Perceptions Of Pre-service Teachers Research Articles

Perceptions of Pre-Service Technical Teachers on the Teaching and Learning Activities in Teacher Instructor Colleges of Uganda

Understanding perceptions about the teaching and learning activities has implications on the way teacher training programs can be improved and influences trainers’ motivation. The aim of the study was to examine pre-service technical teachers’ perceptions of the teaching and learning activities in teacher-instructor colleges in Uganda. The following research questions guided the study; “Is the time allocated for the teaching and learning activities adequate; how is the tutoring conducted; are the pre-service teachers satisfied with the assignments given; do the pre-service teachers trust the teaching and learning process and are the pre-service teachers satisfied with the equipment and materials used for training? The study adopted across sectional survey design. Data was collected from 168 pre-service technical teachers using a researcher-constructed questionnaire. The data gathered was analysed using SPSS and presented as descriptive statistics. The findings revealed that time for teaching and learning; tutoring (organization of training), and assignments given were adequate; pre-service technical teachers trusted the teaching and learning process; however, they observed that the equipment and materials were inadequate for training. It was therefore recommended that the government increase the budget for technical teacher instructor institutions; lobbying for funds through; private partnerships, companies, international donor agencies, tax rebates, fellowships, and research grants to purchase adequate training equipment and engage policy makers to create mechanisms for responding to constant technology advancement for technical teacher instructor training institutions to cope

A Study on the Perceptions of Pre-service Early Childhood Teachers on Education for Sustainable Development (ESD) In South Korea

A Study on the Perceptions of Pre-service Early Childhood Teachers on Education for Sustainable Development (ESD) In South Korea

Pre-service Teachers' Perspectives on the Integration of Technology in Future Education: Between English Education and Ethics Education Majors

The current study aimed to investigate the perceptions of pre-service teachers regarding the integration of advanced technologies into future education and to examine whether these perceptions differ significantly based on the pre-service teachers' academic majors. The participants consisted of 110 pre-service teachers majoring in Ethics education and English education at a university in Korea's Gyeongsang Province. A questionnaire comprising 59 items was administered, addressing aspects such as interest in the utilization of advanced technologies, resistance to their use, concerns about their application, and expectations for the future of education over the next decade. Statistical analyses, including a paired t-test, an independent <i>t</i>-test, frequency analysis, and analysis of variance, were employed to examine differences based on variables of gender and major. </br>The study revealed statistically significant disparities in the perceptions of pre-service teachers from distinct majors, particularly between English education majors and ethics education majors, concerning the incorporation of advanced technologies in education. English education majors demonstrated notably high awareness, particularly in the domain of neural machine translation. Conversely, ethics education majors demonstrated a lower inclination to embrace the use of advanced technologies in their instructional practices. Additionally, ethics education majors expressed the belief that the role of teachers would become more pivotal in classes integrating these technologies. Considering these research outcomes, it becomes evident that future education for pre-service teachers should underscore comprehensive training in both digital technology education and the development of competencies in areas where artificial intelligence cannot replace the role of educators.

The Impact of the COVID-19 Pandemic in the Inclusion of Refugee Students in Greek Schools: Pre-Service Teachers’ Views about Distance Learning

Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.

The effects of a mindfulness meditation program on enhancing musical perception of time: A pilot study

Mindfulness meditation practices have garnered a lot of popularity in recent years. Various psychological benefits of mindfulness meditation have been documented in a myriad of literature. In this pilot study, we evaluated the effectiveness of a short-term mindfulness training program on time-based musical perceptions of pre-service music teachers. Here, time-based perception entails the accurate perception of pattern, meter, and tempo. A one-group pretest–posttest design was implemented as a model. Pre-service music teachers ( n = 8) completed the rhythm, rhythm-to-melody, and tempo subscales of the modular-PROMS before and after undergoing an 8-week-long mindfulness training program. Whereas significant enhancements of rhythm and rhythm-to-melody perceptions were observed, a similar kind of enhancement was not detected with respect to tempo perception.

예비유아교사의 인공지능 관련 실태와 인식 및 인공지능교육에 대한 요구

This study analyzed the reality and perception of pre-service early childhood teachers regarding artificial intelligence, and the demands for education. For this purpose, a survey was conducted on 145 students in the department of early childhood education at colleges in Seoul and Gyeonggi-do, and the collected data were analyzed using SPSS 29.0. The research results are as follows. First, compared to their experience using artificial intelligence, pre-service early childhood teachers' level of interest and understanding of artificial intelligence was average, and they understood artificial intelligence as ‘a computer system that can think similar to humans.’ In addition, the negative perception of artificial intelligence was higher than the positive perception, and its influence on oneself was at an average level. Second, the need for artificial intelligence education for pre-service early childhood teachers was highly recognized. Additionally, with the goal of improving the ability to support play using artificial intelligence, the professional professors were requested to teach about future social changes and cases of artificial intelligence education through play. Based on the results of this study, implications for the development of artificial intelligence education subjects for pre-service early childhood teachers were discussed.

Photovoice Reflections of Preservice Teacher Perceptions of Effective Technology Integration

Photovoice Reflections of Preservice Teacher Perceptions of Effective Technology Integration

수업 시연 과정에서 나타난 초등 예비교사의 음악 수업에 대한 인식

Purpose: This study aimed to discover the perceptions of pre-service teachers about music classes and to seek directions for enhancing the music class expertise through difficulties and demands for their music classes.
 Methods: Elementary school pre-service teachers participated in micro-teaching and filled out self-assessment sheets based on recorded class videos. A survey was conducted with 201 pre-service elementary school teachers about their perception of music classes before and after micro-teaching and what they believed their needs were to improve their music class expertise after micro-teaching.
 Results: First, the teachers recognized music classes as classes that felt the beauty of music and sympathized with emotions and values by considering the learners based on music knowledge. Second, they wanted a student participation-oriented music class based on the teacher's musical knowledge and practical skills, but they were experiencing trial and error in the micro-teaching due to their lack of music class experiences. Third, they had many individual differences in their confident music classes. To improve the professionalism of music classes, they believed that they required teacher training institutions to strengthen their connection with the field, support for improving musical competence, expand the number of hours of related subjects, expand class equipment, and provide opportunities to observe and analyze excellent classes. In addition, they recognized the need to develop individual abilities in relation to music practical skills, music knowledge, and music teaching methods in relation to the difficulties they encountered while micro-teaching.
 Conclusion: For the participants in the study to grow into teachers with music instruction expertise, various efforts are required, including not only for the individuals but also teacher training institutions. Following this study, it is expected that future studies will examine specific measures to improve the professionalism of music classes.

Unveiling pre-service English teachers’ perceptions of differentiated instruction

Implementing differentiated instruction (DI) has become imperative, particularly with its integration into the Kurikulum Merdeka in Indonesia. It is an approach that customizes instruction to cater to students' needs. This study aimed to unveil the general perceptions of pre-service English teachers regarding DI, explore their understanding and practices within the framework of DI, and identify challenges in its implementation. This study applied a quantitative approach with a survey research design with EFL pre-service teachers as the participants. The research employed a structured questionnaire as the primary instrument and substantiated each item through validation procedures, including Cronbach's alpha analysis. The findings showed a comprehensive overview of pre-service English teachers' general perspectives on DI that influence their practical application of related techniques. These insights contributed to a deeper understanding of the efficacy of DI and informed pedagogical practices, teacher preparation programs, and curriculum development. This research divulged the crucial role of pre-service English teachers' perceptions in implementing DI in teaching and learning contexts. Additionally, the study highlighted challenges pre-service teachers face, such as time constraints, limited resources, and large class sizes, emphasizing the need for collaborative efforts among stakeholders to address these challenges. The outcomes of this study were expected to inform related parties about the significance of tailored instruction in fostering effective and inclusive instruction environments to reach educational goals.

Pre-service elementary school teachers' perceptions of using technology in education: focusing on self-efficacy and challenges

Objectives The purpose of this study is to investigate the perceptions of pre-service elementary school teachers about education using technology, based on examining both their self-efficacy and the challenges they face when conducting technology-based classes.
 Methods A total of 120 participants were asked to complete a survey including twenty closed-ended questions and one open-ended question. Descriptive statistical analysis was conducted using the IBM SPSS statistics software to scrutinise the participants’ level of self-efficacy for technology-based education. Regarding the responses of challenges and barriers pre-service elementary school teachers’ would experience while incorporating technology into the class, all the narrative data was examined.
 Results The findings showed that overall, pre-service elementary school teachers seem to have confidence in using technology in classrooms for students in the future, and to feel comfortable if they employ technology during the class. However, they are not confident to appropriately use computer terminology during the lesson and to evaluate proper softwares for teaching and learning. In addition, concerning the challenges that teachers may face during the technology-based class, the difficulties were divided into three categories: teachers-related, students-related, and other types of difficulties including technical issues.
 Conclusions Based on the findings, discussion and suggestions on the development of pre-service elementary school teachers’ self-efficacy for technology-based education and on the improvement of their technology competence were presented.

Barriers to the Digital Game-Based learning at Secondary level In Punjab: Perceptions of Pre-Service Teachers

Teachers’ main aim is to make the students learn with interest by adding daily life activities and examples to get long-lasting effects on their learning. Introducing digital games in the classroom is a new innovative approach that makes it easy for students to learn new skills and knowledge. However, teachers are not frequently using this approach in their classrooms. The present quantitative descriptive study has explored the barriers that hinder teachers from using digital game-based learning approaches. Pre-service teacher perceptions were sought in the teacher training colleges, i.e., district campuses of Quaid-i-Azam Academy for Educational Development in Punjab. After checking its validity and reliability, a self-constructed closed-ended online questionnaire was used for data collection. The alpha value of the questionnaire was .825. All the pre-service teachers studying in the district campuses of Quaid-i-Azam Academy for Educational Development, Punjab were the population of the study. The online survey remained open for about one month, and 384 responses were received from pre-service teachers throughout the Punjab province. Data were collected based on five-point Likert type scale. Collected data was put into SPSS (Statistical Package for Social Sciences) version 25 and descriptive and inferential statistics were applied to get the study results. Major findings include that availability of insufficient resources, teachers’ lack of skills and use of digital tools, and difficulties in managing technology in the classroom are the main barriers to implementing digital game-based learning in the public secondary schools of Punjab. The study benefits stakeholders, policymakers, and decision-makers and has added new knowledge in education.

Effects of an intervention on emotional and cognitive engagement in teacher education: scientific practices concerning greenhouse gases

Recent studies advise teachers of the need to become aware of the importance of linking the cognitive and affective in learning. During initial training, teaching approaches linked to scientific practices of inquiry and modeling can increase the emotions experienced in the teaching–learning process and encourage teachers to reflect and be aware of how they learn. This research focused on considering that scientific practices should include the environmental problems that society faces today. Thus, activities were contextualized with a theme of economic, scientific and environmental repercussions. Moreover, it promoted awareness about the important role that different scientists have played in the advancement of knowledge about the greenhouse effect and its consequences. The main objective of this research was to allow trainee teachers to become conscious of how they learn content and their relationship with the emotions experienced. The instructional sequence consisted of a set of activities (inquiry, modeling, argumentation), based on the effects of certain chemical substances responsible for the greenhouse effect, focused on promoting the active participation of students. After completion of the instructional sequence, perceptions of pre-service teachers concerning their own learning after the instruction were analyzed. The results evidenced that self-perception of learning and emotions were directly correlated. The emotions experienced during the training appeared to influence the perceptions of the activities and, consequently, their perspectives when deciding whether or not to implement such activities in the future.

The need for values education programs for both pre-service teachers and in-service teachers in Vietnam

This paper investigates the perceptions of pre-service teachers and in-service teachers regarding the concept of 'values education' and the preparation of values education in professional programs in Vietnam. Furthermore, the pedagogical strategies employed by teachers in addressing values education situations in their classrooms are explored. A qualitative research design was employed, involving interviews with forty-three pre-service teachers from a university. Additionally, eighteen teachers from two different high schools were interviewed, and their teaching sessions, along with school assemblies, were observed. The findings reveal that values education is primarily understood as the instruction of living skills and moral education. There is a lack of conceptualization and knowledge regarding values education among the participants. Both pre-service teachers and in-service teachers did not receive formal values education programs during their university education, and the support provided by schools in this regard was limited. Teachers tended to integrate values education into subjects randomly and subjectively, without employing advanced strategies. Inconsistencies in implementation and challenges associated with teaching values were observed. Highlighting an urgent necessity, this article emphasizes the imperative need for values education programs tailored for both pre-service and in-service teachers in Vietnam. It underscores the significance of adequately equipping teachers to effectively address values education in their classroom.

예비교사와 현직교사가 인식하는 ‘현장’에 대한 메타포 연구

Purpose: This study aimed to explore the perceptions of pre-service and in-service teachers regarding
 the term ‘field’ using metaphorical methodology and to identify whether differences in metaphorical
 representations exist between pre-service and in-service teachers.
 Methods: A survey was administered to twenty-one pre-service teachers and twenty-three in-service
 teachers, prompting them to express metaphorical representations of the term ‘field’. Alongside this,
 the reasons behind their chosen expressions were also collected and qualitatively analyzed.
 Results: Metaphors for the term ‘field’ were categorized into four broad themes and eight sub-themes.
 A notable difference was observed in how pre-service teachers perceived ‘field,’ primarily focusing
 on themselves, whereas in-service teachers tended to center their perceptions on students, parents,
 and others.
 Conclusion: The findings suggest that the term ‘fiel’ used in teacher training programs emphasizing
 school-site connections may yield different definitions and meanings depending on the user. Such
 variation may contribute to ineffective communication and potential confusion regarding the concept
 of ‘field.’ Therefore, it is recommended that clear definitions and meanings for the term ‘field’
 throughout teacher training programs. Additionally, providing opportunities for pre-service teachers
 to directly experience a specific ‘field’ was suggested to enhance their understanding.

A scoping review of K–12 health education in Canada: understanding school stakeholders’ perceptions

ABSTRACT A scoping review was conducted, analyzing peer-reviewed literature published between 1995 and 2022, focusing on school stakeholders' perceptions of K-12 health education (HE) in Canada. The results included 37 studies, with articles focused on the perceptions of students, in-service and pre-service teachers, parents, undergraduate students, and health partners/ educational professionals. Using reflexive thematic analysis, three main themes were identified: (a) HE is perceived as a valuable school subject; (b) teachers are not prepared to teach HE; and (c) HE courses are not meeting the needs of students. The outcomes of the review underscore the importance and value of HE as perceived by school stakeholders and highlight the necessity for heightened advocacy efforts to enhance HE at all school levels. The review emphasizes the need for broader consultation and research involving diverse school stakeholder groups in order to promote the advancement of HE in Canadian schools.

U.S. and Mexican college students’ perceptions of global citizenship education: a comparative case study

ABSTRACT This comparative case study sought to gain insight into the perceptions of pre-service teachers in Mexico and the United States on global citizenship education. Ten pre-service teachers from the U.S. and 11 from Mexico were purposefully selected. Data were collected using open-ended semi-structured individual and focus group interviews and discussion posts. The findings of this study identified that U.S. pre-service teachers had moderate access to citizenship education in the K-12 schools, while Mexican pre-service teachers had very limited access to citizenship education. This influenced each participant’s perception of global citizenship. However, all student participants expressed an awareness of a global society and the need for K-12 and higher education students to have access to a global citizenship curriculum. They asserted that all students need to possess a culturally sensitive global mindset that would enable them to view events through a critical and analytical lens, thereby allowing them to make decisions and advocate for changes that create a more socially just world.

Perception and Problem of English Pre-service Teachers in Applying Merdeka Belajar Curriculum During Teaching Practice

Curriculum is updated according to the era's demands which aims at actualizing qualified human resources. The great concept of the curriculum will be superfluous without the teachers’ role. The objective of this research is to examine English preservice teachers’ perceptions and problems they encounter in understanding and implementing the new curriculum during their teaching practice. Ten English preservice teachers who completed their teaching practice took part in this research. They were assigned to schools that implement the Merdeka Belajar curriculum. Since the data was gathered and analyzed in two ways, this research is a mixed-method study. The findings of the study revealed that English preservice teachers have a negative perception of understanding and implementing the Merdeka Belajar curriculum in their teaching practice, incapability in designing flow of learning objectives and teaching modules, incapability to conduct differential learning, lack of knowledge on how to integrate Profil Pelajar Pancasila into teaching-learning process contributes to the negative perception of English Pre-Service Teacher. Additionally, the problem was made worse because the university did not properly prepare English pre-service teachers for the latest curriculum.

Metaphorical Perceptions of Preservice Teachers Enrolled in Different Departments About the Concept of “Art”: The Case of Bartın University, Faculty of Education

The purpose of this study is to identify, using metaphors, the perceptions of preservice teachers, who study in different departments at the Faculty of Education of Bartın University, about the concept of “art”. The study is based on the case study model, which is one of the qualitative research methods, and the study group consists of 198 preservice teachers who are enrolled in the programs of Turkish Language Education, Social Sciences Education, Psychological Counselling and Guidance (PCG), Science Education, Elementary Mathematics Education, Foreign Language Education, and Primary Education at Bartın University, Faculty of Education. The research data were obtained through the “Art Metaphor Survey Form” and analysed using the content analysis method.
 Based on the research results, the metaphors for the concept of art were grouped under 9 categories including “art as born and enhanced under difficulties and pressure”, “art as a complex structure”, “art as the fruits of labour”, “art as reflective and expressive”, “art as relaxing”, “art as immersive”, “art as a vital need”, “art as liberating” and “art as radiant and supportive”. The results also revealed that preservice teachers enrolled in different programs interpreted art considering different semantic properties. In this context, it was observed that preservice teachers in Turkish Language and Social Sciences Education Programs mainly described art as “liberating”, those in PCG as “reflective and expressive”, those in Science Education as “relaxing”, and those in Elementary Mathematics Education as “a vital need”. On the other hand, preservice teachers in Foreign Language Education Program focused on two different categories and described art as “complex” and “reflective and expressive”, whereas those in Primary Education mostly characterised art as “reflective and expressive”.

Investigating pre-service teachers’ artificial intelligence perception from the perspective of planned behavior theory

There is a need for teachers who are prepared to teach Artificial Intelligence (AI) across the K-12 learning contexts. Owing to the dearth of teacher education programmes on AI, it is helpful to explore factors to be considered in designing an effective AI programme for future teachers. We posit that understanding how to encourage pre-service teachers to learn AI is thus critical for practitioners and policymakers while designing effective instructional AI teacher education programmes. This exploratory study examined the perceptions of pre-service teachers and their behavioral intention to learn AI, by identifying factors that might affect learning and promoting AI in teacher preparation programmes. This study proposed a research model supported by the theory of planned behavior and expanded with other constructs. The factors that were examined include basic knowledge of AI, subjective norm, AI for social good, perceived self-efficacy, self-transcendent goals, personal relevance, AI anxiety, behavioral intention to learn AI, and actual learning of AI. Using a duly validated questionnaire, we surveyed 796 pre-service teachers in Nigerian Universities. Through structural equation modeling approach analyses, our proposed model explains about 79% of the variance in pre-service teachers' intention to learn AI. Basic knowledge and subjective norm were found to be the most important determinant in pre-service teachers’ intention to learn AI. All our hypotheses were supported except for self-efficacy and personal relevance, personal relevance and social good, and behavioral intention and actual learning behavior. The findings provide practitioners, researchers, and policymakers with valuable information to consider in designing effective AI teacher education programmes.

Urban Educator Preparation Program: Assessing Preservice Teachers’ Preparedness for Inclusive Education

Pre-service teacher perception of inclusive education plays a critical role in the field of K-12 education, ensuring that students with disabilities receive the best possible instruction in the least restrictive environment. This qualitative case study used one-to-one interviews and focus groups to gather data from 16 pre-service teachers enrolled in an Urban teacher preparation program in a major city in Texas, United States. The data analysis highlighted the pre-service teachers’ understanding of differentiation instruction for students with disabilities. Furthermore, the pre-service teachers felt positive about meeting the needs of the special education students in the general education classrooms. However, they expressed concerns related to limited coursework that helps them acquire teaching strategies to meet the needs of the special education students in the general education classrooms. The research findings offer valuable insights into the factors behind pre-service teachers’ perceptions of inclusion, underscoring the importance of coursework specifically targeting their preparedness for inclusive education.