Pre-service Teacher Training Research Articles

Integrating the Key Competencies of International Large-Scale Assessment (ILSA) into the Teacher-Education Curriculum in the Philippines

This study proposes a framework to integrate competencies from various international large-scale assessments (ILSAs) into the program design of a teacher educational institution (TEI) in the Philippines. Using a descriptive-developmental research design, the study examined how ILSA key competencies can be incorporated into the curriculum, along with practices of outcomes-based educational programs at the TEI. Inductive thematic analysis of focus group interviews revealed one overarching program-level theme: using ILSA as a benchmark for curriculum development. At the micro level, four core themes emerged: (1) strengthened content teaching, (2) increased pedagogical content knowledge (PCK) courses, (3) explicit targeting and teaching of ILSA competencies through course-intended learning outcomes (CILOs), and (4) ILSA-like assessments. The study recommends that the Philippine Department of Education (DepEd) and TEIs collaborate to align pre-service teacher training with global literacy standards, ensuring that pre-service teachers are equipped to teach ILSA-recommended skills.

When creativity wakes up emotions: an illustration of a creative course for pre-service teacher training

In the current dynamic society, creativity stands as a crucial asset, empowering individuals to devise new and inventive solutions to navigate the shifts accompanying societal evolution. This trend significantly influences both the preparation of future educators and the ongoing professional growth of practicing teachers. It's essential to consider the connection between students' emotional experiences during the learning process to foster their creativity. The correlation between a person's emotional state and their creativity shows that both negative and positive emotions can influence creative expression. Furthermore, emotional intelligence (EI) is assumed to help prioritize thinking and manage emotions in different life situations, with the initial EI process being assessing and expressing of emotions. This study evaluates the emergence of emotions experienced by students in an academic context, focusing on action-research with Master’s students (n = 10), who are future teachers for Secondary schools in Switzerland. Throughout the creative course, participants utilized a Creative Process Report Diary (CRD) to document the emotions they experienced while engaging in the diverse creative activities. The findings of this study indicate that participants predominantly encountered positive emotions during creative activities, such as enthusiasm and pleasure. Initial emotions sometimes leaned towards the negative spectrum, characterized by frustration or fear. However, as the creative activity unfolded, these emotions evolved into more positive ones, such as pleasure or interest. This study contributes to our understanding of the interplay between emotions and creativity and provides insights into how managing these emotions can foster a productive and creative learning environment for future teachers, even though emotional intelligence was not directly tested in this research.

Pre-service teachers’ technological pedagogical and content knowledge (TPACK): their readiness for online instruction

ABSTRACT Rapid changes and greater complexities bring new difficulties and place new expectations on our educational system. Teacher education programs must adapt to these changes and train pre-service teachers in various learning modalities. This study determined the readiness of pre-service teachers to teach online based on their technological pedagogical and content knowledge (TPACK) when they are grouped based on their profile. Through proportional random sampling, 400 third-year pre-service teachers were surveyed using comparative research. No significant difference in the readiness of pre-service teachers to online instruction based on their TPACK when grouped according to their sex and specialization. However, it was found that the respondents when grouped according to their specialization were different in terms of their Technological Knowledge and Technological Content Knowledge. This study suggests that as the era of technological changes emerged, the abilities of preservice teachers must be highly targeted to cope with dramatic changes in the educational landscape.

Innovative Frameworks for Teacher Noticing: Video Insights into Pre-Service Trainee’s Practices

Teacher noticing is a fundamental aspect of effective teaching, yet its influence on instructional practice is not well understood. This paper presents an extended framework for teacher noticing, alongside two innovative assessment tools: the Initial Teacher Education Noticing Continuum (TEN) and the Noticing Observation Framework (NOF). Utilising a mixed-methods approach within an intrinsic case study involving nine pre-service trainee teachers, the research uncovered significant insights into the participants' professional vision. The TEN demonstrated notable sophistication in trainees' skills for selecting, reasoning, and responding, while the NOF revealed that noticing plays a crucial role in developing teacher competency. As the study progressed, the participants exhibited marked improvements in their teaching practices. These results underscore the importance of structured frameworks in elucidating the relationship between teacher noticing and effective instruction, offering valuable implications for teacher education programmes.

The Road to Sustainable Peace: Galtung’s concept of positive peace as a framework to examine post-war reconstruction initiatives in Syria

Premised on Galtung’s theory of positive peace (1969), this study examines whether the Syrian government’s post-war initiatives to reconstruct the education sector aim to promote a culture of positive peace. Data is obtained from semi-structured interviews with twelve participants consisting of senior government officials, teacher educators from a public university and the equivalent of pre-service and in-service teacher training centres within a government-held area. The validity of meaning developed from interview data was also assessed through cross-checking emerging patterns with document examination. Research findings reveal that the government’s current approach to reconstruction is based on a negative concept of peace that aims to bring life back to ‘normal’ as it was before the conflict.

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.

Classroom language training for non-English pre-service teachers: a professional development project

Classroom language training for non-English pre-service teachers: a professional development project

The Integration of Pre-Service Training and In-Service Support Models in Canada and Their Impact on Multicultural Education

This paper explores the integration of pre-service training and in-service support models for immigrant teachers in Canada and examines how these mechanisms assist in their adaptation to the Canadian education system and diverse cultural environments. The study discusses the unique challenges faced by immigrant teachers, including credential recognition, cultural adjustment, and the potential for bias or discrimination. Through an analysis of training programs and professional development opportunities, the paper highlights the importance of mentorship, cultural awareness, and continuous language and career support in promoting the success of immigrant teachers. Furthermore, the paper evaluates the impact of immigrant teachers on multicultural education, emphasizing their role in fostering inclusive classrooms and improving student outcomes. By creating a dynamic and diverse workforce, the integration of these models contributes to the development of an equitable and responsive education system that reflects the multicultural nature of Canadian society.

Music Teacher Competences Oriented Toward Inclusive Education: An Analysis of Proposals in the Initial Pre-Service Teacher Training Phase

Initial pre-service teacher training should include insights and learning that are closely related to classroom practice. In this paper, we analyse the expectations voiced by pre-service teachers studying toward a master’s degree in secondary education as well as by in-service teachers. Both groups participated in a 6-month professional development project focusing on the competences they need as music teachers in order to achieve inclusion in the classroom. Results from interviews and focus groups confirm that music teachers require multidimensional and correlated training that combines and integrates didactic, pedagogical, disciplinary, and transversal competences in their professional practice. Multidimensional correlated training and a critical teaching attitude are essential for teachers to be equipped to rationally address music learning needs and problems in the inclusive classroom. Findings of this exploratory study can be used as guidelines for policy makers and curriculum developers.

Reducing COVID-19-Induced Educational Slumps—Training Preservice Teachers to Be Children Coaches: An Evaluation of Effects in Elementary Schools

The school closures due to the COVID-19 pandemic have had significant side effects, particularly on the psychological well-being of pupils. This situation poses great challenges for teachers in schools. At the same time, teacher education students have to be prepared for this situation by being trained to deal with difficult situations and pupils with symptoms of psychological disorders. Furthermore, they need to adequately address the increasing heterogeneity in terms of their pupils’ learning standards. To meet these challenges, the teaching project “CaBire” was called into being. As part of this project, teacher education students first receive theoretical input to act as socio-psychological coaches for children. After the training phase, students offer support to pupils at schools. This practical phase is accompanied by coaching-supervision seminars led by psychology teachers at the university. Both the practical phase, as well as the accompanying seminars at the university can be credited to teacher education students’ studies. Here we report a good-practice example and an evaluation of this teaching concept based on data of a mixed-method design. The results are promising and point towards a beneficial program for both teacher education students and pupils.

Influence of Teacher Professional Development on Quality of Teaching Mathematics in Public Secondary Schools of Rwanda: A Case of Burera District

The research examined the influence of teacher professional development (TPD) on the quality of teaching mathematics in public secondary schools in Rwanda. A Case of Burera District. Specifically, the research was assessing the effect of pre-service training on teachers’ performance in selected public secondary schools in Burera District, Rwanda, determining the effect of induction training of teachers on teachers’ performance in selected public secondary schools in Burera District, Rwanda, and establishing the effect of continuous teacher professional development of teachers on teachers’ performance in selected public secondary schools in Burera District, Rwanda. The sample size was 4012 respondents, with a sample size of 364 participants. This study used primary sources like questionnaires and interviews to gather data, using purposive, stratified, and simple random sampling methods. It employed both quantitative and qualitative methodologies, including content analysis and descriptive statistics. For the first objective, results indicate that 53.8% strongly agreed that Better skilled teachers are more likely to be better inspired and achieve better than inadequately trained teachers, 76.9% strongly agreed that Pre-service teacher training in Rwanda is too abstract, 84.6% strongly agreed that Pre-service teacher training deprives teachers-to-be from the encounters of classroom management of the learning process and 92.3% strongly agreed that Pre-service training of teachers is essential and helps in organizing different programs for pre-service training, updating and upgrading incoming and working educators at all levels and , and 84.6% strongly agreed that Teachers who receive adequate pre-service training performed better in the schools. For the second objective, 92.3% strongly agreed that the lack of induction training impairs TPD, 84.6% strongly agreed that induction training is important for teachers’ PD, 76.9% Strongly agreed that there are challenges with professional development for teachers, 69.2% Strongly agreed that the government, non-governmental organizations, and school authorities can and should do to make teachers’s professional development better. 61.5% Strongly agreed that the lack of induction training impairs TPD and 84.6% Strongly agreed that induction training is important for teachers’ PD. The study found a strong positive relationship between pre-service training, teacher motivation, engagement, and content expertise. It also showed a positive relationship between continued teacher professional development and content expertise, motivation, and engagement. Additionally, a significant correlation was found between teacher integrated pedagogical training and content expertise, motivation, and engagement, with a high attractiveness rate, indicating a positive relationship between these factors. These findings suggest that teacher professional development can influence the quality of teaching mathematics and were positively and statistically correlated since most of their level of significance was more than 0.05 in association with the quality of teaching mathematics in public secondary schools in Rwanda. Recommended that to enhance student learning, encourage active participation through discussions, debates, and hands-on activities. Promote teamwork and collaboration through group projects and real-world scenarios. Regular feedback and technology integration enhance learning experiences. Adapt teaching strategies to meet diverse learning needs. Use formative assessments to monitor progress and improve metacognitive skills. Encourage curiosity and creativity, and create a safe, inclusive environment. Develop positive relationships with students to foster social-emotional competencies.

Education For Sustainable Development in Preservice Teacher Program: A Bibliometric Method

Objective: Sustainability education or education for sustainable development is crucial for advancing eco-conscious growth. In this context, the teacher is essential in delivering knowledge and fostering awareness of sustainability among students. As the younger generation, students will contribute to the development of businesses and the country. Consequently, the behavior of the generation should correlate with sustainability principles. Teachers also influence the formation of a young generation equipped with a deep understanding and awareness of sustainability, shaping future behaviors. Based on this discovery, sustainability education for a prospective teacher is essential. Therefore, this study aims to provide a comprehensive analysis of trends related to sustainability education for a preservice teacher. Method: The study adopted a bibliometric method using the VOS viewer and analysis tools available on Scopus. The analyzed articles focused on sustainability education for a preservice teacher, published in the Scopus database between 1998 and 2024. Results: The results showed that several areas within this field required further publication, offering opportunities for scholars to explore. Novelty: The study was the first to explore sustainability education within the context of preservice teacher training.

Инновационные педагогические технологии и роль преподавателей в обеспечении качественного педагогического образования в Саудовской Аравии

Saudi Arabia's education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers' colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor's or master's degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers' perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.

Evaluating the Quality of Training Programs for Pre-Service Music Teachers in Chinese Higher Education Institutions

This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these programs on a scale ranging from 1 to 10. Second, the evaluators were invited answer four open-ended questions about the areas for improvement in terms of program goals and objectives, program curricula, instructional methods, and learning assessments, respectively. The generalizability (G-) theory framework was employed to analyze the quantitative data, particularly to examine the variability in ratings and the reliability of the program evaluations. The qualitative data underwent coding, categorization, and organization according to recurring themes. The results indicated that the rating of the quality of these programs by the four program evaluators was extremely consistent and unbelievably reliable. Furthermore, major areas for improvement are identified in program objectives and curricula as well as instructional methods and learning assessments. Implications for pre-service music teacher training program developers in Chinese colleges and universities are discussed.

Using Virtual Reality in the Educational Process to Increase Students' Motivation and Interest

This article aims to identify some obstacles and opportunities for using virtual reality tools in teaching English to students. The research method is a case study focusing on the perceptions and responses of four teachers. Semi-structured interviews were used to collect this data. The results show the importance of pre-service and in-service training for teachers to use a foreign language effectively - in this case, English - when teaching with these tools. Additionally, teachers highlight specific difficulties that hinder the realisation of the educational opportunities offered by virtual reality in the process of foreign language learning. The results show that, for example, despite the overall level of satisfaction, motivation is not always present in the use of smartphones. In contrast, satisfaction, motivation, and engagement are closely related in virtual reality. These differences emphasise the importance of technology in the learning process. The novelty of this paper is to study these discourses to find that the main motivations that drive teachers to use new virtual tools are related to both personal factors (curiosity, passion, interest) and pedagogical aspects (application, sharing experiences with colleagues, caring for students). These two forms of motivation, essential for proper technology integration, underline the strong desire of teachers to participate in the project to improve their teaching practice and optimise student learning. However, although motivation is an influential factor in integrating new technologies, teachers do not hide their doubts and concerns. The practical value of the study on using virtual reality (VR) in the educational process to increase students' motivation and interest is creating an interactive environment that can engage students and make learning more fun. This is especially important for those with difficulties with traditional teaching methods and individualising learning. VR allows you to adapt the material to the needs of each student, which contributes to more effective learning. Learners can work at their own pace and repeat the material as often as necessary.

Reading habits of student teachers studying at a distance-learning institution in South Africa

Background: South Africans are widely perceived as not being a reading nation. For many South African children, their first encounter with books and stories occurs when they formally enter the schooling system. This raises the question of how teachers understand their role as reading role models.Objectives: This article aims to investigate how pre-service teachers who are registered at an open distance learning institution evaluate their reading habits.Method: The study employed phenomenography as a research design. All students registered for the Children’s Literature module in 2023 were invited to participate in the study. The submissions of a formal forum discussion assessment of students who agreed to participate in the study were analysed and arranged in themes and codes using Atlas.ti.Results: The article shows that most students perceive themselves as readers, though for varied reasons. The findings suggest the rejection of a monolithic definition of a reader identity. Instead, the notion of categories of readers provides more valuable information for understanding reading behaviour and reader identities.Conclusion: This study confirmed that pre-service teachers are aware of the benefits of reading, though their actions to improve their reading ability, are inadequate.Contribution: Since pre-service teacher training is arguably an important opportunity for addressing the literacy crisis, the findings of this study emphasise the important role of teachers as reading role models.

The Zone of Proximal Development in Pre-service Teacher Training A Case Study on ZPTD in Lesson Plan Design

This study explores the application of Vygotsky’s zone of proximal development in pre-service teacher training by investigating the effectiveness of ZPTD in lesson plan design. A qualitative research approach has been utilized to gather and analyze both versions of a lesson plan designed by a pre-service teacher (the researcher). The revised lesson plan, with appropriate scaffolding from the instructor and suitable advice from peers, is more balanced and better developed when compared to the original version that created by the pre-service teacher alone. In comparison to effects of microteaching, students show increased engagement and motivation in the modified lesson plan implementation, indicating that the pre-service teacher has reached the potential level in lesson plan design with the help of the instructor’s scaffolding. By bridging the gap between the pre-service teacher’s current and potential level of designing a lesson plan, this study shows that ZPTD can be applied in pre-service teacher training on lesson plan design.

A Study of the Current Status of Inclusive Education Literacy Development Among College Normal Students Majoring in Early Childhood Education—Taking Province G in China as an Example

Inclusive early childhood education is a major trend globally in the pursuit of equitable and high-quality preschool education, and it is an indispensable part of building a high-quality education system in China. Developing an excellent teaching workforce in inclusive early childhood education is key to improving the quality of preschool integration, and pre-service training is particularly crucial. This study focuses on preschool education major students in G Province, China, using a questionnaire survey method to assess the levels of various dimensions of inclusive education literacy among these students, identify existing issues, draw research conclusions, and provide recommendations. The results indicate that students have a high level of understanding of inclusive education concepts, but their knowledge and skills are relatively low. There are significant differences in inclusive education literacy levels among students from different school tiers and grades, with junior college students scoring higher than undergraduate college students. Additionally, there are no significant differences in inclusive education literacy based on gender or whether students have had face-to-face contact with exceptional children. The findings of this study can serve as a valuable resource for the pre-service training of early childhood teachers in inclusive education literacy.

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.

Exploring Effective Pre-Service Teacher Training Methods: An Analysis Based on Learner Motivation and Experience

Exploring Effective Pre-Service Teacher Training Methods: An Analysis Based on Learner Motivation and Experience