Pre-service Teacher Training Research Articles

Evaluating the Quality of Teaching Performance among Jordanian Teachers in Light of Certain Demographic Variables

The quality of teachers' teaching performance depends on several factors, and development of their performance should be made according to a sound scientific methodology, so the study aims to assess the teachers' teaching performance quality in Ma'an, Southern Jordan, and identify the extent to which their performance is affected by some variables (Gender, Professional Experience, Teaching Stages, and Training). In order to achieve the study objectives, the descriptive survey method was used, and a measure of teaching performance quality was determined, consisting of three fields (Planning, Implementation, and Assessment) and including (40) items. The scale was used by educational supervisors to assess the quality of teachers' performance in Ma'an, and (347) male and female teachers were assessed. The results showed that teachers’ performance was average in general, but their performance of the first three grades was the weakest, while it was also shown that the female teachers’ performance was superior to that of male teachers. The performance of specialized teachers in the scientific field was better than the performance of their counterparts in the humanitarian field. The study showed the positive impact of professional experience and training on the quality of teaching performance. The study also demonstrated the importance of the first five years in the teachers’ work, therefore, the necessity of focusing on training and qualification at this stage was recommended, as well as training pre-service teachers appropriately.

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.

Preparing teachers for the future: Microteaching in the immersive VR environment

Abstract The present study aims to explore how pre- and in-service language teachers incorporate the cutting-edge technology of immersive virtual reality (iVR) into their teaching practice. Specifically, the study examined how their different knowledge levels and teaching experiences influenced their integration of technology by analyzing their performance-based tasks in microteaching in an iVR environment. This particular technology was selected for the study because it was expected to bring multiple pedagogical benefits to future foreign language learning classrooms, such as contextualized learning, increased learner motivation and interest, and enhanced interaction and communicative skill training. The study employed in-depth qualitative analysis. Data (lesson plans, screen recordings of microteaching episodes, and reflection papers) were collected from one preservice teacher training course and one in-service teacher training course at a Korean university. The study found a large gap between pre- and in-service teacher performance and identified the sources of the differences based on qualitative data analysis. The results showed that not only teachers’ technological knowledge but also their pedagogical knowledge of the use of technology and confidence in teaching affected technology integration. As technology integration has become more important in language education, the current study provided insight into how to better prepare teachers for future learners.

Analysis of the Differences Between Chinese and Western Preschool Education--The Case Study of China and Finland

Finland ranks first in the world for the quality of education and has a mature education system, a sound education structure and a highly qualified education team. Judging from the current situation, China's basic education has developed rapidly, the allocation of educational resources and government investment has been continuously improved, and the penetration rate of preschool education has increased significantly. However, there are still some problems and deficiencies in some aspects. This paper uses the method of comparative study, mainly from the two countries' preschool education status, preschool education curriculum arrangement and preschool education teachers three aspects of comparison. This paper argues that China's preschool education has deficiencies in the allocation of educational resources and the quality of teachers. Based on this, the following recommendations are put forward in this paper. First of all, China can strengthen policy protection, invest more funds in preschool education, and ensure the educational fairness of children in preschool education. Secondly, China can improve the curriculum standards and integrate various fields into the curriculum of preschool education to promote the all-round development of preschool children. Finally, China can improve the overall level of preschool teachers, focus on developing pre-service teacher training, and improve the quality of preschool education.

Bullying prevention training for Chinese preservice teachers' efficacy and beliefs toward bullying

AbstractBullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self‐efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (Mage = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre‐ and posttraining surveys. The participants in the treatment group completed a 5‐week bullying prevention training program (1.5 h per week). Measures of antibullying self‐efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self‐efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed.

Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment

Since 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching processes. Moreover, from the year 2020 and onwards, teacher educators’ knowledge of teaching, curriculum, and technology has been transformed to align with the new teaching and learning requirements for creating and delivering instruction in teacher education. However, little is mentioned in studies on how teacher educators think about lesson activities, especially how they map out instructional pathways and technology integration in a technology-rich environment. It is against this backdrop that this study uses qualitative and interpretive paradigms to investigate teacher educators’ use of mind-mapping for instructional practices in a technology-rich environment. The objective was to understand how they develop or prioritize the development of technological pedagogical content knowledge (TPACK). Six participants were purposively selected based on the criteria that the participants must use mind-mapping to plan lesson activities and integrate technology into the lesson, reflect on the instructional process, and allow the researchers to observe their classroom teaching engagements. Data was generated and collected using journal reflections, observations, and document analysis. The findings showed that the teacher educators made use of mind-mapping in the preparation of lesson activities and created rubrics using mind-mapping. They also used self-made video podcasts and integrated videos in lesson activities and mind-mapped assessment pathways with technology. From the narrations shared by the participants, the use of mind-mapping opened new strategies of planning, teaching, and assessing instruction with technology to develop technological pedagogical content knowledge.

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.

Instructional Design of Classroom Instructional Skills Based on the ADDIE Model

Abstract: With the rapid societal changes, the diversity of educational design approaches has increased. Educational professionals are now confronted with new challenges in training pre-service music teachers. They are required not only to employ emerging technologies for knowledge transfer but also to focus on cultivating teaching abilities to better meet the demands of prospective employers. This study utilizes the five phases of the ADDIE model (Analysis、Design、Develop、Implement、Evaluate) to design and develop a classroom teaching skills module aimed at enhancing the teaching abilities of pre-service music teachers. The application of the ADDIE instructional model in designing and developing modules for teaching pre-service music teachers is explored. The research findings indicate that the classroom teaching skills module has significantly improved the teaching abilities of pre-service music teachers. This study aims to reveal pathways for instructional reform in pre-service music teacher education, aligning it more effectively with societal needs and expectations.

Educational Needs of Form Teachers in Primary and Secondary Schools in Slovakia: Pilot survey results

An innovative approach to delivering pre-service teacher training to student teachers in individual areas is considered crucial in the smooth digital transformation of education in Slovakia. One of the major shortcomings of the current pre-service training of student teachers is the fact that not all higher education institutions involved in the teacher trainee preparation have incorporated into the relevant part of the curricula the area of acquisition of specific competences of the form teachers with such accent as the requirements of practice would require. The authors present the conceptual and methodological background of a pilot sample survey focused on self-assessment of the educational needs of form teachers at the secondary level of education in Slovakia. The specification of the assessment areas was based on extensive research of available literature, as well as on personal discussions led by different experts.

Is there a dialogic teaching model in primary school classrooms? A qualitative study in the practicum / ¿Existe un modelo dialógico docente en las aulas de Educación Primaria? Un estudio cualitativo en el practicum

This study inquires into how students in primary education teaching degrees professionally view teaching–learning situations during their practicum period at schools. In particular, it examines how they professionally view aspects of the teaching models they observe in the classroom. Using a qualitative approach, we analyse the narratives written by the teachers-in-training in which they had to identify and describe teaching–learning situations related to the mathematics competence and the linguistic communication competence. To focus the gaze of the teachers-in-training on the teaching models, they were given several guiding questions. The results show that in their narratives, the students highlight relevant aspects of the teaching models in the situations they observed. However, the changes they proposed show that they focus on the mathematics or language content without taking changes in the aspects of the teaching models observed into account. Therefore, they do not observe changes aimed at including new strategies or resources which resemble the characteristics of a more collaborative model common to learning communities. The main conclusions suggest taking decisions in pre-service teacher training towards a more collaborative model based on participative, dialogic and active collaboration in the educational process.

Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments

Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head‐mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K‐12 mathematics and wearing a head‐mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non‐cumulative effect. Practitioner notesWhat is already known about this topic 360 videos are increasingly used to support preservice teacher training. 360 videos for teacher education foster immersion, presence, and noticing skills. What this paper adds Empirical evidence that 360 videos experienced with head‐mounted display facilitate agency and emotional involvement. Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control. Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos. Implications for practice and/or policy Head‐mounted displays show promise as a delivery mode for 360 videos in teacher education. 360 videos should be personalized according to PST career and professional goals. The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments. More research is needed to evaluate the scalability of this approach in other contexts.

The Role of Preparing Teachers’ Understanding of the Co-Teaching and Collaborative Teaching Models in Developing their Teaching Experiences

This study explored the role of preparing teachers’ understanding of the co-teaching and collaborative teaching models. This research aims to significantly advance inclusive education practices by offering novel perspectives on the functions of co-teaching models and the preparation programs for pre-service teachers. This investigation employed a descriptive research technique to understand the essential elements and strategies of effective preparation programs for pre-service teachers that promote co-teaching and inclusive education, as perceived by teachers. A total of 30 individuals participated in the research project, consisting of 20 pre-service teachers in their last year of college and 10 full-time teachers in public schools in Saudi Arabia. The survey revealed that 80% of the pre-service teachers considered that peer-to-peer learning activities, such as group discussions and collaborative projects, were the most effective means of acquiring knowledge regarding co-teaching approaches. The comprehensive findings of this study challenge conventional notions regarding the preparation of teachers and highlight the urgent necessity of formulating novel and all-encompassing approaches for pre-service teacher training.

The impact on motivation of CLIL-izing EMI in science education. A longitudinal case study in pre-service teacher training

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers in modern languages and science education collaborated to design and implement the “CLIL-ization of EMI” intervention. The sample was made up of 105 students, 55 of whom were given instruction in English, and 50 in their mother tongue, Spanish. Two instruments for motivation in English and science were applied before the intervention, two weeks and one year afterwards. Additionally, an open-ended questionnaire was used with the experimental group to gain a more in-depth insight into student perception of EMI. Results showed that the short intervention did not impact motivation towards learning English, but it did effect that for science contents in the short and long term. The student stance on the experimental instruction of science in English was highly positive.

Effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees conceptual understanding and retention of Acid-Base Chemistry and Stoichiometry

The study aimed to investigate the effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees' conceptual understanding and retention of acid-base chemistry and stoichiometry. A quantitative approach with a pretest–posttest-delayed test quasi-experimental design was used. In the study area, there were only two sections of first-year trainees in the natural science department. So a comprehensive sampling technique of the two intact sections was employed. The two intact classes were randomly assigned to an intervention group (IG) and a comparison group (CG). Data was collected using Acid-Base Chemistry and Stoichiometry Conceptual Understanding of a two-tier multiple-choice Test (ABSCUT). Parametric statistics (independent sample t-test and ANCOVA) were used for the data analysis. The independent sample t-test was used for the pre-test analysis to examine the prerequisite experiences of trainees in the two groups and male and female trainees in the IG before the intervention. The result showed no significant difference between the mean score of the CG and IG. The result also showed no significant difference in the mean score of male and female trainees in the IG. The ANCOVA was used for post-test and delayed test analysis after the intervention. The result indicated that there was a statistically significant difference between the two groups on conceptual understanding, F (1, 49) =5.07, p=.029, partial eta squared=0.094, in favor of IG. This tends to imply the concepts of the trainees who received the intervention outperformed the comparison group. The ANCOVA result also indicated that gender difference has no statistically significant difference in the IG, F(1,24)=3.68, p=.067. The delayed-test analysis showed that the IG has higher retention than the CG. Based on the results, this study recommended that policymakers, chemistry curriculum experts, chemistry curricular material developers, and practitioners alike consider the application of computer simulation-integrated chemistry instruction to enhance learners’ conceptual understanding and retention.

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.

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

AbstractToday’s success metrics extend beyond traditional literacy and numeracy to encompass strategic learning with a growth mindset, equipping individuals with the attitude and skills to navigate and surmount new challenges. In a digital era, where information is readily available and knowledge constantly evolves, the value placed on learners is not merely based on their current knowledge but on their courage and capability to continually engage cognitive, metacognitive, motivational, social, and emotional resources for lifelong learning. In this dynamic landscape, self-regulated learning (SRL) skills are crucial, empowering students of all ages to take control of their learning journey. SRL, the goal-directed process of monitoring and regulating one’s learning activities, has been shown to significantly influence academic outcomes. Although teachers acknowledge SRL’s relevance, it remains underrepresented in everyday teaching practices, impacting not just student learning but also the training and experiences of preservice teachers in the classroom. This gap perpetuates misconceptions about SRL and hinders its integration into educational settings. Therefore, this special issue first introduces the INSPIRE model of teachers’ multiple roles as instructors, navigators, strategists, promoters, innovators, role models, and encouragers in supporting students to become self-regulated learners and describes teachers’ professional competences to fulfil these roles. Second, it dedicates four articles to exploring teachers’ professional competences in SRL and its promotion in everyday school. The articles address particular aspects of the INSPIRE model and highlight the importance of teachers equipped with the necessary training and competences to guide students in becoming self-regulated learners. Linking the research areas of teachers’ professional competences in SRL and teachers’ promotion of SRL in the classroom this special issue offers a comprehensive approach to SRL in everyday school and opens up perspectives for the transfer into practice.

Development of a TPACK Educational Program to Enhance Pre-service Teachers’ Teaching Expertise in Artificial Intelligence Convergence Education

This research focuses on developing an Artificial Intelligence (AI)-based educational program within the Technological Pedagogical Content Knowledge (TPACK) framework to enhance the competency of pre-service teachers in AI convergence education. To assess the effectiveness of this program, South Korean pre-service teachers participated in a study where they engaged in AI convergence TPACK education. Freshman students were divided into two groups: one received traditional AI education, while the other took part in the AI convergence TPACK educational program. An evaluative tool was used to measure the AI-convergence teaching skills of these pre-service teachers. The results of the study revealed that the AI convergence TPACK educational program significantly contributed to developing AI convergence teaching capabilities among the participants. Furthermore, a comparative analysis demonstrated a substantial advantage in the AI convergence education skills of teachers who participated in the TPACK program compared to those who received AI education alone. Notably, the most significant improvements were observed in Pedagogical Content Knowledge (PCK) and TPACK, which were identified as critical components of AI convergence teaching expertise. This research underscores the importance of a tailored and comprehensive approach to training pre-service teachers in the ever-evolving landscape of AI in education. It highlights the effectiveness of the AI convergence TPACK educational program in enhancing pre-service teachers' AI convergence teaching skills and emphasizes the pivotal role of PCK and TPACK in preparing educators for AI-integrated educational environments.

Moving towards preservice teachers’ implementation of universal design for learning: the central role of self-efficacy

ABSTRACT As Universal Design for Learning (UDL) has emerged as a reference model to facilitate inclusive education, recent policies have stated the need to strengthen its use in schools and to train preservice teachers in UDL implementation. Growth mindset about learning, self-efficacy towards inclusion, and self-regulation and motivation for teaching are key constructs of UDL implementation for preservice teachers. The present study analyzes the relationship of these three constructs in the implementation of UDL by Spanish preservice teachers and explores the role that internships and specialisation play in such implementation. The results highlighted self-efficacy as the only predictor of UDL implementation and noted that undergraduate specialisation or the number of hours of internships done do not influence the degree of implementation of UDL among preservice teachers. Considering thus the fundamental role of self-efficacy, practical implications on UDL training for students in education degrees are discussed and future lines of research are outlined.

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.