Perceptions Of Pre-service Teachers Research Articles

Development of the Estimation Skills Self-Efficiency Scale for Pre-Service Teachers

Estimation skills matters most for both daily life and mathematics education. Teachers have great responsibilities in helping students acquire estimation skills. In this context, it can be said that investigating the pre-service teachers’ sense of efficacy about their estimation skills deems important. In this regard, in this study, it was aimed to develop a reliable and valid scale to determine pre-service teachers' self-efficacy for estimation skills. Accordingly, in this quantitative research, a 40-item draft scale was developed based on literature review and expert opinions. Psychometric properties of the scale was tested on data obtained from 158 pre-service teachers. While developing the scale, exploratory and confirmatory factor analyses, Guttman Split Half and Cronbach Alpha internal consistency coefficients were calculated. As a result of the analyses, the percentage of total variance explained for the scale consisting of 20 items and 4 factors was estimated as 69%. The model-fit-indices obtained from the confirmatory factor analysis were acceptable. Cronbach Alpha internal consistency coefficient value for the entire scale was found.90. As a result of the research, a valid and reliable 5-point Likert-type Estimation Skills Self-Efficacy Scale was developed to measure the pre-service teachers’ sense of efficacy about their estimation skills. It is thought that this research will contribute to the relevant literature, considering that there is no scale aimed at measuring the self-efficacy perceptions of pre-service teachers in the related literature.

Students and Lecturers’ Perceptions of Pre-service Teachers’ Geography Education Competence Level and Influencing Factors in Five Initial Teacher Training Programs in the Southeast and Mekong Delta Regions of Vietnam

Developing learners’ qualities and competence is the main orientation and central goal of the Vietnamese Education System in the current period. Therefore, quality teacher training plays an important role in achieving these goals. This study assessed the geography education competence level of pre-service teachers and the factors affecting them. This study adopted a quantitative approach. It was designed as a cross-sectional investigation in which 40 lecturers and 167 pre-service teachers at 5 initial teacher training programs/courses in Southern Vietnam were randomly sampled by the stratified random and simple sampling. The results indicated that there was a significant difference in the assessment of the student teachers’ competence by the two groups. Further, the strongest influencing factors on the development of the competences were learning facilities and students themselves. The study discussed the implications for faculty members and those involved in designing initial teacher education programs for students majoring in geography.

Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers

Climate change education (CCE) can play an essential role in pushing forward a climate-just transition. However, educational institutions seem to be challenged to equip students and their prospective teachers with what is necessary for them to become multipliers for climate action. This study aims to provide actionable insights on how to harness the untapped potential of CCE, overcome obstacles, and draw conclusions on which adaptations are necessary to improve current CCE settings. We conducted a qualitative questionnaire study using the example of 80 secondary school students (grade 12) and 18 pre-service teachers (PSTs). The results indicated that both cohorts feel inadequately prepared for their role as possible “change agents”, stating that climate change as a topic is given too little time, engagement with practical examples on taking climate action is inadequate, and a superficial examination of the topic takes place. Students as well as PSTs as change agents are not sufficiently supported by educational institutions to exercise their transformative potential due to numerous identified challenges that have to be confronted at a systemic level. Results indicate that especially teacher training programs need to increasingly focus on the professional development of educators in this field.

EFL PRE-SERVICE TEACHERS’ PERCEPTION IN MANAGING THE LEARNING PROCESS DURING KAMPUS MENGAJAR PROGRAM

Kampus Mengajar program as one of Merdeka Belajar-Kampus Merdeka (MBKM) programs initiated by the Minister of Education and Culture of the Republic of Indonesia in 2020 is one of the programs that increase the professionalism of students as prospective teachers in Indonesia. Therefore, this study aims to determine the Perception of EFL Pre-service Teachers in Managing the Learning Process during Kampus Mengajar Program. By using a qualitative descriptive design, six pre-service teachers of the English education study program at the Muhammadiyah University of Kendari were interviewed as alumni of Kampus Mengajar program batch I. The results of this study indicate that participants have a positive perception of Kampus Mengajar program to improve their competence as pre-service EFL teachers. However, in the results of the study, there were also many obstacles faced by participants such as difficulties in designing learning caused by differences between basic education taken during lectures and subjects taught during teaching, difficulties in classroom management, and also difficulties in communication caused by differences culture. Despite that, Kampus Mengajar program is highly recommended to be implemented in teacher education by students and should be encouraged by universities.

PRIMARY PRE-SERVICE TEACHERS’ METAPHORICAL PERCEPTIONS OF THE CONCEPT OF ENVIRONMENTAL POLLUTION

Metaphors are expressions that are frequently used in people's minds to explain concepts with other unrelated concepts and have a personal emphasis on learning. The purpose of this study is to determine and interpret the metaphorical perceptions of primary school pre-service teachers towards environmental pollution. The "phenomenology" research design was used in this study. The study group of this research consists of a total of 372 primary pre-service teachers. Data were collected using semi-structured forms to determine the metaphorical perceptions of primary school pre-service teachers. The pre-service teachers were asked to complete the sentence, "Environmental pollution is like... because....". At the conclusion of multiple comparisons, by the relation degree between environmental pollution and its metaphors, it was determined that significant difference was in favour of the 2nd year between the 2nd and 4th years and in favour of the 3rd year between the 3rd and 4th years. As a result of the research, it was discovered that the majority of the metaphors produced by the pre-service teachers were in the "human" and "harmful/dangerous/uncomfortable situations" categories. Furthermore, the study discovered that as the year level increased, the number of related metaphors about environmental pollution decreased. Keywords: environmental pollution, metaphorical perceptions, primary pre-service teachers

Adopting VR in the Classroom: Perceptions of bilingual and ESL education pre-service teachers

VIRTUAL REALITY IS AN IMMERSIVE TECHNOLOGY THAT IS GAINING MOMENTUM IN EDUCATION AND HAS LED TO NEW TEACHING APPROACHES. MOREOVER, IT HAS SPARK INTEREST IN EDUCATOR PREPARATION PROGRAMS AND ESPECIALLY IN THE TRAINING OF BILINGUAL AND ESL PRE-SERVICE TEACHERS. THIS ARTICLE SHOWCASES A QUALITATIVE STUDY CONDUCTED WITH N=27 UNDERGRADUATE BILINGUAL AND ESL PRE-SERVICE TEACHERS. THE STUDY SOUGHT TO DETERMINE THE PERCEPTION OF BILINGUAL AND ESL PRE-SERVICE TEACHERS WITH VR AND PROVIDE AN UNDERSTANDING OF VR MOBILE APPLICATIONS' EXPERIENCES. ALL RESULTS WERE OBTAINED FROM GUIDED REFLECTIONS MADE BY PRE-SERVICE TEACHERS ENROLLED IN THE COURSE THEORIES OF SECOND LANGUAGE ACQUISITION FOR ESL AND BILINGUAL TEACHER AT A UNIVERSITY LOCATED IN NORTH TEXAS. A CONTENT ANALYSIS WAS PERFORMED TO ANALYZE THE REFLECTIONS, AND THREE CATEGORIES WERE DETERMINED: STRENGTHS OF VR, LIMITATIONS OF VR, AND VR MOBILE APPLICATIONS. THE FINDINGS REVEALED A POSITIVE PERCEPTION TOWARDS THE STRENGTHS OF VR WITH 60%, INCLUDING PROMOTES STUDENT ENGAGEMENT (41%) AND MOTIVATES STUDENTS (29%). ON THE OTHER HAND, PRE-SERVICE TEACHERS PERCEIVED LIMITATIONS OF VR, INCLUDING ASSOCIATED COSTS (44%) AND THE ABILITY TO ACCESS THE INTERNET (31%). FINALLY, VR MOBILE APPLICATIONS WHICH OFFERED VR TOURS WERE PERCEIVED TO ENHANCE LEARNING EXPERIENCES, INCLUDING GOOGLE EXPEDITIONS (51%) AND VR TUBE (23%).

모의수업 과정에서 나타나는 예비유아교사의 유아수학교육에 대한 인식 변화

Objectives This study tried to explore how pre-service early childhood teachers perceptions of mathematics teaching practice appear and change, based on the demands and related studies for early childhood mathematics education according to the change to the fourth industrial revolution.
 Methods For this study, 19 pre-service early childhood teachers in the third grade of early childhood education at K University in Gyeongsangnam-do, who are taking early childhood mathematics education courses, conducted mock class for six weeks.
 Results The perception of pre-service early childhood teachers through mock classes has changed from the perspective of teaching math through explanation and practice to the perspective of approaching it more fun as a play, and gradually to integrate it with everyday experiences to become meaningful mathematical knowledge for children.
 Conclusions Focusing on these research results, this study discussed the direction of early childhood mathematics education, which is meaningful in that it prepared basic data for direction setting and program development for teacher education.

Comparative Analysis of Democratic Attitude and Value Perceptions of School Administrators, Teachers, Preservice Teachers and Students: A Meta-Analysis Study

This study aims to comparatively analyze the effect size of perceptions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students. The meta-analysis method, one of the research synthesis methods, was used in the research. Within the scope of the study, master’s and doctoral theses and research articles dealing with this topic in Turkey were investigated. Based on the screening results, a total of 101 studies from 2013 to 2020 abided by the inclusion criteria. For these 101 studies comprising a sample of 33,774 people, four effect sizes were calculated. According to research results, high levels of effect size were determined based on the random effect model for opinions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students (d=41.14). The perceptions of democratic attitudes and values of participants were ranked from low to high as students (d=30.45), school administrators (d=38.66), teachers (d=47.86), and preservice teachers (d=51.73). There was a significant difference between the opinions of participants (p=0.00). Students appeared to have the lowest perceptions of democratic attitudes and values. According to the results of moderator analysis, the effect sizes of studies were determined to differ depending on publication type (p=0.00), educational level (p=0.00), gender of the researcher (p=0.00), and the region of the research (p=0.00). Concerning the meta-regression results for the effect size in terms of the year the research was performed, there appeared to be a falling trend in perceptions related to democratic attitudes and values of participants.

Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia

This research evaluates the use of visual block programming-based instruction and its possibilities in mathematics, from the perspective of future teachers. A visual programming environment was employed to introduce pre-service teachers to prepare mathematics activities and programming. The study followed a pre-experimental design with a sample of 65 pre-service teachers. A Wilcoxon test was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool in mathematics. We analyzed open questions to evaluate the participants’ attitudes concerning programming applications, and their perception of advantages in the implementation of programming in mathematics. Although there is no significant improvement in learning, positive results were obtained for programming in the classroom, with significant improvements in motivation, active learning, fun, and the possibility of learning Cartesian coordinates and other mathematical concepts.

Determining the Perceptions of Pre-Service Mathematics Teachers towards Mathematics Education through Visual Metaphors in the Covid-19 Process

The Covid-19 pandemic, which has affected the whole world, has led to a number of changes in education as well as in many other fields . The most important change experienced was that education transformed into online platforms. Education on online platforms has led to several effects on students, and as a result, significant changes have been observed in students’ perceptions of mathematics education. The aim of this study was to determine the perceptions of pre-service mathematics teachers, who started university during the Covid-19 pandemic and took courses with synchronous distance education, through visual metaphors. The phenomenology method was used in the study. The sample of the study consisted of 31 first-year mathematics teachers who had never taken a face-to-face course at a university before. In sample selection, purposive sampling method was used. A metaphorical perception form was used to collect data. The participants were asked to make a drawing for the mathematics education they received through synchronous distance education during the Covid-19 pandemic and to explain the drawing. The findings were analyzed using content analysis method. Thus, codes were identified and then categories were established by bringing similar codes together. The findings showed that metaphors were grouped under the categories of education process and emotions. It was found both in the drawings and the explanations that the participants had a negative perception of distance mathematics education during the pandemic process. In addition, it was revealed that the participants were afraid to ask questions because they had not met their friends and teachers before, and therefore the lessons were inefficient. In line with these results, suggestions were presented to improve the efficiency of distance mathematics education.

A Study on the Perception of pre-service early childhood teachers on the Competencies Required in the Post-COVID19 era

목적 본 연구는 코로나19 이후 교육 변화에 대한 예비 유아교사의 인식을 확인하는 것을 목적으로 하였다. 방법 본 연구의 목적을 달성하기 위하여 예비 유아교사 16명을 대상으로 질적 데이터를 수집하였다. 데이터 수집은 비구조화된 질문지를 중심으로 2021년 6월에 2주간 이루어졌으며, 합의적 질적 연구방법으로 분석하였다. 결과 첫째, ‘포스트 코로나 시대, 미래 유아교사가 갖추어야 할 역량 변화에 대한 인식’에서는 ‘교수법 개발 역량 강화’, ‘교육과정 구성 역량 강화’, ‘멀티미디어 활용 역량 강조’, ‘현재 역량과 다르지 않을 것’이 도출되었다. 둘째, ‘포스트 코로나 시대, 미래 유아교사에게 가장 중요한 역량’에서는 ‘창의성’, ‘문제해결 역량’, ‘소통 역량’, ‘디지털 리터러시’가 도출되었다. 결론 본 연구를 통해 도출된 결과를 논의하고 시사점 및 제언을 제안하였다.

Determining the perceptions of pre-service teachers on technology-based learning during the Covid-19 process: a latent class analysis approach.

In the study, latent class analysis (LCA) was used to determine the unobserved structures and the subpopulations of pre-service teachers’ technology-based learning behaviours. According to LCA results, three latent classes were obtained. These classes are labelled as Class-1: “High-Level Technology Perception”, Class-2: “Low-Level Technology Perception”, Class-3: “Intermediate-Level Technology Perception”. When Class-1(Reference Group) and Class-2 were compared, it was observed that the covariates of “gender” and “the Covid-19 pandemic affecting learning motivation” did not have a significant effect on Class-2. It has been determined that pre-service teachers who are older, studying in the 4th grade, using the Internet for more than 8 h a day, have advanced computer skills and have advanced technology-based learning experience are less likely to be in Class-2. In addition, in the study, while self-directed learning with technology was associated with pre-service teachers’ attitudes towards online teaching in the Covid-19 period and class membership, the fear of Covid-19 was not associated with latent class membership.

A Case Study of Preservice Teachers’ Classroom Management Dilemma in a Climate of Uncertainty during the COVID-19 Pandemic

The COVID-19 Pandemic process has brought with it a climate of uncertainty. This uncertain environment also contains a lot of uncertainty about classroom management for preservice teachers. The main purpose of this study was to reveal the metaphorical perceptions and views of preservice teachers about the source of the uncertainties they encounter in online courses conducted via Google Classroom. In this case study, the metaphors and opinions produced by the preservice teachers were evaluated. The results of content analysis revealed that the metaphorical perceptions of preservice teachers are grouped under two different themes. These themes are; “Students’ Individual Uncertainties” and “Environmental Uncertainties in Learning”. They use the metaphors of “dead end” and “confusion” to describe the environmental uncertainties they encounter in the classroom. It can be concluded that the metaphorical perceptions and views of the preservice teachers about the uncertainties they encounter in the online arrangements in Google Classroom overlap with each other.

Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs

Many students with extensive support needs (ESN) benefit from specific instruction as well as a range of communication supports to develop effective communication repertoires and fully participate in their educational experience. Although evidence-based practices and supports addressing the communication needs of students with ESN have been identified, there remain concerns about whether preservice special education teachers have been adequately prepared to implement them. The purpose of this study was to explore the perceptions of preservice special education teachers related to their preparation in communication instruction for students with ESN. Participants reported varying levels of preparedness and a range of experiences in terms of the quantity and content of coursework and opportunities to apply knowledge and skills within their programs. We present implications for future research directions and teacher preparation programs.

Development of Preservice Teachers' Competence Beliefs, Career Values, and Perceptions of Teaching as a Profession: A Longitudinal Study

Development of Preservice Teachers' Competence Beliefs, Career Values, and Perceptions of Teaching as a Profession: A Longitudinal Study

Exploring the Perceptions of Pre-Service Teachers:Regarding Elementary Korean Education

이 연구는 초등교사가 아동의 국어능력 발달과 그 교육의 책임 주체로서 교육 실행의 토대가 되는 국어교육에 대한 인식을 형성하는 것이 중요하다는 관점을 취한다. 이에 초등 예비교사 138명을 대상으로 ‘초등국어교육에서 무엇이 중요하게 다루어져야 하는가?’에 대한 인식을 조사하였으며, 분석 결과를 토대로 초등교사 양성과정에서의 시사점을 도출하는 것을 연구의 목적으로 삼았다. 토픽모델링 기법으로 분석한 결과, 초등국어교육에 대한 예비교사들의 인식은 ‘기초교육과 쓰기 교육’, ‘의견 말하기 중심의 표현 교육’, ‘독서 교육 중심의 문식성 교육’, ‘말하기 중심의 언어사용 교육’으로 유형화되었다. 각 유형별 의미연결망분석을 실시함으로써 키워드를 추출하고, 이 키워드들이 연결망 내에서 어떠한 역할과 위치를 차지하는지를 살펴 인식의 의미 구조를 탐색하였다. 분석 결과를 토대로 예비교사들의 국어교육에 대한 인식 형성의 중요성을 다시금 강조하고 교사양성 과정에서 보완되어야 할 교육 내용을 중심으로 시사점을 도출하였다.

Pre-service primary school teachers’ metaphoric perceptions about geometry

Abstract: Geometry can be defined as finding patterns and standard principles within and between the shapes, which contributes to learning of mathematics. This study aims at revealing the perceptions of pre-service primary school teachers on the geometry concept using metaphors. For this purpose, pre-service teachers were asked to fill in the blanks in a sentence, which was “Geometry is like/similar to…, because…”. The study was conducted with 120 voluntary preservice primary school teachers. Then, the metaphors they used were analyzed in three phases, consisting of determining the subject (1) and source (2) of the metaphor, and evaluating the relationship (3) between the source and subject. The responses of the participants were evaluated by the researchers, whose reliability was obtained as 97% using the reliability formula provided by Miles and Huberman (1994). The most commonly used metaphors were “puzzle” and “space” among the total 71 different metaphors generated by the pre-service teachers. These metaphors were classified into 11 categories under the titles of “feature” and “feeling”. Results illustrated that pre-service teachers generally reflected geometry as “difficult” and “complex” but “entertaining” involving the relations between part and whole.

PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN

The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.

K (student): ‘I need to think about new ways to bring their home and culture into the class’. Preservice Teachers Develop a Culturally Relevant Pedagogy

ABSTRACT This article traces the actions and perceptions of preservice teachers who cope with cultural heterogeneity. The study used an interpretative qualitative method, which allowed us to examine the portfolios of 12 participants. Findings indicate that authentic experiences exposed the students to the reality of the pupils, enriched their knowledge, fostered intercultural competence, and allowed them to teach according to culturally relevant pedagogy. Findings have implications for the teacher training process, which must include experiences outside the school walls that will help teachers integrate cultural heritage into the classroom, preserve the students’ languages of origin, promote multicultural dialogue, and enhance the visibility of the other.

Religious Education as a 21st Century Practice: A Quantitative Study of the Perceptions of In-Service and Pre-Service Teachers Concerning New Learning Skills

This study compares quantitatively the perceptions of Finnish pre-service and in-service religious education (RE) teachers concerning future skills needed in the context of RE. The data consists of questionnaires (N = 157) collected from RE student teachers (n = 74) and practicing RE teachers (n = 83). Three groups of respondents were formed: students, established teachers and teachers in the induction phase. The perceptions of twenty-first century skills of the three groups were analyzed using the SPSS program. On the basis of the results, the different groups all saw different interaction-related skills as key skills for an RE teacher. Consideration of social issues and diversity in the context of RE was also seen as important. Religious literacy and the use of technology were anticipated to be emphasized in the future. In addition, critical thinking was interpreted as relevant in the context of RE. By contrast, for example, productivity and leadership were perceived as less relevant parts of religious education.