Confidence Of Pre-service Teachers Research Articles

The Perceptions of Pennsylvania Pre-service Teachers Regarding Their Preparedness to Utilize and Integrate Educational Technology into the Classroom

Technology is present in today's classrooms. Its value has been demonstrated in research, and state regulations have been established to govern its usage. These realities indicate the importance for teachers to feel comfortable implementing technology. However, research shows some teachers feel they are not adequately prepared. In turn, they opt. This study uncovers insights into how prepared Pennsylvania pre-service teachers feel to implement technology into their future classrooms. This research suggests to what degree future teachers feel prepared and considers how they derive a sense of preparedness or a lack thereof. Perceptions emerged through interviews with eleven Pennsylvania pre-service teachers. Findings indicated that most participants felt confident with classroom technologies, but suggested aspects of training that could have better prepared them. Participant insights revealed five key features of teacher preparation programs that affect a pre-service teacher's confidence: experience or training, exploration, student teaching placement, cooperating teacher, and program coursework. Importance: In an effort to prepare Pennsylvania pre-service teachers for technology integration, preparation programs must provide opportunities for hands-on experience, sufficient training, time for exploration, technology-enriched student teaching placements, cooperating teachers who use technology, and technology education that is integrated within the program's coursework. It is possible that if colleges and universities could ensure that pre-service teachers are placed in classrooms with technology and with cooperating teachers who use the tools, other factors could be guaranteed. If pre-service teachers obtain an adequate amount of training and first-hand experience, it is likely that they will feel prepared to use technology upon graduation. This could help alleviate a current problem: technology capabilities are present in classrooms across Pennsylvania, but not all teachers feel comfortable implementing these resources.

Planning community-centered inquiries: (Re)Imagining K-8 civics teacher education with/in rural and Indigenous communities

This phenomenological case study investigates how planning community-centered civics inquiries can prepare elementary pre-service teachers to better address inequities facing rural communities, including those located on Indigenous reservations. Specifically, the study addresses this research question: How does community-centered planning inform pre-service teacher readiness to support place-conscious and anti-colonial civics education within elementary contexts? Findings suggest that guided, community-centered planning leads to enhanced pre-service teacher confidence in preparing to facilitate equity-oriented elementary education, particularly as related to evolving understandings of civics content competence, relational commitments, and responsibilities of rural teachers.

Empowering the future generation of teachers to promote optimal academic outcomes through physical activity: Transform-Ed!

Objective: The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. However, a lack of time and teacher overload are consistently mentioned as barriers to the sustained implementation of physical activity programs by teachers in schools. We know the quality of initial or pre-service teacher education has a significant impact on learning and teaching outcomes more broadly, but little is known about the implementation and effectiveness of embedding physical activity interventions in initial teacher education. Transform- Ed! is a novel active pedagogy intervention embedded in initial teacher education. It equips future teachers with innovative strategies to promote optimal academic outcomes through meaningful physical activity in the classroom. Framed by implementation science, this research investigated the reach, effectiveness, adoption, adaption, implementation and maintenance of the Transform-Ed! program, when embedded within the first year of an Australian Bachelor of Education (Primary) degree. A further aim was to provide guidance for the scale-up of the program. Methods: Pre/post surveys and post-program interviews and focus group discussions were conducted with key stakeholders (n = 5), lecturers (n = 6), and pre-service teachers (n = 274) involved in the 12-week Transform-Ed! program. The design, implementation, and evaluation of the study were systematically guided by all five dimensions of the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Results: Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Significant improvements were noted in pre-service teacher confidence and competence in the delivery of such strategies and their perceived effectiveness on student outcomes, while perceived barriers decreased. High adherence was consistently reported and the program was maintained after completion of the implementation trial. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an “inter-systemic approach”, a “co-design” approach, “embedded in professional practice”, and “evidence of impact” on teacher practice. Discussion: Anchored in real-world settings and tethered by implementation science, this RE-AIM evaluation suggests Transform-Ed! could have the potential to advance the teaching capability of teachers, and improve the learning experience and physical and academic outcomes of children. There is no conflict of interest to declare by any author.

Motivation and Confidence of Pre-Service Teachers to Use English as Medium of Instruction during Teaching Practicum

Motivation and confidence in language teaching have always become interesting things to be observed. This study was intended to give a complementary views related to what factors might contribute to the ups and downs of how Pre-Service Teachers of English struggling to finish their teaching practicum at schools. Some supervising teachers at schools were requested to recall their memories and reopen documents about PSTs who ever conducted their teaching practice there. Their comments on how PSTs performed their instructions in the classroom might give solution to less-motivated and low confident PSTs. As a result, some courses at Tarbiyah Faculty which were given before PSTs having their teaching practicum need to be evaluated and revised.

Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia

This study has investigated the technological knowledge (TK) and technological pedagogical and content knowledge (TPACK) confidence of 113 Saudi pre-service teacher students who were in their final year of the teacher education program. For this purpose, a descriptive survey method was used, and the data was obtained using the TPACK Confidence Survey (TCS). The results indicated a high percentage of participants had a very low level of perceived competences while using digital technologies for teaching and learning. Similarly, participants expressed a very low level for most TPACK integration practices. Female pre-service teacher participants exhibited a more significant confidence and readiness to engage in information and communication technology practices to transform learning outcomes of students. Several implications and recommendations are derived and discussed in this study.

Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching

This study evaluated the efficacy of geospatial technology (GT) learning experiences in two geography curriculum courses to determine their effectiveness for developing preservice teacher confidence and preparing preservice teachers to incorporate GT in their teaching practices. Surveys were used to collect data from preservice teachers at three intervals over one semester. Results indicate preservice teachers' confidence and competencies to successfully integrate GT in their teaching increased over the duration of the study. The findings highlight the value of providing GT learning experiences in geography curriculum courses and contribute to the literature on preparing preservice teachers to incorporate GT in teaching geography.

A Theory-driven Approach to Subject Design in Teacher Education

The intent of this study was to examine how a theoretically-designed subject in an undergraduate teacher education course impacted on the learning and confidence of pre-service teachers in catering for the needs of students with diverse needs. The subject design utilised theoretical principles of self-organisation that were incorporated with the teaching and application of three evidence-based pedagogies of inclusion: explicit teaching, cooperative learning and collaborative practice. The study examined how the principles were enacted throughout the delivery of the subject and sought pre-service teacher reflections after completion. Initial findings suggest that embedding these principles and incorporating practical application throughout the subject assisted pre-service teachers with their learning, the completion of assessment and enhanced their confidence in being able to meet the needs of students with diverse needs.

How Confident are our Pre Service Teachers of Primary Training Colleges - A Peep into the Effect of Academic Performance on the Confidence Levels

Confidence is an imperative attribute for teacher quality. A confident teacher is able to transact the curriculum in an effective manner and this plays a role in enhancing the achievement of students. The main objective of the research is to study the effect of achievement with reference to gender and area on the confidence level of pre service teachers of primary training colleges. The study draws its sample from the primary training colleges of Gujarat Region. The sample is drawn through stratified random sampling technique and consists of 320 pre service teachers. Survey method is employed to carry out the research. Tool of the study is Pre service Teachers Confidence Scale developed by Sharma D. (2010). The reliability coefficient of the scale through test retest is 0.82. It is a five point rating scale having 50 statements. Main components of the scale are content, teaching work, teaching commitment, co-curricular activities, behavior with colleagues and evaluation competencies. The study found that 37% of the Preservice teachers contained Good confidence level and 58% of teachers have medium confidence level. Only 4% of teachers had very good confidence level. Significant difference was observed in the confidence of Pre service male as well as the female high and low academic achievers belonging to urban area and the confidence of high academic achievers is found to be more as compared to that of low academic achievers. Further no significant difference was observed in case of Pre service male as well as the female high and low academic achievers belonging to rural area.

Including Students who Are Visually Impaired in the Classroom: Attitudes of Preservice Teachers

Introduction This study examines the perceptions of preservice teachers concerning the inclusion of students with blindness or low vision (visual impairments) in their classrooms. Methods Using a modified version of the Preservice Inclusion Scale (PSIS), data were collected from participants in three universities in the United States before and after the completion of an introductory special education course. A Multivariate Analysis of Variance (MANOVA) test was conducted to investigate the change in participants’ attitudes toward inclusion. Results The anxiety measure revealed an increase in the calmness level of preservice teachers, and the receptivity measure revealed a nonsignificant change in their receptivity level toward inclusion. Discussion There were three main study outcomes: A between-subject effect of the universities was not evident, no significant changes in hostility or receptivity were found, and the confidence of preservice teachers in teaching students with visual impairments was not a predictor of changes in attitudes toward inclusion. Suggestions for future research Future research should determine the nature and scope of strategies included in coursework, and whether these strategies relate more to improvements in attitudes than to coursework that does not include them.

TPACK Confidence of Pre-service Teachers in Universiti Utara Malaysia

The role of technology in education is undeniable (Niess, 2005). Teachers as moulders of human beings need to be skillful in integrating technology in education to deliver what they teach effectively. According to Malaysian Education Blueprint (2012) pre-service service teachers of Universiti Utara Malaysia are expected to master Information and Communication Technology (ICT) integration in the teaching and learning process (MOE, 2013). This study measures the level of Technological Pedagogical Content Knowledge (TPACK) outlined by Mishra and Koehler (2006). It includes seven knowledge dimensions, namely Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPACK). This study involved 154 pre-service teachers from various programs such as a Bachelor's Degree in Education Majoring in Information Technology, Moral Education, Accounting and Business Management. Questionnaire forms were sent through a ‘Google Form’ to their respective emails and responses were analyzed using SPSS software. The findings showed that the pre-service teachers have a high level of competency, confidence and lastly TPACK. The test results have also shown that there is a significant difference between the male and female pre-service teachers regarding the confidence level in using ICT in teaching and learning as revealed by MANOVA analysis. DOI: 10.5901/mjss.2014.v5n22p167

Considering the Impact of Preservice Teacher Beliefs on Future Practice

Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider beliefs as a potential contributor to the longstanding gap between research and practice in special education. Two particular belief constructs addressed in this article are (a) self-efficacy and (b) credibility for information sources. Each of these influences preservice teacher confidence, motivation, decision making, and actions in service of students with disabilities, impacting instructional decision making and treatment of children.

The Novice as Facilitator of Learning: Turning Workplace Practices Upside Down

Building preservice teacher confidence and competence in teaching Science as Literacy in the workplace of schools is crucial for their future practice. However, this paper looks at changing the usual model of practising educators leading the novice preservice teachers in the workplace. Primary educators tend to avoid teaching science because they lack confidence or believe they lack competence in the pedagogy of science teaching. This can be alleviated by involving pre-service teachers (PSTs) in teaching science as literacy. This practice-based paper explores the concept of the Novice as Facilitator within a project partnership between schools and university through a five-week buddy project in the workplace of schools (WiL). The paper illustrates that PSTs can affect their learning and that of others.

Improving Generalist Teacher Education in the Arts

Australian pre-service music training of generalist teachers is conceptualised as being inadequate. For the past 30 years, numerous studies have reported problems in three main areas of generalist teacher Arts education; lack of time given to arts teacher education; lack of confidence of pre-service teachers engaging with the Arts; and the influence of past experience on pre-service teacher engagement with Arts education. Few studies have examined the actual curriculum and pedagogy taught within Arts teacher education. The content taught within Arts subjects is important for future teacher engagement with the Arts. This study hopes to fill this void by investigating content taught in generalist teacher Arts training at tertiary institutions. It will provide a content analysis of current Arts teacher education programs in Queensland that is available for generalist teachers. This paper will show that greater understanding of the content in Arts teacher education programs will ensure pre-service teachers have access to quality learning experiences. Through quality learning experiences, pre-service teachers can develop a life-long learning approach for music education in the classroom.

Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions

In the student teaching triad model adopted in this study, pairs of pre-service teachers worked collaboratively with cooperating teachers during a 12-week field experience. The main objectives of the study were to document the benefits and challenges for pre-service teachers and cooperating teachers who participate in a triad model and to describe the co-teaching models that would emerge during this experience. Pre-service teachers and their cooperating teachers reported several strengths of the triad model in the following areas—learning from each other, professional support, outcomes for K-12 students, comprehensive feedback about teaching and classroom practice, and pre-service teacher confidence. Limitations and concerns identified by both groups included dependency, confusion with classroom management issues, loss of individuality, and competition between the pre-service teachers.

It's Not Just about Teaching Kids to Read: Helping Preservice Teachers Acquire a Mindset for Teaching Children in Urban Communities

This study looks at preservice teachers' attitudes toward children and teaching in an urban high-poverty community in relation to their involvement in two different literacy education experiences: one literacy course sequence addressed issues of cultural diversity with respect to this community, and the other did not explicitly address these issues. The study specifically examines preservice teachers' (a) attitudes toward children's literacy potential, (b) confidence in teaching children to read, and (c) interest in teaching in urban schools. The diversity-oriented literacy experience, combined with highly satisfying field placements, positively affected preservice teacher's confidence and interest in teaching children in this community. Further, these preservice teachers tended to recognize children's literacy potential, while those who took the more typical literacy courses tended to doubt these children's literacy abilities. They also exited the diversity-oriented literacy courses with an enriched sense of children's culture and home language, although their awareness of literacy as culturally situated practice remained superficial. Analysis of preservice teachers' cultural autobiographies provided evidence that they acquired many new understandings about race, class, culture, literacy, children, and teaching in the first literacy course. Based on these findings, recommendations are made for reforming preservice teacher curricula and forming stronger alliances with schools in high-poverty communities.What happens in classrooms is first and foremost about the personal and collective connections that exist among the individuals who inhabit those spaces. Consequently, teachers' beliefs and values, how these are communicated to students through teaching practices and behaviors and their impact on the lives of students—these are the factors that make teaching so consequential in the lives of many people (Nieto, 1999, p. 130).

Science centers in Australia provide valuable training for preservice teachers

This paper describes an innovation in teacher education designed to increase the confidence of preservice teachers in their ability to instruct elementary children in hands-on science. The program relied on small group teaching experiences at an on-campus interactive science center to provide preservice teachers with controlled instructional experiences. The findings showed that the program at the science center achieved its aims and benefitted the preservice teachers involved. Interview data suggest that working in peer groups was also a significant factor and supports previous research conducted at the San Francisco Exploratorium. Follow-up research is now needed to determine if supportive peer groups of preservice teachers are needed in order to achieve desirable outcomes.