Perceptions Of Pre-service Teachers Research Articles

Educational practices with gender perspective in science education: perceptions of teacher educators and pre-service teachers

ABSTRACT This study characterizes the perception of gender-sensitive practices among pre-service teachers and teacher educators in science teacher education programs. A 23-item questionnaire was completed by 238 pre-service teachers and 25 teacher educators to identify gender-sensitive practices recognized in their courses and the number of gender equity activities they participated in. No significant differences were found in the perception of gender-sensitive practices based on gender, although males showed higher participation in activities (31.2%). Teacher educators perceived a lower proportion of gender-sensitive practices (41.9%) but engaged more in gender equity activities (61.9% compared to 23.5% for pre-service teachers). A significant positive correlation (0.397) was found between the perception of gender-sensitive practices and activity attendance, while age had a negative correlation (-0.241) with this perception. The findings suggest that the role of being a pre-service teacher or educator is more influential than gender in shaping perceptions. Although participation in the activities positively influences the perception of gender-sensitive practices, the participants of these activities is a consistent group. It is recommended to increase access to gender equity activities, focusing particularly on teacher educators and considering age as a factor to enhance effectiveness.

The Influence of Artificial Intelligence Tools on Student Performance in e-Learning Environments: Case Study

This study investigated the impact of AI-powered personalized learning tools on the academic performance and perceptions of pre-service student teachers enrolled in the Educational Technology course, a compulsory component of the Professional Postgraduate Diploma in Teaching program at Ajman University. A quasi-experimental design was employed with 55 students in the experimental group and 55 in the control group. The experimental group utilized AI-powered tools within the Moodle platform, while the control group received traditional instruction. Pre- and post-tests, along with a rubric-based assessment and a questionnaire, were administered to assess performance, knowledge retention, critical thinking, motivation, and engagement. Statistical analysis revealed significant differences between the groups, favoring the experimental group in terms of academic performance and knowledge retention. Additionally, students in the experimental group demonstrated higher levels of critical thinking, motivation, and engagement. These findings underscore the transformative potential of AI-powered personalized learning tools in teacher education. By integrating AI into educational practices, institutions can revolutionize e-learning by providing personalized instruction, intelligent tutoring, automated grading, and adaptive learning experiences. This can enhance student engagement, improve learning outcomes, and reduce the workload of educators. Ultimately, AI empowers institutions to create more effective and inclusive learning environments that cater to the diverse needs of students and prepare them for the future.

비대면 수업에 대한 예비 과학 교사들의 인식 조사 연구

The purpose of this study is to survey the perception of pre-service science teachers regarding online classes. The subjects of this study were 76 pre-servide science teachers in the Chungcheong and Gyeongsang provinces, and an online survey was conducted. The survey instruments consisted of 13 questions in three categories: experience & class using digital tools, the learning effectiveness of online classes, and online and in-person experimental classes. Pre-service science teachers were found to lack the ability to use digital tools and the experience of class using digital tools. Pre-service science teachers perceived that in-person classes were the highest effective, but they had very positive perception of blended teaching methods. They perceived the advantages of online learning as learning at a desired location, controlling learning speed, and repeatable learning, while the disadvantages included the lack of interaction, difficulty in self-regulating learning, and poor online learning environment. In addition, they were found to have a very negative perception of online experimental classes, but showed a somewhat positive perception of learning basic concepts. In order to prepare for future school science education and enhance digital capabilities of pre-service science teachers, it is necessary to improve the curriculum for them and develop and utilize teaching-learning methods and strategies.

Effectiveness of Field Experience Program in the United Arab Emirates (UAE): A Mixed-Methods Study of Stakeholders’ Perceptions in the Light of Vision 2030

The quality of field experience training is vital for the pre-service teachers’ professional development. However, limited research works on field experience training programs limits the formation of optimised educational policies in the UAE. Further, proper understanding of the stakeholders’ perceptions is essential for forming suitable educational policies. Therefore, this study employed a mixed-methods model to investigate the perceptions of pre-service teachers and instructors about their field experience training. The pedagogic standards set by Danielson was used as the framework for assessing the perceptions of the participants regarding their pedagogy. Further, ‘Bem’s self-perception theory’ was applied while making detailed assessments on the perceptions of participants. By using a random sampling method, 113 pre-service teachers and 15 instructors were recruited. Descriptive as well as inferential statistics was used for the quantitative assessments whereas thematic analysis was used in the qualitative phase. Quantitative analysis suggested that most of the respondents perceived that they are well-prepared for the professional teaching career. However, some respondents indicated that stakeholders have little role in the decision-making process and there is a lack of opportunity to interact with the parents/community. The qualitative analysis also affirmed the lack of stakeholders’ involvement. Other significant factors include: insufficient co-ordination, conflicts with mentors, inadequate training, and lack of exposure to research. Consequently, this study has made suggestions for rectifying these issues. It is anticipated that findings of present research will add on to the essential knowledgebase for achieving the goals set for education sector, as per UAE’s Vision 2030.

In-service teachers’ and pre-service teachers’ perceptions of interdisciplinary instruction combining music and mathematics

ABSTRACT This qualitative-phenomenological study explores the perceptions of in-service and pre-service teachers regarding the integration of music and mathematics in elementary education. Using interviews, audio recordings, questionnaires, and blog analysis, the research examines the effects of interdisciplinary teaching. The methodology adopted in this study provides a robust framework for analysis, facilitating a comprehensive exploration of the subject matter. Findings show positive views among four in-service mathematics teachers and one music teacher, who observed increased student engagement, motivation, and creativity. Additionally, 50 pre-service teachers expressed curiosity about this approach, emphasizing the need for better training and resources in teacher education. Despite initial concerns, teachers acknowledged the importance of collaborative planning and instructional support for interdisciplinary learning. This study highlights the potential of integrating music and math to enhance student outcomes and innovation in education.

디지털 활용 역량에 관한 예비 영유아 교사의 은유 분석

Objectives The purpose of this study is to explore the perceptions of early childhood pre-service teachers regarding their digital utilization capabilities. Methods This study used a metaphor analysis method. metaphor analysis is suitable as a research method to explore individual beliefs and perceptions. for the study, we collected metaphors regarding the digital utilization capabilities of 107 early childhood pre-service teachers. and collected metaphors analyzed according to an 8-step metaphor analysis procedure. Results As a result of this study, early childhood teacher’s perception about digital utilization capabilities were characterized into three categories and nine subcategories. the three categories are: ‘digital utilization capabilities viewed from the perspective of learning and cognition’, ‘early childhood education field and digital utilization capabilities’, ‘Social trends and digital utilization capabilities’. the nine subcategories are as follows: ‘capabilities required for early childhood teachers’, ‘capabilities that are difficult and awkward for me’, ‘capabilities essential for modern and future society’, ‘capabilities that must be continuously learned’, ‘capabilities that are helpful for life and learning’, ‘Beneficial capabilities when utilized appropriately in early childhood education settings’, ‘capabilities that must be newly learned according to social changes’, ‘capabilities that feel the difficulties and questions of applying early childhood education’. Conclusions This study is valuable in that it suggests the direction of a program to digital utilization capabilities of early childhood pre-service teachers to be developed in the future.

The Effectiveness of a Practicum in Education Model: Teaching Practice at the Bahrain Teachers College

The current study investigates the effectiveness of the teaching practice programme for pre-service teachers at the Bahrain Teachers College (BTC) using a descriptive approach. A survey was conducted to investigate the perceptions of pre-service teachers at BTC towards the effectiveness of teaching practice in terms of college competencies, supervision, and time. The obtained results indicated that the current teaching practice programs helped the pre-service teachers to develop their teaching skills. The findings suggested that restructuring the teaching practice program depends on the new international best practices in the pre-service teachers training field. The current study provides some practical implications on how to improve the influence of supervision to support pre-service teachers’ experience at the BTC and helping them to acquire the skills and knowledge that the society needs whether in terms of developing education or enhancing the values that go with the developments around the world.

Teaching Sustainability in Science Education: Pre-Service Science Teachers’ Perceptions of the Role of Indigenous Knowledge

Encouraging sustainability in science education demands a collaborative approach, involving the integration of diverse knowledge systems, including indigenous and formal scientific knowledge. Nevertheless, educators’ perceptions of these knowledge systems are crucial factors to consider. This study investigated the perceptions of pre-service science teachers about the role of indigenous knowledge in promoting sustainability science education. The study was conducted at the Department of Integrated Science Education University of Education Winneba, Ghana and predominantly adopted a qualitative approach. A sample size of 54 Level 300 undergraduate pre-service science teachers were purposively chosen. These pre-service teachers have engaged with the science curriculum and syllabus through on-campus peer teaching and are prepared to take their internships in the country’s various second-cycle institutions. Emphasis is laid on the teaching of science to promote education for sustainable development in these institutions. Data were collected through an online questionnaire comprising open- and closed-ended items. The closed-ended items were quantified and analysed for clearer inference whereas thematic analysis was employed for qualitative data. The findings of the study established pre-service teachers’ affirmation of the potential of indigenous knowledge in providing education for sustainability if integrated into the teaching of science. The study recommended targeted interventions including the integration of indigenous knowledge into pre-service science teachers’ curriculum, training programmes, workshops, courses and campaigns aimed at increasing awareness, fostering positive attitudes, and promoting understanding and appreciation of indigenous knowledge and its role in sustainability.

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

AbstractThis study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

Exploring the perceptions of Chinese pre-service teachers on the integration of generative AI in English language teaching: Benefits, challenges, and educational implications

Exploring the perceptions of Chinese pre-service teachers on the integration of generative AI in English language teaching: Benefits, challenges, and educational implications

The Impact of the Learning Environment on Self-efficacy and Achievement Goals of Israeli Pre-service Teachers

Advancing public education by improving the skills and knowledge of its teachers is a major challenge. The teacher-training phase shapes not only skills and abilities but also perceptions of pre-service teachers regarding their educational and teaching goals. We examined a hypothetical theoretical model that explains how pre-service teachers’ perceptions of their own learning environment affects belief in their self-efficacy in teaching, and how this shape their achievement goals in teaching as future educators. The study included 278 pre-service teachers studying at all five colleges in our country that offer teacher training programs. Existing questionnaires were adapted to the study population and underwent structure validation. The hypothesized structural model was deemed a good fit for the data and was able to explain 35% of variance in the mastery goals of pre-service teachers, 24% of variance in performance-approach goals, and 65% of variance in performance-avoidance goals. The structural model shows that perception of the learning environment has a strong and significant impact on teaching ability and the achievement goals of pre-service teachers. Fostering a constructivist learning environment in teacher training colleges may increase belief in self-efficacy in teaching and enable pre-service teachers to adopt teaching control goals.

교원양성기관의 생활지도 영역 교육과정 개선에 관한 합의적 질적연구

Purpose: This study aimed to examine the experiences and perceptions of in-service teachers and pre-service teachers regarding the Life Guidance Curriculum in teacher training institutions, in order to obtain insights for improving the related curriculum at these institutions. Methods: This study used a consensual qualitative research method targeting a total of thirty people from February to July 2024. Individual interviews were conducted with twenty-one current and prospective teachers, and focus group interviews were conducted with nine educational experts. Relevant research reports and policy documents were also referenced in this study. Results: As a result of analyzing the collected data, each area, category, and subcategory were derived with a total of four topics. The category of the research participants' experiences and perceptions was first, 'difficulties experienced in teaching life guidance ', second, 'life guidance competency that pre-service teachers need to qualify', and third, 'experience of taking lectures related to life guidance at teacher training institutions', and finally, 'proposal for improvement of lectures related to life guidance at teacher training institutions'. Conclusion: This study revealed a change in the field where the term of 'life guidance' was being transitioned by the concept of 'life education', and it was possible to examine the necessity of developing teachers' community leadership competencies, and the importance of life guidance linked to the subject. Through this, we propose the necessity of changing the guidance-related courses, currently categorized as elective courses in teacher training institutions, to required courses. We urge academia and teacher training institutions to pay close attention to ensuring that future guidance-related courses in teacher training programs are improved to adequately reflect the relevance and applicability to school settings.

지수함수 미분법의 정당화에 관한 예비 교사들의 수학 내용 지식과 인식

The purpose of this paper is to examine pre-service teachers' mathematical content knowledge and perceptions regarding the justification of the differentiation of the exponential function in relation to the connection between school mathematics and university mathematics. We analyzed and categorized how pre-service teachers justified the differentiation of the exponential function through semi-structured interviews, examined whether the gaps in the learning trajectory in school mathematics were rigorously addressed, and surveyed their perceptions about these gaps. This study revealed that the justification methods of pre-service teachers could be categorized into seven types, and they had difficulty rigorously addressing the gaps. Many pre-service teachers were unaware of the gaps in the learning trajectory and agreed on the need for consistent learning trajectories between school and university mathematics. This study highlights the need to improve pre-service teacher education by examining the mathematical content knowledge required for mathematics teachers in connection to school mathematics.

Perceptions of special education pre-service teachers regarding the implementation of a neuroscience motifs-based teacher training program

While the interest in the connection between neuroscience and education continues to increase, there is a gap between the declarative statements regarding its importance and the small number of programs that put it into practice. The perceptions of the participants in these programs might offer valuable insights regarding the applied values of this connection. This study seeks to contribute to the accumulated research knowledge by using a qualitative analysis approach regarding the perceptions of pre-service teachers (PSTs) in a special education track program. The PSTs participated in a unique training program called the “Neuroscience Motifs-based Teacher Training Program” (NMTTP) that was presented as part of a reading course. Findings reveal mostly positive perceptions of the PSTs regarding the importance, relevance and contribution of neuroeducation to education, from a professional & personal perspective. In addition, the findings expand the current literature in two aspects: (1) the potential benefits that neuroscience can grant to education in general, and to special education in particular; (2) the contribution of knowledge on neural basis for PSTs to a sense of perspective, patience and empathy toward challenging students, by understanding some of the ongoing processes in their students’ brains.

Development and Validation of the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS)

The purpose of the current study was to develop and validate the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning in pre-service teachers. Due to increasing opportunities to teach within online learning contexts where challenges were magnified during the COVID-19 pandemic, a reliable and valid instrument is needed to measure such motivational constructs. The Pre-Service Teacher Online Teaching Motivation Survey (PST-OTMS) underwent a thorough validation process resulting in a 31-item survey aimed at assessing pre-service teacher motivation for online teaching across four dimensions: (1) pre-service teacher self-efficacy for online teaching, (2) pre-service teacher perceptions of online teaching and learning, (3) online teaching professionalism, and (4) pre-service teacher anticipated administrative support for online teaching. The PST-OTMS demonstrated strong reliability and validity within the research context. Future research aims to widely administer the PST-OTMS to explore reliability and validity within additional settings and with a more diverse demographic.

Using Contemplative Practice for Pre-service Teacher Healing

There is a critical need to create a shift in curriculum that is framed around the whole person rather than isolating a pre-service teacher’s development solely to theory, content, and skills. This paper explores ways to promote citizenship, sustain preservice teacher wholeness and wellbeing, and examine preservice teacher perceptions of spirituality and mindfulness.

Multicultural online science resources: exploring preservice teachers’ perspectives

PurposeCurriculum supplementation by teachers is an agelong tradition, and the widespread use of the internet has increased the use of online resources in the classroom. This paper aims to explore preservice teachers’ views on multicultural science resources and make a case for the representation of the changing demographics of the American classroom in online resource development.Design/methodology/approachUsing a qualitative interpretive approach, this study explored the perceptions of preservice teachers on their access to and use of online science resources through the conceptual lens of the pedagogical design capacity framework (Brown, 2009) and the first two principles of critical and cultural approaches to ambitious science teaching (C2AST) (Thompson et al., 2021).FindingsParticipants in this study have not accessed culturally relevant online science resources. They adapt the resources to meet the demographic needs of their class.Practical implicationsThis study aims to support the need for content creators of online educational repositories to develop multicultural science resources.Originality/valueThis work not only gives a background to why preservice early childhood science teachers could not access multicultural online resources, but it also makes a case for integrating skills needed for teachers to create culturally relevant resources into teacher training programs.

교권침해에 대한 예비교사들의 인식 분석

Objectives The purposes of this study is to analyze the view of pre-service teachers about teachers rights paying attention to the seriousness of the educational crisis caused by the infringement of teachers rights. Methods For this, reflective writing was used for 85 pre-service teachers who were enrolled D university located in Daejeon metropolitan city. Results Pre-service teachers defined teaching rights as a legal right for educational practice and an ethical right socially granted for teaching given to teachers. They recognized that infringement of teachers rights occurred by lack of legal regulations to protect teachers when the teachers rights is violated, distrust of the coercive teachers experienced in school education in the past, intensifying dependence on private education for children’s college entrance, excessive protection of children due to low birth rate and the change in the social perception of the role of teachers. They suggested that teachers rights could be restored through establishing the legal supplementation for teachers rights and strengthening the status of public education, strengthening the role of principal as a teacher's guardian, supporting the formation of the educational community throughout society and trying to have a sense of vocation for teaching by teachers themselves. Conclusions Frist, Pre-service teachers paid more attention to an ethical right arising from the nature of teaching as a personality cultivation than to a legal right given because of being a professional. Second, They recognized teachers as subjective beings in the teaching rights by emphasizing the responsibility of their teaching themselves. Third, They emphasized that teaching rights and student human rights should maintain mutual harmony and balance In light of the inseparable relationship between teaching and learning in education. Forth, It shows that the perception of pre-service teachers about teachers rights is being formed through internal reflection on the nature of education in that they find the cause of the infringement of teachers rights in terms of social structure, while the solution is a formation of an educational community based on mutual respect.

Active Methodologies to Enhance Blended Learning: Exploring the Perceptions of Pre-Service Teachers

The perceptions of blended learning teachers on the usefulness of different techniques in different aspects are tested: the technique improves the understanding of content and application of knowledge, to test the perception of learning; the technique facilitates blended learning; and the technique improves autonomy, commitment, and the perception of achievement with respect to the subject, to test aspects related to learning. This is an exploratory study with a pre-experimental design. Thus, for this proposal, a mixed method is used with a scale questionnaire to obtain quantitative measures of mean and standard deviation, in addition to using the ANOVA test to check that the differences are significant, and an interview with some participants to complement with qualitative information and deepen the results obtained. Participants highlighted their combination and considered that self-regulated learning strategies are especially useful for monitoring progress and perception of achievement; flipped classroom to improve autonomy, which in conjunction with self-regulated learning improves understanding; and cooperative projects to improve understanding and application of knowledge when learning among peers. In conclusion, each technique is suitable for different purposes and the combination would be ideal.

Flipped learning in a molecular biology course: pre-service teachers performance and perceptions

Flipped learning in a molecular biology course: pre-service teachers performance and perceptions