by a study at Jagiellonian University’s Faculty of Chemistry. This research, aimed at understanding the effectiveness of trainee teachers, highlighted the importance of creativity, proper communication, and skills in interpersonal relations for educators. While the research provided valuable insights, there’s a call for more extensive studies to gain deeper understandings and address challenges such as classroom management and student engagement. Limitations: It is important to acknowledge certain limitations within this study. The scope of the investigation was restricted by the size and composition of the sample of participants. Consequently, the outcomes cannot be generalised to the broader population of pre-service teachers. Conclusions: The findings of this research highlight the importance of adopting a dual-role methodology in teacher education. By assuming both teaching and observational roles, aspiring teachers acquire a more profound understanding of their pedagogical techniques and recognize potential enhancements. Engaging in such reflective practices promises to enhance their subsequent teaching experiences. This study emphasizes the advantages of weaving hands-on teaching experiences into teacher training, fostering a more introspective and effective teaching methodology.

EFL teachers’ perceptions of emotional literacy: A phenomenological investigation in Iran

The importance of emotional literacy (EL) in education is widely acknowledged, but the English as a foreign language (EFL) context has not been extensively investigated regarding how EFL teachers perceive their EL. To address this gap, this study adopted a phenomenological research design to explore EFL teachers' perceptions of EL in the Iranian EFL context. A purposive sampling technique was used to select 22 EFL teachers at secondary high schools in Borujerd City, including 14 males and 8 females. The required data were collected through reflective statements, classroom observations, and post-class discussions. The study's findings generated two overarching themes regarding the essence of EL: individual aspects (e.g., being motivated, being self-regulated, and being emotionally aware) and social aspects (e.g., being empathetic and being socially skilled). The results suggest that EL should be incorporated into pre-service and in-service teacher training programs to promote their teaching efficacy.

From Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion

One major responsibility of K–12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.

ASSESSMENT OF 21ST CENTURY TEACHING PROFESSION SKILLS EMPHASIS IN UNIVERSITY PRE-SERVICE TEACHER TRAINING PROGRAMMES IN KENYA: A CASE STUDY OF BOMET UNIVERSITY COLLEGE

<p>In this era of a global economy, education systems are changing to rethink the teaching-learning process in order to prepare better individuals to be able to meet the changing social and economic demands. It is against this backdrop that in 2019 Kenya adopted the Competency Based Curriculum (CBC) in an effort to reform her education system and make it globally competitive with regard to human resource development. The new curriculum is being implemented within a 2-6-6-3 system of education framework as the old 8-4-4 system is gradually phased out. The CBC implementation is currently from Pre-primary 1 to Grade 7. CBC aims to equip school graduates with the requisite 21<sup>st</sup> century competences of communication and collaboration, critical thinking and problem-solving, creativity and imagination, and citizenship, digital literacy, among others. The success of the CBC is anchored on the transformational role to be played by the teacher which goes beyond a technical transmission activity to include competences and attitude development, talent identification and nurturing, career guidance, and even activism committed to diminishing the inequities of society. The bulk of the country’s teaching force will henceforth be concentrated in secondary schools as opposed to primary schools. Ideally, secondary school teachers would have had university-level education. These developments call for paradigm shifts in the way universities prepare teachers to be responsive to the changed role of the teacher. Of critical importance is the restructuring of the university teacher education programmes to ensure that they adequately address the challenges of the 21<sup>st</sup> century classroom, hence aligning them to the demands of CBC. The objective of this study therefore was to assess the level of emphasis accorded to skills of the 21<sup>st</sup> century teaching profession in university pre-service teacher training programmes in Kenya. Stufflebeam’s (1983) CIPP Evaluation Model was used to give focus to the study. Descriptive survey and case study research designs were used in the study. The study was carried out at Bomet University College (BUC) and the study population comprised 1 Teaching Practice Assessment Criteria (TPAC) used to assess students on teaching practice in the 7 undergraduate and 1 postgraduate pre-service teacher training programmes at BUC. A saturated sampling technique was used to select 1 TPAC which formed the sample of the study. A document analysis guide was used to collect data whereby the TPAC was analyzed for content related to skills of the 21<sup>st</sup> century teaching profession. A numerical rating scale was used to gather information relating to 22 skills of the 21<sup>st</sup> century teaching profession. Each skill was rated against a 5-point scale to ascertain the degree of emphasis it was accorded in the curriculum. Mean scores were computed for each category of skills and used to report the findings. The study found an overall average emphasis (M = 2.95) on the skills of the 21<sup>st</sup> century teaching profession by university pre-service teacher training programmes in Kenya. It was concluded that pre-service teacher training programmes in Kenya did not adequately emphasize skills of 21<sup>st</sup> century teaching profession hence producing graduates who were ill-equipped with the requisite competences. The study recommended that universities in Kenya should review their teacher education programmes to align them with the demands of 21<sup>st</sup> century skills of the teaching profession and the CBC.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0006/a.php" alt="Hit counter" /></p>

Using a CIPP-Based Model for Evaluation of Teacher Training Programs in a Private-sector EFL Institutes

As teachers play a significant role in language learners’ academic achievement, their training programs should be subjected to ongoing evaluation and analysis in order to ascertain teachers are equipped with adequate knowledge and skills. This study aimed to evaluate a private sector pre-service teacher-training program using the Context, Input, Process and Product (CIPP) model. For such a purpose, the program policies, planned course of actions and real practices, as well as the outcomes were closely studied through a sequential mixed-method design. The required data were obtained from the program’s stakeholder layers (N=296: 100 supervisors, 58 trainers, 100 teachers, and 38 trainees) participating in data collection phases using multiple methods and instruments including interviews, observations and surveys. All instruments were subjected to detailed validation and reliability investigations. The results revealed degrees of positive perspectives towards the program’s functioning and outcomes in training reflective, creative and energetic teachers. Although the participants reported optimistic views about the program quality, required modifications and essential improvements were strongly stressed by the trainers in terms of the length of the course, focus on classroom management, and provision of practice opportunities. The findings have implications for evaluation of teacher training programs implemented in similar contexts elsewhere.

Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning

The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 research model distinguishing between those who had or had not received training and those who did or did not teach using digital games. Results showed that teaching with digital games and attitudes toward integrating them into the classroom were positively correlated. Additionally, a higher level of techno-pedagogical knowledge was perceived by those with direct experience with digital games. Teaching with digital games enhances students’ thinking processes and lifelong learning skills, according to pre-service teachers. Theoretical knowledge about lifelong learning and higher-order thinking, accompanied by hands-on experience in implementing digital games, should be applied to pre-service teacher training programs.

Preservice teachers’ experiences of observing their teaching competencies via self-recorded videos in a personalized learning environment

We investigated how preservice teachers observe and analyze their competencies through self-reflection and video-learning community strategies and how self-recorded videos influence their microteaching experience. We aimed to improve preservice teachers’ competencies in light of the Saudi National Professional Teaching Standards. Semi-structured interviews were conducted, and a thematic analysis was performed to extract themes identifying preservice teachers’ experiences and perceptions. The results indicated that the use of self-recorded videos can influence the microteaching experience and help identify development gaps, analyze weaknesses and strengths, and reflect upon them. The results showed that preservice teachers hold positive perceptions and experiences of self-recorded videos to improve their Saudi National Professional Teaching Standards competencies via self-reflection and video learning community. Furthermore, personalized learning principles benefit preservice teacher training programs through self-reflection and self-analysis without coach intervention. This study presents discussions, implications, and recommendations that are relevant to both researchers and practitioners.

Self-Authorship: A Pedagogical Tool for Pre-Service Teachers to Develop (Pre)Professional Identity

This article reports on the use of self-authorship as a pedagogical tool to develop pre-service teachers’ professional identities. Pre-professional identity is considered a dynamic, less mature version of professional identity. Such a notion of fluidity in the professional self necessitates the integration of both personal and professional life experiences in the process of becoming, rather than already being, a teacher. A random sample of 56 pre-service teachers from a population of first-year students at a South African university was selected for this qualitative interpretivist study. Thematic analysis of personal reflections after a professional orientation programme indicates that the pre-professional identity of first-year pre-service teachers is mostly based on external cues and naïve perceptions rather than on well-thought-through personal ideology. The authors draw on Baxter-Magolda’s theory of self-authorship to highlight this influence of past life experiences that shape the pre-professional identity that first-year pre-service teachers bring to initial teacher training programs. Self-authorship is defined as a person’s ability to conceptualise and apply their own beliefs, identity, and social relations in various contexts. Findings confirm that most first-year pre-service teachers place themselves within the first phase of self-authorship. It is postulated that higher education institutions could, through platforms such as Work Integrated Learning, shift the structure and focus of pre-service teacher training programmes away from passive observation and instruction to active partnership, engaged reflection, and critical thinking. Such an approach can then contribute to professional and personal development through the remainder of the pre-service teacher programme. It is further argued that a longitudinal study is needed to explore this required movement towards and through the three phases of self-authorship.

Group adjustment links employability and turnover intention among Hong Kong kindergarten teachers: A school-to-work transition study

Turnover intention of kindergarten teachers is a concerning issue. This issue is particularly salient for novice teachers who, although employed, are still actively exploring their career choices. Scant research has examined what factors during the pre-service period can predict newly appointed kindergarten teachers’ turnover intention and the underlying mechanisms. To fill these gaps, we examined a possible, yet understudied, idea that kindergarten teachers’ employability during the pre-service period would shape their work adjustment after being employed (i.e., how well newcomers adjust to the job demands, work group, and organizational culture), and poor work adjustment would further elicit turnover intention. We tested this idea with a longitudinal, school-to-work transition study among 117 novice kindergarten teachers in Hong Kong. Participants reported their employability at the last semester of a pre-service teacher training program (T1). One to two months after the fall semester began, participants employed as in-service teachers reported their adjustment at work (T2). Then, they reported turnover intention at the beginning of the spring semester (T3). The results showed that T1 employability positively predicted T2 task and group adjustment but not organizational adjustment. More importantly, the indirect effect of T2 group adjustment was significant in the link between T1 employability and T3 turnover intention, but the indirect effects of task and organizational adjustment were insignificant. These findings illuminate the group adjustment mechanism behind the association between novice kindergarten teachers’ employability during the pre-service period and later turnover intention at work, contributing to the socialization process and professional development for novice teachers in the kindergarten context.

The Development of Pre-Service Teacher’s Professional Competence in Teaching English at Kendari, Southeast Sulawesi

Teaching English as a second language requires pre-service educators to possess a diverse skill set and adapt to evolving teaching methodologies and language acquisition theories. Therefore, it is crucial to investigate the factors that contribute to the development of pre-service English teachers' professional competence to ensure their readiness to enter the teaching profession. This study aims to investigate the factors contributing to the development of pre-service English teachers' professional competence in teaching English, addressing the lack of research in this area. More specifically, it aims to explore the challenges faced by pre-service teachers in developing their professional competence, identify areas where current teacher education programs may fall short, and provide practical recommendations for pre-service teacher training programs. This study employs a descriptive qualitative research method by involving five pre-service English teachers participating in a School Teaching Practice Program. To gather the data, this research uses a reflection section and then analyzedcategorized. The findings highlight the significance of active learning experiences, such as fieldwork and classroom practice, in fostering the development of professional competence among pre-service teachers. Additionally, the study emphasizes the need for pre-service teachers to be adequately prepared to meet the evolving needs of English language learners, especially in the context of changing teaching methodologies and advancements in educational technology.

STEM pre-service teacher education: A review of research trends in the past ten years

The urgent need for high-quality STEM teachers put forward a high demand for STEM pre-service teacher education, which generates a variety of research. This study aims to systematically review relevant articles using the CiteSpace software to visualize the research trends and research hotspots of STEM pre-service teacher education. 166 articles were selected from the Web of Science core collection database from 2012 to 2021. The results show that the research hotspots mainly include single-discipline pre-service teacher training, the design of STEM pre-service teacher training programs, and the application of modern high technology in education. While the research trends are reflected in the interdisciplinary and integrated training of STEM pre-service teachers, the construction of an evaluation system of STEM pre-service teacher education, and the integration and degree of application of high technology. The results provide an objective research basis for subsequent studies.

Pakistani Chemistry Teachers’ Understanding, Beliefs, and Teaching Practice About Climate Change

Teachers’ personal beliefs and understanding about science topics play a vital role in students learning. This is especially relevant for the teaching of climate change which is a scientifically complicated topic that can also be influenced by personal and political views. Semi-structured interviews were conducted with thirteen Pakistani chemistry teachers (grades 10 & 12) to understand their knowledge about the science of climate change as well as their beliefs and practices related to the teaching of climate change. We found that teachers believe it is important to teach climate change in schools. They report that they teach climate change with relevant topics and do not face any obstacles doing so. No consensus was found regarding the appropriate grade levels and disciplines in which climate change should be taught. We also found that teachers have insufficient scientific knowledge about climate change (e.g., they think that any change in environment is climate change and climate change is related to pollution and ozone layer depletion). Our results suggest that there is a need to include climate change in in-service refresher courses and preservice teacher training programs, so the teachers have better understanding of the science of climate change. Further, there should be more climate change content in high school chemistry and biology.

Rural primary teachers’ perceived affordances of ICT training in Nepal

ABSTRACT ICT training can be conceptualised based on affordance theory that offers a lens to observe how ICT training is perceived. This study examines teachers’ perceived value of ICT training and how they developed their awareness of affordances in the pedagogical practice of ICT. Since government teacher training does not cover ICT, ICT training along with computer lab is provided by NGOs. NGOs, thus, stepped in to complement the generic government teacher training. This study reports the findings of how goal-oriented ICT training offers teachers the capability of recognising the potential of training, and teachers progressively actualise knowledge of affordances into practices. ICT is still not a part of the key universities’ pre-service teacher training programmes. In-service training provided by NGOs that covers ICT is sometimes introductory and sometimes on-going. Following a one-week initial ICT training provided by NGOs, teachers were able to incorporate digital tools into lessons and use digital content to encourage students’ collaborative learning. When it first became apparent that teachers needed ICT training, the government directed them toward ICT training programmes at for-profit institutions. This study, thus, contributes to a practical understanding of affordance that can be utilised in government interventions of training and information system management.

Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.

Pre-service Teacher Training Program at Yarmouk University: Mixed methodology Evaluation Study

Objectives: This study aimed to evaluate the efficiency of the pre-service teacher training program (TTP) for the Classroom Teacher and Early Childhood Education majors at Yarmouk University from stakeholders’ perspectives.
  Methods: The study utilized a mixed methodology approach. The quantitative method with (57) female students from the Classroom Teacher and Early Childhood programs at Yarmouk University, 41 female cooperative teachers, and 10 faculty supervising for 2019/2020 at the Bani Ubaid District Directorate of Education. The qualitative method utilized the Consensual qualitative research (CQR) with a phenomenology paradigm through 21 semi-structured interviews to explore how stakeholders perceived the different challenges and opportunities that affected the efficiency of the pre-service training program at Yarmouk University.
  Results: The quantitative methods indicated a high degree of effectiveness in meeting the program's expected competencies (planning, teaching, classroom management, and assessment) in both majors. The qualitative data uncovered two main themes about challenges: teaching practices and regulatory and organizational challenges, and three themes in terms of opportunities: reforming competencies to include dispositions, creating a shared vision between schools and TTP units, and building accountability systems to enhance the efficiency of TTP.
  Conclusions: The study provided recommendations to revisit the pre-service teacher education program competencies, enhance pipeline efforts between the TTP unit and the schools, and monitor the pre-service procedures and regulations on both sites: university and school.

Becoming corpus literate: An in-service EFL teacher education framework for integrating corpora into EFL teaching

While much language teaching research has extolled the advantages of using corpora in the language learning classroom, uptake of corpora by language teachers remains low (Poole, 2020; Charles, 2020). Frankenberg-Garcia (2012a) reports that this is partly due to teachers having little time to prepare lessons with corpora given their busy teaching schedules. However, we also argue it is because teachers are not exposed to corpora sufficiently in pre-service teacher training programmes. This paper outlines a training framework for in-service EFL practitioners which will enable them to become corpus literate over a period of weeks. The framework utilises observational learning, and we gauge trainees’ corpus literacy development based on their reflections and experiences of teaching with corpora in class. Similar to previous corpus training research, teachers reported an overwhelmingly positive experience of learning to use a corpus for classroom materials design. Unlike previous trainings with corpora, teachers commented that using corpora did not require more time in lesson preparation when compared with traditional methods. Recommendations for future iterations of the training programme include the incorporation of additional corpora, tools and user interfaces.